38 minute read
EDUCATION
For more information call (310) 825-4191.
Early Childhood Educators
For information about the Early Childhood Education Certificates, call (310) 825-4191, email eceonline@uclaextension.edu, or visit uclaextension.edu/education/certificates.
EDUC X 21
Child Development/Desarrollo Infantil
4.5 units This is an introductory course in child growth and development span‑ ning conception through middle childhood. The course covers theories of human development; the scientific study of development; genetic and environmental contributions and interactions on child develop‑ ment; and developmental time frames from conception and prenatal development through infancy, toddlerhood, early childhood, and middle childhood. Students learn about milestones and the cultural contexts of development across domains: physical, cognitive, lan‑ guage, social, and emotional development. Students are required to observe an infant 0‑36 months old and a child 3‑6 years old. This is the recommended first course in the ECE series. This is a lower‑divi‑ sion (entry level) college class. This is also an intensive class. We are completing a full course in only 8 weeks. Expect to spend around 12 hours per week completing everything in each week’s module. There is a significant amount of reading required. Professional‑level English language proficiency in the following areas is required: reading comprehension, vocabulary, note‑taking, and written expression.
Reg# 385088 Fee: $527
No refund after 1 Apr. mOnline Mar. 28‑May 22 c Materials will be provided in Canvas course shell. Kathy Fuller, PhD, educational consultant; recipient, UCLA Extension Distinguished Instructor Award, 2012.
Reg# 385089 Fee: $527
No refund after 1 Apr. mOnline Mar. 28‑May 22 c Materials will be provided in Canvas course shell. Debra Pourroy, MA, adjunct professor, Los Angeles Valley College and Santa Monica College; site supervisor, Circle of Children School; recipi‑ ent, UCLA Extension Distinguished Instructor Award, 2010.
Reg# 385090 Fee: $527
No refund after 22 Apr. mOnline Apr. 18‑June 12 c Jackie Kelley, MA, early childhood educator; adjunct professor, Santa Monica College. EDUC X 22
The Young Child in the Family and Community/ El Niño Pequeño en la Familia y Comunidad
4.5 units This online early childhood development course focuses on the social and cultural dynamics between the young child, the family, and the community. Students develop communication skills between young children, peer groups, parents, and teachers. They investigate com‑ munity resources and social services, including health care, welfare, and counseling. Students also explore culture, diversity, and equity within the classroom and the larger community. Students examine their own and others’ understanding of social and cultural belonging. Instruction includes exploration of tools, classroom strategies, com‑ munity resources, and advocacy for supporting family engagement and creating productive partnerships with children and families. Note that this is an intensive course, in which the work of a full academic quarter is offered in only 8 weeks. You may be required to interview people, observe children, or go into the community for this course, so plan ahead.
Reg# 385091 Fee: $527
No refund after 1 Apr. mOnline Mar. 28‑May 22 c & Victor Soto, MA, human development; adjunct professor for Pacific Oaks College.
Reg# 385094 Fee: $527
No refund after 22 Apr. mOnline Apr. 18‑June 12 This course requires purchase of a digital text for $73.50 which will be available for purchase when the Canvas course shell is made available to students two days before the course start date. Instructions and a link to purchase will be available on the course website. International Students should verify their web access to Cengage Publishers before purchasing. c & Tamara Jackson, PhD, director of Special Education, La Canada Unified School District; recipient, UCLA Extension Distinguished Instructor Award, 2008. EDUC X 23
Foundations of Early Care and Education: An Introduction to Teaching Young Children
4.5 units Learn about early care, education approaches, and how to identify quality care. This online course on teaching young children introduces the approaches, history, and development of early childhood education programs. The course offers an overview of developmentally appropri‑ ate learning environments, curriculum, and how to define play‑based learning and outcomes. Students explore how different program approaches meet the needs of the young child. Students learn obser‑ vation, assessment, and strategies for guiding children’s behavior. Field observations are required. This is a lower‑division (entry level) college class. This is an intensive course, in which the work of a full academic quarter is offered in only 8 weeks. Expect to spend around 12 hours per week to complete everything in each week’s module. Before you take this course, we recommend you take Child Development, unless you have classroom experience with children already.
Reg# 385098 Fee: $527
No refund after 1 Apr. mOnline Mar. 28‑May 22 c & Debra Pourroy, MA, adjunct professor, Los Angeles Valley College and Santa Monica College; site supervisor, Circle of Children School; recipi‑ ent, UCLA Extension Distinguished Instructor Award, 2010.
Reg# 385097 Fee: $527
No refund after 22 Apr. mOnline Apr. 18‑June 12 c & Jackie Kelley, MA, early childhood educator; adjunct professor, Santa Monica College.
Reg# 385122 Fee: $527
No refund after 22 Apr. mOnline Apr. 18‑June 12 Esta sección se imparte en español. Se requiere acceso a Internet. Materiales necesarios. Lillian Pimentel-Stratton, EdD, Walden University; faculty, Bakersfield College, early childhood education.
EDUC X 24
4.5 units This online course covers developmentally appropriate curriculum methods for early childhood. Students learn to design, equip, plan, and implement engaging learning environments for supporting develop‑ mental goals and knowledge. Learn to create optimal curricula and learning experiences based on theory, observation, and assessment within a context of relationships and play. Develop strategies for cul‑ turally‑relevant curricula. Embed activities designed to establish children’s positive attitudes and behaviors for learning, pro‑social behavior, a strong sense of self, competence, and emotion regulation. Understand how the curriculum and learning environment can guide cognitive, social, and emotional development and mitigate challenging behaviors. Students are required to observe young children. This is a lower‑division (entry level) college class. This is also an intensive class. We are completing a full course in only 8 weeks. Expect to spend around 12 hours per week to complete everything in each week’s module. Before you take this course, we recommend you take the Child Development course and the course on Foundations of Early Care and Education, unless you have significant classroom experience with children already.
Reg# 385100 Fee: $527
No refund after 1 Apr. mOnline Mar. 28‑May 22 c & Lillian Pimentel-Stratton, EdD, Walden University; faculty, Bakersfield College, early childhood education.
Reg# 385099 Fee: $527
No refund after 22 Apr. mOnline Apr. 18‑June 12 c Kathy Fuller, PhD, educational consultant; recipient, UCLA Extension Distinguished Instructor Award, 2012.
EDUC X 25
Play and the Developing Brain in Early Childhood Education
4.5 units This online course provides a contemporary, research‑based perspec‑ tive on learning and inquiry through play in early childhood settings and explains how play supports optimal brain development. Students learn about historical and contemporary perspectives of the critical role of play in early learning and development. Students explore play as an optimal medium for social and cognitive learning, executive function skills, and brain development in the context of current devel‑ opmental theory. Emphasis is placed on practical strategies for creat‑ ing play‑based learning environments, hands‑on experiences, and multi‑cultural inclusiveness. Students observe, document, and explore ways to integrate play throughout the curriculum. Observations of young children are required.
Reg# 385101 Fee: $527
No refund after 1 Apr. mOnline Mar. 28‑May 22 c & Kate Riedell, Ph.D. teaching and literacy graduate research consultant, Boston University, Developmental Studies; ABD, UCLA.
Reg# 385102 Fee: $527
No refund after 22 Apr. mOnline Apr. 18‑June 12 c & Kristin Sherman, MA in human development and social change; director, ECE program, New School West, Santa Monica, CA ECE Mentor Program. EDUC X 312.42
Techniques for Behavior Change in Young Children
3.0 units This course is an overview of the various methods for changing, adapting and managing individual children’s behavior. Instruction covers assertive discipline, behavior modification, and other authori‑ tarian and egalitarian approaches to behavior change in young chil‑ dren. The advantages, disadvantages, and appropriate use of each approach are analyzed. Applies toward Title 22 Regulations and Title 5 Child Development Permits; elective course for both Basic and/or Advanced Core Certificates. Letter grade of C or better required for California ECE Permits.
Reg# 385103 Fee: $373
No refund after 1 Apr. mOnline Mar. 28‑May 8 c & TiaMarie Harrison, MS
EDUC X 321.2
3.0 units This course offers an overview of administering a child care center. An introduction to the logistical and philosophical details of planning, implementation, and appropriate care and education is presented. Instruction covers national professional guidelines for how an effective administrator implements a plan, creates a safe and developmentally appropriate learning environment, and evaluates the quality and improvement of a center. You learn about record‑keeping, reporting, and staff policies. Licensing, permits, and regulations are covered for the state of California. The course applies toward California Title 22 and Title 5 regulation compliance and child development permits.
Reg# 385105 Fee: $424
No refund after 1 Apr. mOnline Mar. 28‑May 8 c & Patricia Yeldell, PhD in organizational management, MS in educational leadership from Pepperdine University. Instructional director of Early Childhood Education at the Los Angeles Unified School District.
Reg# 385104 Fee: $424
No refund after 6 May. mOnline May 2‑June 12 This course requires purchase of a digital text for $73.50. Instructions and a link to purchase will be available on the course website. International Students should verify their web access to Cengage Publishers before purchasing. c & Terri Emberling, MA in counseling and clinical psychology; founder/ director, Relationship Roots.
EDUC X 321.21
3.0 units This course offers an overview of the leadership, supervision, and professional development of staff and how to guide the center and the staff toward a high‑quality, developmentally appropriate philosophy and implementation of a program. Instruction covers how to lead people and serve as a curriculum leader; alignment of environment and practices with center mission and value statements; community building; hiring and retention; staff support, guidance, and profes‑ sional development; and supporting quality curriculum through leadership and reflective evaluation. Students learn to develop rela‑ tionships with families that are culturally sensitive and reciprocal and to communicate with and engage families in the center. Emphasis is given to observation and analysis skills, leadership and mentoring skills, and measuring leadership and management for optimal func‑ tioning of the center and staff. The course applies toward California Title 22 and Title 5 regulation compliance and child development permits.
Reg# 385106 Fee: $424
No refund after 22 Apr. mOnline Apr. 18‑May 29 c & Ellen Khokha, MA, founder/director, The Growing Place Child Develop‑ ment Center; instructor, Santa Monica College. 3.0 units Instruction examines staff organization for effective communication and interpersonal relationships and covers criteria for selecting and evaluating personnel; the administrative role in promoting professional growth, teaching effectiveness, and sensitivity to individual needs; and staff involvement in planning and evaluating programs. Applies toward Title 22 regulations; Title 5 Child Development Permits for Adult Supervision Requirements for Master Teacher, Site Supervisor, and Program Director of Child Care Centers and is a core required course for the Early Childhood Education Administration Certificate.
Reg# 385108 Fee: $424
No refund after 1 Apr. mOnline Mar. 28‑May 8 c & Terri Emberling, MA in counseling and clinical psychology; founder/ director, Relationship Roots.
EDUC X 321.26
4.5 units This course offers an introduction and practice on observation, docu‑ mentation, assessment, and the skills necessary to apply assessment findings to create an appropriate curriculum for young children. In this course, students develop systematic and purposeful observation and interpretation of documentation for the creation of emergent curricu‑ lum and assessment of young children aged 0‑5 years. Students learn the California guidelines for Early Childhood Education and Transitional Kindergarten. California ECE competencies and tools introduced in the course include the CA Preschool Curriculum Frameworks, California Preschool Learning Foundations, and Desired Results Developmental Profile (DRDP).
Reg# 385109 Fee: $527
No refund after 1 Apr. mOnline Mar. 28‑May 22 c & Kristin Sherman, MA in human development and social change; director, ECE program, New School West, Santa Monica, CA ECE Mentor Program.
EDUC X 321.246
Teaching Young English-Language Learners
3.0 units This course focuses on the practical application of research and theory about children’s multilingual language acquisition from birth to six years. Participants will learn to create a welcoming classroom culture for children with diverse identities and experiences and to develop effective teaching strategies to meet the diverse needs of young English language learners. Participants will explore how to offer a developmentally, linguistically, and culturally appropriate classroom ecology that honors families and supports English language develop‑ ment. The course specifically addresses techniques for language transfer, maintaining home language strength, supporting biliteracy, and engaging children’s families to enrich the language and cultural experience in the curriculum and in the classroom.
Reg# 385110 Fee: $373
No refund after 8 Apr. mOnline Apr. 4‑May 15 c Anne Blackstock-Bernstein
EDUC X 321.25
Anti-Racism and Teaching in a Diverse Society for Early Childhood Education
3.0 units This course introduces students to Culturally Responsive Teaching (CRT) and theory by incorporating strategies for creating a student‑ centered classroom. Students will learn to define anti‑racism, identify embedded privilege, and reflect on, and recognize personal bias. Students will work on creating identity‑safe, care‑oriented classrooms. Specific topics include how to “center” the curriculum to authentically include linguistic diversity, diverse cultures and communities, under‑ standing micro‑aggressions, and social justice.
Reg# 385124 Fee: $373
No refund after 1 Apr. mOnline Mar. 28‑May 8 & c TiaMarie Harrison, MS
EDUC X 321.44
Music and Movement in Early Childhood Education
3.0 units Instruction covers how to plan and lead developmentally appropriate music activities for young children. Students participate in rhythm, song, instrument, and movement activities that enhance children’s participation in group “circle time” and independent music play experi‑ ences. Teaching strategies, environments, and material sources are explored through discussion and demonstration. Students may be required to observe young children. Applies toward Title 22 Regula‑ tions and Title 5 Child Development Permits; elective course for both the Early Childhood Lead Teacher Certificate and/or Early Childhood Administration Certificates. Letter grade of C or better required for California ECE Permits.
Reg# 385126 Fee: $373
No refund after 6 May. mOnline May 2‑June 12 c & Teri Sulc, MA, educational administration, CSU Northridge; counselor/ adult education, parent educator, music school administrator at Gerard’s Guitars in Tarzana.
EDUC X 321.59
Health, Nutrition, and Safety in Early Childhood
3.0 units This course covers guidelines for creating a safe and healthy environ‑ ment for the young child, including emergency preparedness (fire, earthquake, first aid), health and public health‑related issues, and the nutritional needs of children. Applies toward Title 22 Regulations and Title 5 Child Development Permits; elective for both the Early Childhood Lead Teacher Certificate and/or Early Childhood Administration Certificates.
Reg# 385130 Fee: $373
No refund after 6 May. mOnline May 2‑June 12 c Tamar D. Andrews, EdD, college instructor; director, ECE Temple Isaiah LA.
EDUC X 321.74
Developing an Infant and Toddler Child Care Program
4.5 units Instruction explores the components of a quality infant/toddler care program: costs, staffing, appropriate environments, developmental experiences, health issues, and parent involvement. Instruction emphasizes the special needs of infants in a group care setting. Applies toward Title 22 Regulations and Title 5 Child Development Permits; elective course for both Basic and/or Advanced Core Certificates.
Reg# 385132 Fee: $527
No refund after 1 Apr. mOnline Mar. 28‑May 22 c & Todd Hioki, MA, Pacific Oaks, Human Development with specialization in Social Action; instructor, Pacific Oaks College, Santa Monica College; master teacher, Pacific Oaks Children’s School. EDUC 720
Parenting Skills for Busy Parents: Developing Sound Parenting Methods During Quarantine and Beyond
Are you the parent of a child aged 2 to 5 year’s old? Have you found being a parent during quarantine a bit of a challenge? Would you like personal support and research‑based methods for balancing work and raising your child? If so, this course is for you. Over the next four weeks, this course will provide you with key skills to: create powerful learning environments, routines that support parents and children, manage challenging behaviors, and tips on how to get your profes‑ sional work done while caring for your young child. Each week we will review developmental concepts through articles and video, and you will interact in on‑line discussion forums designed to answer the questions most important to you. This course not only offers good techniques and information but also provides an emotionally sup‑ portive environment to ease stress and confusion of being a parent during these challenging times.
Reg# 385195 Fee: &0
No refund after Mar. 1. mOnline Mar. 28‑April 17 Victor Soto, MA, human development; adjunct professor for Pacific Oaks College.
EDUC X 440.2
ECE Educator Liability Fundamentals: How to Protect Children and Safeguard Your Career
3.0 units The focus of the course is to provide practitioners — care providers and administrators ‑ with an understanding of their own, legal respon‑ sibilities around child safety, ways to reduce risk in the ECE setting, and what to do when a child is injured, abused, or neglected. The course introduces early childhood program providers and administra‑ tors to legal terminology, issues, conflict resolution and NAEYC best practices, with an emphasis on compliance with state and federal regulations. Topics include negligent supervision lawsuits; reporting and report writing; liability for intentional conduct; school safety best practices; team collaboration techniques to protect children and staff; deposition preparation fundamentals; and computer applications for administration.
Reg# 386040 Fee: $373
No refund after 1 Apr. mOnline Mar. 28‑May 7 c & Michelle McGinnis
EDUC X 321.31
Exploring Ideas from Reggio Emilia in American Context
3.0 units An in‑depth exploration of the Reggio Emilia approach to early child‑ hood education. Learn how its theory, philosophy, and principles relate to current early childhood education practices. Emphasizes U.S. translations and adaptations. Covers history, context, the image of the child, relationships and interactions, rhythm of the day, role of teach‑ ers, documentation, long‑term projects, and U.S. adaptations. Applies toward Title 22 Regulations and Title 5 Child Development Permits; elective course for both Basic and/or Advanced Core Certificates.
Reg# 386388 Fee: $373
No refund after 22 Apr. mOnline Apr. 18‑June 12 c & Kristin Sherman, MA in human development and social change; director, ECE program, New School West, Santa Monica, CA ECE Mentor Program.
Higher Education & Adult Educators
College Counseling Certification
For information about the College Counseling Certificate, , call (310) 825-4191, email onlineccc@uclaextension.edu, or visit uclaextension.edu/education/certificates.
EDUC 845
Introduction to College Admissions
1.5 CEUs The purpose of this short, intensive course is to introduce potential advisors or counselors, who are either new to the field or are making a career change, to numerous aspects of the college admissions process. During this two‑week course, students develop an under‑ standing of key factors such as choosing the “right” college, the application process, financial aid, the impact of standardized test scores, and how to communicate with various types of parents and guardians through case study scenarios. We also explore the charac‑ teristics of college bound students, guiding students towards a pro‑ spective major or career, and how to maneuver the emotional and mental health aspects that come with applying to college. In this course, students practice applying their newfound knowledge and skills to real case study examples. Upon completion, students are prepared and have confidence to continue their studies in counseling or pursue advanced topics via enrollment in the full UCLA College Counseling certificate program. The ideal student for this course is an aspiring college advisor, current school counselor, CBO advisor, or other professional working in college advisement who seek to expand their experiential learning of college admissions
Reg# 385362 Fee: $295
No refund after 6 May. mOnline May 2‑16 Shanell Leggins, EdD in Educational Leadership with an emphasis in Educational Psychology, MA in Counseling and Pupil Personnel Ser‑ vices Credential, BA in Sociology with a minor in Psychology, as well the college counseling certificate. Dr. Leggins has worked in the field of education for more than 20 years and as a counselor for more than 15 years. Her counseling experience spans from public, private, domestic, and abroad. She currently works as the Associate Director of College Guidance at an independent school in Los Angeles, CA.
EDUC 846
Introduction to Making College Affordable
1.5 CEUs College financing has become an integral element in the college search and enrollment process, particularly for first generation and low‑income students. However, college financing rouses anxious and often fearful responses from parents, students, and even counselors. This short, intensive course is designed to make counselors aware of key areas related to college affordability. The course brings in family concerns and challenges of living with debt, both of which are impor‑ tant for counselors to know and weigh. The topics include an overview of the financial aid delivery system, an examination of college cost issues, the relationship between admission and financial aid applica‑ tion, a review of the sources and awarding of aid; the role of financial aid administrators, the challenge of educational debt and the role of advisors in the college financing process.
Reg# 385364 Fee: $295
No refund after 8 Apr. mOnline Apr. 4‑18 c Linda Dagradi, EdD, educator with more than 35 years of experience in leadership positions in financial aid administration, school counsel‑ ing, and enrollment management
4.5 units Drawing on the theory and information presented in the required courses included in the UCLA College Counseling certificate program, this 45‑hour course provides a project‑based learning approach for Practicum‑ready students to apply their knowledge and experience. Using the latest research and publications available in the field, this interactive class draws on the theory and information presented in other required courses and challenges students to apply their knowl‑ edge, strategies, and approaches with real life students. Emphasis is on the development of tools and strategies in determining student goals, aspirations, college lists, admission, and financial options—all focused on helping students and their families make the final college decision. This course is designed to meet the needs of counselors in public, private, or independent settings. Prerequisite(s): Students must have completed two other courses before becoming enrolled in Counseling the College Bound Student, and the College Admission Process.
Reg# 385357 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 6 c & Cyndy McDonald, MA, who has more than 20 years of experience as a school counselor and educational consultant. She founded Higher Education Consultants Association (HECA) and a nonprofit program, After Military Planning (AMP). She is president of an online college counseling system and operates a college counseling practice.
EDUC X 414.83
Introduction to Counseling for College Admission
4.5 units Introduction to Counseling for College Admission explores the college admission process from both the student and counselor perspectives, with emphasis on student research, application, selection, and coun‑ selor information dissemination and responsibility. This course pro‑ vides in‑depth information on application calendar options, college and university options, and admission criteria. The course offers education information with an emphasis on the counselor’s skill development in assisting students with college application and selec‑ tion, while providing current theory and issues combined with strate‑ gic practice.
Reg# 385225 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 6 c & Pam Walker, MA, In her professional career of more than 29 years in higher education, she worked at both private and state colleges within the Massachusetts area.
Reg# 385226 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 6 c & Canh Oxelson, MEd in Educational Policy, Harvard’s Graduate School of Education; BA in Psychology, University of San Francisco. Since 2011, Mr. Oxelson has served as the Executive Director of College Counseling at Horace Mann School (Bronx, NY). Previously, he served eight years as Upper School Dean/College Counselor and Department Chair at a private high school in Los Angeles. Currently he serves on the New Directors Workshop faculty for the Association of College Counselors in Independent Schools and is a presenter/speaker on the topic of college admissions.
Reg# 385227 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 6 c & Veronica Ortiz, MA, former assistant director of admission and assis‑ tant dean of admission at two Los Angeles‑based private colleges 4.5 units Financial aid is complex and information intensive, and college coun‑ selors must understand this important component of the college admissions process. Topics include history of financial aid; types and sources of financial aid; how to apply for federal, state, and institu‑ tional aid; eligibility; how aid is determined; and scholarship search services. Recommended: Students who are enrolled in the college counseling certificate program may take the College Counseling for International Students course in place of the required Financial Aid Fundamentals course. When choosing this option, they would be required to take another elective course. Please notify us at onlineccc@uclaextension. edu if you wish to choose this option.
Reg# 385228 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 13 c Francisca Marquez, MA in school counseling, PPS, college counselor at a Los Angeles‑area high school; former assistant director, financial aid office at a Los Angeles‑area university.
Reg# 385229 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 13 c Linda Dagradi, EdD, educator with more than 35 years of experience in leadership positions in financial aid administration, school counsel‑ ing, and enrollment management
EDUC X 414.90
Testing/Career Assessment
4.5 units College‑bound students encounter a series of standardized examina‑ tions as they progress toward college admission. The PSAT/NMSQT, SAT, ACT, and Advanced Placement tests are the most common. Topics include what each exam tests for, validity of test results, issues of bias, and the effect of coaching. In the realm of career planning, numerous career inventories can help students—both college‑bound and other‑ wise—identify their career interests and propensities; some of the more widely used career instruments are highlighted.
Reg# 385230 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 13 c David An, MEd. In his experience as a college counselor he has worked with an 800 student case load of juniors and seniors at a public high school located in northern California. He has conducted class workshops, made presentations, and hosted family evenings information sessions. He founded the First Gen Essay Coach Program and has run a grant‑funded program “Saturday Success Days.”
Reg# 385348 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 13 c Margarita Landeros, EdD, who currently serves as a counselor sup‑ port specialist for Green Dot Public Schools California (GDPSC) where she uses her experience as a former high school counselor and school leader to support and coach school counselors across GDPSC, includ‑ ing leading professional development, refining and initiating school counseling policies and systems, and overall consulting with coun‑ selors to maximize their student impact. Prior to GDPSC, Ms. Landeros served as a counselor at Los Angeles‑based high school where she built a robust college counseling program for students and families.
Reg# 385349 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 13 c Sally Lozada, PhD, who serves as the Director of Counseling and Guidance at a private Midwest high school with the responsibilities of implementing pathways of success for students in grades 9‑12. This entails course selection in preparation for post‑secondary options, liaison with college, university, selective services, employers and apprenticeships for student matriculation, manage and implement master course and faculty schedule, all aspects of state and national testing, scholarship acquisition, as well as institutional accreditation. 4.5 units This course in the College Counseling Certificate focuses on individual groups of students with unique perspectives in the admissions pro‑ cess, such as students with learning differences, athletes, actors, and underserved students who are members of the LGBT community, first‑generation students, transfer students, etc. The specificity and changeability of the course content allows the program to keep information current and provide certificate students with recent views or changing critical elements in the counseling profession.
Reg# 385351 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 6 c Yetunde Daniels Rubinstein, MS, associate director of college coun‑ seling at a Los Angeles‑based private high school
Reg# 385352 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 6 c Cyndy McDonald, MA, who has more than 20 years of experience as a school counselor and educational consultant. She founded Higher Education Consultants Association (HECA) and a nonprofit program, After Military Planning (AMP). She is president of an online college counseling system and operates a college counseling practice.
EDUC X 414.85
Practicum in College Counseling
6.0 units Apply theory and methodology in a genuine counseling situation under professional supervision. Students complete 65 hours of super‑ vised fieldwork in a local counseling venue and earn 50 hours of academic credit. Fieldwork must consist of individual counseling or meeting with students in group settings. For those who may have difficulty making arrangements to complete 65 hours of student counseling, they may complete 35 hours of counseling, as well as a pre‑approved research project which is submitted to the instructor at the completion of the class. Students also participate in the online portion of the course in which practicum experiences are shared with colleagues and reviewed by the instructor. Prerequisite(s): Completion of the six required courses and formal enrollment in the certificate. Students may not enroll until their Practi‑ cum proposal has been approved and they have received permission from the College Counseling Certificate advisor.
Reg# 385354 Fee: $550
No refund after 1 Apr. mOnline Mar. 28‑June 6 c Lauren Carter, MA, who has dedicated her entire career of 30+ years to the college admissions and college counseling profession. Ms. Carter has served as the Director of College Admissions at NYU, authored college admissions articles as a Contributing Writer for Huffington Post, and most recently serves as Director of College Counseling at Sidwell Friends School (DC). She is a graduate of the University at Albany, NYU, and the College of Saint Rose.
Reg# 385355 Fee: $550
No refund after 1 Apr. mOnline Mar. 28‑June 6 c John Shull, EdS, who has worked at six international schools during the past 30 years as a director of Counseling and Special Services and as a university counselor. John began his seventh international school experience in the 2017/18 school year at St. Stephen’s School in Rome, Italy as the director of University and College Counseling.
Reg# 385356 Fee: $550
No refund after 1 Apr. mOnline Mar. 28‑June 6 c Alexandra Furgiuele, MA, PPS; has been working as a college coun‑ selor/consultant since 2009. She has worked in a public high school in the San Francisco Bay area and independently with students through her own consulting practice and through Study Point and College Connections as well.
4.5 units Educational consultants are unique among business professionals because their goal is not just to have a profitable practice but also to truly make a difference in the lives of their clients. This course focuses on how to create a successful practice using basic business principles and entrepreneurship skills. Topics covered include steps needed to begin the process: early decisions, formulating the business plan, business structures, fee setting, contracts, creating a marketing plan, and social media. The material in this course is intended to help you create your personal business template, so you can launch a success‑ ful educational consulting business.
Reg# 385358 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 6 c & Jennifer Mandel, MA, owner and president of a private college coun‑ seling firm. Recipient of 2018 Distinguished Instructor Award
Reg# 385359 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 6 c & Charlotte Klaar, PhD, CEP, certified educational planner, who is a nationally recognized leader in the independent educational consult‑ ing industry. She was awarded the Steven R. Antonoff Award for Profes‑ sional Achievement in recognition of her contributions to the profession. She has more than 20 years of college counseling experience.
EDUC X 414.98
College Counseling for International Students
4.5 units The college admission process for international students is explored, with an emphasis on the special needs and requirements for interna‑ tional students applying to U.S. colleges and universities. This course explores the challenges of helping international students understand and navigate the unfamiliar landscape of the U.S. university system, while helping students and families understand the importance of fit vs. rankings. In addition, issues unique to international students such as testing, financial, and visa requirements; the ethics of working with agents; writing effective personal statements; and demonstrating interest from afar are also explored. Recommended: Students who are enrolled in the college counseling certificate program may take the College Counseling for International Students course in place of the required Financial Aid Fundamentals course. When choosing this option, they would be required to take another elective course. Please notify us if you with to choose this option by emailing onlineccc@uclaextension.edu.
Reg# 385360 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 6 c Shanell Leggins, EdD in Educational Leadership with an emphasis in Educational Psychology, MA in Counseling and Pupil Personnel Ser‑ vices Credential, BA in Sociology with a minor in Psychology, as well the college counseling certificate. Dr. Leggins has worked in the field of education for more than 20 years and as a counselor for more than 15 years. Her counseling experience spans from public, private, domestic, and abroad. She currently works as the Associate Director of College Guidance at an independent school in Los Angeles, CA. 4.5 units This course emphasizes the development of knowledge and skills with regard to guiding and supporting community college students through all steps of their community college education, from enrollment through transfer application and admission. Students learn about community college matriculation processes, course selection, transfer application, and how to strategically position prospective transfer students for admission to public and privates colleges and universities. Students explore the current community college landscape as well as big issues like challenges for disadvantaged populations and persis‑ tence towards transfer. Students learn about the critical programs essential to supporting persistence and transfer, like those for first‑ generation college students, articulation agreements, admissions priority agreements, honors, and financial aid.
Reg# 385361 Fee: $795
No refund after 1 Apr. mOnline Mar. 28‑June 6 c Rosina Wright-Castro, PhD, serving as an Academic Counselor at community college located in the Los Angeles area.
TESOL
For information about the TESOL Certificate, call (310) 825-4191, email eceonline@uclaextension.edu, or visit uclaextension.edu/education/certificates.
EDUC 825
Introduction to the TESOL Program
1.0 CEUs This course prepares the student for success in the TESOL Certificate and the TESOL Portfolio. The course is mandatory and must be taken first in the series. This course gives a clear overview of all that is expected to successfully complete the program. It reviews the entire program, including the scope of work, goals, requirements, and portfolio assignments in the four TESOL classes. Expectations for success and time frames are discussed. This course prepares students to save work from each course that will be compiled into a portfolio during the TESOL Practicum Portfolio course. The TESOL certificate is designed to balance current teaching theories and practical experi‑ ence in second language acquisition instructional methods.
Reg# 385188 Fee: $75
No refund after 1 Apr. mOnline Mar. 28‑Apr. 10 c Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
EDUC X 425.02
Cultural Perspectives and Teaching Methods in TESOL
5.0 units This course presents an intensive consideration of culture and diver‑ sity and their impacts in school classrooms. Instruction focuses on the nature and manifestations of culture, methods and strategies for learning about cultural differences and similarities, and strategies for diversity inclusiveness. Examine the values, customs, mores, and communication styles of cultural groups; interpret the communicative behavior of individual students; and understand how these various factors impact teaching.
Reg# 385189 Fee: $698
No refund after 15 Apr. mOnline Apr. 11‑June 5 c Kimberly Persiani, EdD, assistant professor, CSULA; international and multicultural education at the University of San Francisco, bilingual education and social justice and equity. 5.0 units This online course presents and evaluates current technologies and their applications in the TESOL classroom, urban distance learning, and adult TESOL education. Participants learn strategies for overcom‑ ing technophobia among English teachers and learners. The computer is an effective classroom tool, and through methods’ instruction and hands‑on practice, participants learn the benefits of instructional technology for TESOL classes.
Reg# 385192 Fee: $698
No refund after 15 Apr. mOnline Apr. 11‑June 5 c Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
Reg# 385193 Fee: $698
No refund after 15 Apr. mOnline Apr. 11‑June 5 c Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
EDUC X 425.05
TESOL Practicum Portfolio
2.0 units Students must pass all four core courses with a C or better to be eli‑ gible for this course. This is the culminating course in the TESOL Certificate. The TESOL Practicum Portfolio integrates prior learning, assignments, lesson plans, and observations from the TESOL courses and provides students the opportunity to reflect and refine their teaching practices. Participants compile a professional digital portfolio that captures and highlights their best work from each course. The portfolio also includes the development of professional goals and a comprehensive teaching philosophy. A taped video lesson and class‑ room observation for each course is included in the final portfolio, providing detailed evidence of teaching strengths. The completed portfolio supports participants in job placement and interviews and tells the personal story of learning and growth throughout the TESOL program.
Reg# 385194 Fee: $230
No refund after 20 May. mOnline May 16‑June 12 Students must pass all four core courses with a C or better, or be concurrently enrolled in the fourth core course, to be eligible for TESOL Practicum Portfolio.Please note that while late enrollment into a course is acceptable up to three days after the course start date, it is the responsibility of each student to acquire all required books and course materials by the time they are needed in the course. c Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
K-12 California Teacher Credentialing & Authorizations
EDUC X 330.54
Single Subject Methods for Teaching English
4.0 units This course focuses on methodologies appropriate for facilitating English/language arts instruction at the middle and high school levels in a variety of classroom settings. As candidates for the Single Subject Credential in English, students in this course learn, practice, and reflect on the specific pedagogical knowledge needed to teach English/ language arts to secondary students. We explore a variety of teaching strategies for organizing a secondary English/language arts curricu‑ lum using the national standards of the Common Core. Teacher can‑ didates discuss, plan, implement, and assess appropriate instruction using current best practices for the effective teaching of English/ language arts. The course addresses various curricular areas of English/language arts, including the teaching of writing; reading comprehension and literature; language applications; grammar; speaking applications and visual media; and how they can be effec‑ tively integrated into daily lesson planning while meeting Common Core Standards. Additionally, teacher candidates learn how to be reflective practitioners who regularly engage in classroom action research to improve their teaching. Prerequisite(s): CA General Education Teaching Credential (Multiple Subject or Single Subject)
Reg# 385606 Fee: $725
No refund after 1 Apr. mOnline Mar. 28‑May 22 c & Jennifer DaCosta
EDUC X 330.55
Single Subject Methods for Teaching Mathematics
4.0 units This course is designed to prepare secondary math candidates to effectively plan and deliver the state‑adopted academic content standards for students in mathematics (grades 7‑12). The candidate has multiple opportunities to learn, practice, and reflect upon mathe‑ matics‑specific pedagogical knowledge and skills in order to enable students to understand basic mathematical computations, concepts, and symbols to solve common problems and novel problems; help students solve real‑world problems using mathematical reasoning and concrete, verbal, symbolic, and graphic representations; provide a secure environment for taking intellectual risks and approaching problems in multiple ways; model and encourage students to use multiple ways of approaching mathematical problems; encourage discussion of different solution strategies; foster positive attitudes toward mathematics; and encourage student curiosity, flexibility, and persistence in solving mathematical problems. The course also helps students in grades 7‑12 to understand mathematics as a logical system that includes definitions, axioms, and theorems; understand and use mathematical notation and advanced symbols; and assign and assess work through progress monitoring and summative assessments that include illustrations of student thinking such as open‑ended questions, investigations, and projects. Prerequisite(s): CA General Education Teaching Credential (Multiple Subject or Single Subject)
Reg# 385608 Fee: $725
No refund after 1 Apr. mOnline Mar. 28‑May 22 Enrollment for this section limited to LACOE educators. c Allison Leggett, EdD 4.0 units This course is designed for credentialed teachers who are looking to add a certification in social studies to their credential. The primary goal of this course is for candidates to learn specific teaching strate‑ gies that are effective in supporting them to teach the state‑adopted academic content standards for students in history/social science (grades 7‑12). The course is centered on developing an understanding of historical thinking and learning new methods to help secondary students think, read, and write like historians. Participants in the course have an opportunity to design lessons and learning experi‑ ences that they can use to teach social studies, while also continuing to build their own understanding of what it means to learn social studies. Prerequisite(s): CA General Education Teaching Credential (Multiple Subject or Single Subject)
Reg# 385609 Fee: $725
No refund after 1 Apr. mOnline Mar. 28‑May 22 Enrollment limited; early enrollment advised. c Victoria Harvey, PhD, UC Santa Barbara
EDUC X 315A
Principles and Methods of Teaching Elementary Reading
4.5 units This course fulfills California requirements for (a) a subject‑specific pedagogy course for teaching reading in a Multiple Subject Credential program (CA Preliminary Multiple Subject Credential Program Stan‑ dards) and (b) a course in developing English language skills for beginning readers for credentialed Single Subject teachers who want to add a multiple subject credential (CTC document CL‑621A 4/2017). Topics include assessment and instruction of foundational reading skills in the early grades, strategies to develop reading and compre‑ hension of narrative and informational text to build discipline‑specific knowledge, methods of instruction that are sensitive and responsive to the individual needs of all students, and selection of appropriate instructional materials and assessments. In order to complete assign‑ ments, participants must have access to at least 2‑3 learners in the same grade level (in a classroom, after‑school program, or other setting).
Reg# 385605 Fee: $725
No refund after 1 Apr. mOnline Mar. 28‑May 22 Strategies That Work: Teaching Comprehension for Understanding and Engagementis required reading for the first class. c & Harriet Levine, Harriet Feinstein‑Levine, MA Reading and Literacy
CLAD Through CTEL Certification
Enrollment in these courses is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. These courses are not part of the TESOL program.
EDUC 804.1
Introduction to the Study of Teaching English Language Learners (CLAD Through CTEL Certificate)
0.5 CEUs This orientation to the CLAD through CTEL Program gives applicants a clear understanding of the entire program, including its scope and goals, requirements, standards, procedures that affect competencies, and field experience(s). This orientation is a prerequisite for all other CLAD through CTEL courses and includes formal application to the UCLA Extension program. Prerequisite(s): Submitted application to UCLA Extension’s English Learner Added Authorization program.
Reg# 385604 Fee: $25
No refund after 1 Apr. mOnline Mar. 28‑June 12 Discounts cannot be applied to fees for this course. Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. c Lauren Flemming 4.0 units Fulfills Equity, Diversity, and Access requirement (Standard 9) for the SB2042 Preliminary Credential. Please obtain the approval of your credential program advisor before enrolling to ensure that this course satisfies your credential program requirements. Examine culture and cultural diversity and the relationship to academic achievement, development, implementation, and evaluation of culturally inclusive instruction. Topics include cultural concepts and perspectives, cultural contact, cultural diversity in California and the United States, cross‑ cultural interaction, the roles of culture in the classroom and the school, culturally inclusive learning environments, family and com‑ munity involvement, and culturally inclusive curriculum and instruction.
Reg# 385610 Fee: $650
No refund after 22 Apr. mOnline Apr. 18‑May 29 Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. c Marisela Limon Recendez, MEd, University of California, Los Angeles, EdD, University of Southern California
EDUC X 426.1
Language and Language Development
4.0 units Fulfills English Language Learner requirement (Standard 12) for the SB2042 Preliminary Credential when taken with X 426.3. Please obtain the approval of your credential program advisor before enrolling to ensure that this course satisfies your credential program requirements. Presents a research‑based conceptual understanding of language systems, structures, forms, functions, and variations of both aural and written language forms. Topics include applying language functions and variations, discourse, and pragmatics directly to assessment and instruction of English learners; specific linguistic and socio‑linguistic challenges of English learners; and materials and methods for under‑ standing and analyzing socio‑cultural and political factors that affect second‑language development.
Reg# 385612 Fee: $650
No refund after 22 Apr. mOnline Apr. 18‑May 29 Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. c Ann Ingman
EDUC X 426.9
CTEL Portfolio
1.0 units The CTEL Portfolio brings together learning and field experiences from the other CTEL courses in a cohesive manner. Candidates collaborate with instructors from each course individually to determine an appro‑ priate field assignment based on academic and professional interests and establish the material that should be included in the CTEL Port‑ folio. Although field assignments differ between candidates, everyone must complete a CTEL Portfolio that documents their experiences, including organized reflections and evidence of knowledge, skills, and abilities. Prerequisite(s): Enrollment is restricted to students who have com‑ pleted EDUC 804.1, EDUC X 426, EDUC X 426.1, EDUC X 426.2, and EDUC X 426.3 and submitted an approved application to UCLA Extension’s English Learner Added Authorization program.
Reg# 385613 Fee: $200
No refund after 3 June. mOnline May 30‑June 12 Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. c Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
