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Quality Assurance Report 2:

Introduction and Overview of the Program and the Study

Prepared in Response to the 2021 AAQEP Guide to Accreditation

Land Acknowledgement: 
The Fresno State campus sits in the midst of the San Joaquin Valley, a valley rich in the traditions and representation of Native American peoples and cultures. We are grateful to be in the traditional homelands of the Yokuts and Mono peoples, whose diverse tribal communities share stewardship over this land. 

Overview: Fresno State
California State University, Fresno (Fresno State), now a public, comprehensive university, was founded as Fresno Normal School in 1911 with the goal of developing teachers. It  joined the California State University system in 1961 and was granted university status in 1972. Its 1,410-acre campus, including the university farm, is located several miles northeast of downtown Fresno. Fresno is located in California’s Central Valley, an agricultural region that produces many of the fruits, vegetables, nuts, and other food eaten across the globe. The area’s strengths are evident in its world famous national parks, fertile literary landscape (including two former poet laureates of the United States), linguistic diversity, and rich cultural traditions and history. 

With an enrollment of over 24,000 students (89% of whom are from the Central Valley), Fresno State offers 59 undergraduate degree programs, 44 master’s degree programs, three doctoral programs, 12 certificates of advanced study, and various credentials. Our alumni become successful teachers, writers, politicians, entertainers, academics, and even the chancellor of the California State University (CSU) system. Fresno State is one of 23 California State University (CSU) campuses. It is designated as a Hispanic Serving Institution (HSI) and as an Asian American Native American Pacific Islander-Serving Institution (AANAPISI) (See Figure 1.1 for demographics). We are proud to support our large population of first-generation students: Fresno State now boasts more than 14,000 undergraduates (nearly 2 out of 3 undergraduates) who are first-generation college students, drawing from a local demographic where less than 21% of the citizens hold college degrees of any kind. 

In recent years, the university has continued to receive recognition on the national level. For multiple years, Fresno State has placed among the top three best public universities in graduation-rate performance nationwide by U.S. News and World Report. In addition, Fresno State placed No. 2 in the category “Least Percent of Grads with Debt” among public national universities.  Fresno State placed 26th out of 389 public and private colleges on Washington Monthly’s 2020 annual list of top national universities based on social mobility, research, and promoting public service. Money magazine ranked Fresno 40th for "best value" universities in the United States and 7th for most transformative college, describing the university as a school “where students beat the odds by doing better than would be expected from their academic and economic backgrounds.” 

Within the CSU system, Fresno State continues to be among the universities graduating the largest cohort of K-12 educators each year. More than 60% of school leaders in our region have roots in Kremen School of Education and Human Development programs.  

Table 1. Fresno State Enrollment, Fall 2016-2020

  Fall 2016
Enrollment
(%)
Fall 2017
Enrollment
(%)
Fall 2018
Enrollment
(%)
Fall 2019
Enrollment
(%)
Fall 2020
Enrollment
(%)
African American 746 (3.1%) 747 (3.0%) 688 (2.8%) 637 (2.6%) 707 (2.8%)
American Indian 88 (0.4%) 101 (0.4%) 105 (0.4%) 98 (0.4%) 106 (0.4%)
Asian 3352 (13.7%) 3401 (13.5%) 3232 (12.9%) 3041 (12.6%) 3090 (12.2%)
Hispanic 11,649 (47.7%) 12,399 (49.3%) 12,796 (51.2%) 12,788 (53.0%) 13,912 (54.9%)
Non-Resident Alien 1517 (6.2%) 1598 (6.3%) 1488 (6.0%) 1293 (5.4%) 1211 (4.8%)
Pacific Islander 40 (0.2%) 43 (0.2%) 44 (0.2%) 43 (0.2%) 48 (0.2%)
White 5157 (21.1%) 4929 (19.6%) 4776 (19.1%) 4557 (18.9%) 4623 (18.2%)
Two or More 677 (2.8%) 714 (2.8%) 695 (2.8%) 655 (2.7%) 681 (2.7%)
Unknown 1177 (4.8%) 1236 (4.9%) 1171 (4.7%) 1027 (4.3%) 963 (3.8%)
           
Total 24,403 (100%) 25,168 (100%) 24,995 (100%) 24,139 (100%) 25,341 (100%)

Educator Preparation Programs at Fresno State
Educator preparation programs are housed in several colleges at the university,  though all programs are affiliated with the Kremen School of Education and Human Development (Kremen). Kremen’s mission is the recruitment and development of ethically informed leaders for classroom teaching, education administration, counseling, and higher education. We foster the candidate dispositions of collaboration, valuing diversity, critical thinking, ethical judgments, reflection, and life-long learning. The Kremen School theme, "Leadership for Diverse Communities," places considerable emphasis on developing educators who can function effectively as leaders in a culturally and linguistically diverse society. With more than 100 languages spoken in the region, our programs offer diverse field experiences, and our students learn strategies to optimize the education of emergent bilinguals while valuing what all students bring to their educational experiences. Additionally, integration of educational technology and performance assessment is essential to all programs. 

In the past seven years since we went through NCATE/CAEP accreditation, there have been a number of leadership changes, both at the university and within Kremen. Just as examples, since 2014, we have had two presidents and four provosts at the university level; within Kremen, we have had three deans and six associate deans. 

This rapidly changing leadership has contributed to a loss of institutional history leading to a  deterioration of infrastructure within Kremen that we have been working to rebuild. With the appointment of Dr. Saúl Jimenez-Sandoval as president of Fresno State in 2021, Dr. Randy Yerrick as the Kremen School of Education Dean and Director of Teacher Education in 2020, and Dr. Jenelle Pitt Parker as associate dean in 2021, we are confident that we are now on track to creating a sense of stability within the School. In addition, we’ve been able to appoint Dr. Juliet Wahleithner as our first ever Assistant Director of Teacher Education. Her duties encompass our educator preparation work in addition to providing accreditation oversight and leadership. We’ve also hired Dr. Felipe Mercado to serve as Coordinator of the Office of Clinical Practice. These key personnel work together to strengthen all aspects of our programs. Lastly, Interim Provost Fu and Special Assistant to the Provost Alam Hasson are in the process of reconceiving the university’s budget process and have been working to understand Kremen’s needs. We are hopeful that this will result in a budget allocation that meets the needs of our complex college. 

Table 2 
Educator Preparation Programs at Fresno State2

Programs housed in Kremen 

Undergraduate Degree B.A. in Liberal Studies
Teaching Credentials
  • Multiple Subject
  • Single Subject
  • Education Specialist
Other Credentials
  • Early Childhood Education
  • Preliminary Administrative Services
  • School Counseling
  • Reading/Literacy Leadership

Graduate Degrees

M.A. in Education
  • Option: Curriculum and Instruction
  • Option: Multilingual Multicultural Education
  • Option: Reading-Language Arts
  • Early Childhood Education
  • Educational Leadership and Administration
  • Higher Ed Administration and Leadership
  • Special Education
  • Teaching (online)
M.S. in Counseling
  • Clinical Rehabilitation and Mental Health Counseling
  • Option: School Counseling
  • Option: Student Affairs and College Counseling Marriage, Family, Child Counseling
Ed.D. Doctoral Degree in Educational Leadership

Programs housed in other colleges

Programs housed in other colleges
  • Agriculture Specialist
  • Speech Language Pathology
  • School Nursing
  • School Psychologist
  • School Social Worker
  • Deaf Education

2Of these programs, not all are seeking AAQEP accreditation since many hold national accreditation through other accrediting bodies. The School Social Work/CWA PPS program is part of the 60-unit Masters in Social Work program which is nationally accredited by the Council on Social Work Education (CSWE), the School Psychology Ed.S. School Psychology Program is fully approved by the National Association of School Psychologists through 2027 under the CAEP umbrella (NASP), the Speech-Language Pathology holds national accreditation from the American Speech-Language and Hearing Association (ASLHA), and the Deaf/HH Education holds national accreditation through the Council of Education of the Deaf (CED). Table 3 lists those programs seeking AAQEP accreditation. 

Programs Included in Quality Assurance Report: 
This Quality Assurance Report (QAR) is one of two we are submitting and focuses on programs that are considered to be Advanced (as opposed to basic/initial) Credentials by the California Commission on Teacher Credentialing. While Basic Credential programs prepare teacher candidates, the Advanced Credentials prepare personnel for work in administrative and support roles.  The programs included within this QAR are the Preliminary Administrative Services Credential, the Reading/Literacy Specialist Credential, the School Counseling Credential, and the School Nursing Credential. 

Table 3 
Program Specification Table

Degree or Certificate
granted by the institution
or organization
State Certificate, License, 
Endorsement, or Other Credential (if any)
Number of Candidates currently enrolled Number of Completers
in most recently completed academic year
Preliminary Administrative Services Administrative Services Credential  64 (Fall 2021) 86
Reading Specialist Reading and Literacy Leadership Specialist Credential 25 (Fall 2021) 11
School Counseling Pupil Personnel Services Credential: School Counseling 94 (Fall 2021) 41
School Nursing School Nurse Services Credential 47 (Fall 2021) 65
TOTALS   225 203

Overview of Advanced Credential Programs

  • The Preliminary Administrative Services Credential (PASC) (see full description) is housed within Kremen and focuses on the preparation of school administrators. The program is embedded in the Master of Arts Degree in Educational Leadership and Administration (FS PASC/MAED), which prepares highly qualified aspiring school administrators through coursework and embedded fieldwork experiences. The model includes high expectations, mastery learning, and cohorts of individuals currently employed in the educational setting. The mission of the PASC/MAED program is to prepare credible and relevant leaders in education committed to advancing equity and excellence throughout the Central Valley. 
    The program includes seven full-time, tenured/tenure-track faculty.
    As highlighted in Table 3, in Fall 2021, 64 candidates were enrolled in the Preliminary Administrative Services Credential Program.
  • The Reading/Literacy Leadership Specialist (RLL)Credential (see full description) (and the add-on authorization in this area) is also housed with Kremen, working to prepare reading/literacy district and school leaders. The Reading and Literacy Added Authorization (RLAA) and the Reading and Literacy Leadership Specialist Credential (RLLS) programs at California State University, Fresno reside under the auspices of the Division of Graduate Studies and are offered in conjunction with the Master’s in Education Degree-Reading/Language Arts Option. Although the added authorization is integrated within the Master’s Degree, both of these programs can be completed separately from the degree. 
    The program includes five full-time, tenured/tenure-track faculty and one lecturer.
    As highlighted in Table 3, in Fall 2021, 25 candidates were enrolled in the Reading/Literacy Leadership Specialist Credential Program.
  • The Pupil Personnel Services: Counseling Program (see full description), also housed in Kremen, is designed for individuals seeking advanced preparation for a career in counseling within an educational setting, such as an elementary, middle and high school. Many students who are pursuing this credential are concurrently enrolled in our Counseling graduate program. According to the CTC: 
    “The specialization in School Counseling authorizes the holder to perform the following duties: 
    • “Develop, plan, implement, and evaluate a school counseling and guidance program that includes academic, career, personal, and social development 
    • Advocate for the high academic achievement and social development of all students
    • Provide schoolwide prevention and intervention strategies and counseling services
    • Provide consultation, training, and staff development to teachers and parents regarding students’ needs 
    • Supervise a district-approved advisory program as described in California Education Code, Section 49600”

The program includes 14 tenured/tenure-track faculty and one lecturer.

As highlighted in Table 3, in Fall 2021, 94 candidates were enrolled in the School Counseling Credential Program.

  • The Pupil Personnel Services: School Nurse Services Credential Program (SNSC) (see full description) is a working partnership between the School of Nursing (SON) and the Division of Continuing and Global Education (CGE) (see full description). The SNSC program coordinators work closely with the Fresno State School of Nursing for coursework, faculty, and application requirement areas (in addition to maintaining an affiliation with the Kremen School); and CGE provides administrative support such as enrollment, records keeping, and cost. SNSC Coordinators attend monthly SON faculty meetings as well as periodic graduate program meetings or professional development as needed--and meet periodically with CGE supervisors for program review. 
    The program faculty consists of seven part-time lecturers.
    As highlighted in Table 3, in Fall 2021, 47 candidates were enrolled in the School Nursing Credential Program.

Three of these programs are similar in that students can pursue a graduate degree at the same time that they are earning an Advanced Credential. Moreover, the programs produce professionals for leadership and support positions in K12 schools. These Advanced Credential programs are designed around specific CTC expectations and standards, undergo program review by our Division of Graduate Studies (since they are embedded in graduate programs), and otherwise allow students to pursue advanced study in the field of education. The one exception is the PPS: School Nursing program which is a partnership between the College of Health and Human Services and Continuing and Global Education. It is a stand alone program that those already working in the field of nursing can pursue in order to earn a School Nursing credential. Thus, it is not paired with a graduate degree nor does it engage in the Program Review process for graduate programs on its own, though it does have future plans to establish a Masters Degree in School Nursing/Leadership. Instead, its effectiveness is measured through CGE and state accreditation processes. 

Key Partnerships with Schools
As an educational unit, we are fortunate to maintain strong connections with the districts in our region. Fresno Unified is the third largest district in the state, with just over 72,000 students. Of these, over 85% qualify for free or reduced price meals, 18% are classified as English Learners, and 17% were reclassified as English Proficient. We maintain strong relationships with leaders at the site and district levels and regularly have the opportunity to partner with the district to provide field experience placements for our candidates across programs. Additionally, the majority of educators and leaders within the district have roots at Fresno State. In addition to partnering with Fresno Unified, we also maintain close collaborations with Clovis Unified, Central Unified, Madera Unified, Sanger Unified, among others, and leaders at the Fresno County Office of Education. In fact, the superintendents of all of these districts participate regularly in the biannual Presidents’ Commission on Teacher Education breakfasts. A subset of these leaders also serve on the P12 Superintendent Advisory Council, meeting regularly with Dean Yerrick and faculty from the Preliminary Administrative Services Credential.

For the advanced credential programs featured in this QAR, partnerships with schools look different than they do for our preliminary credential programs, primarily because the field placement experiences look different. In three of the four programs, candidates are already employed at school sites/districts, and so they complete their field placement experiences in those contexts. For example, Preliminary Administrative Services Credential candidates are typically employees of school districts during their studies and have designated district administrative mentors that have been selected and trained by Kremen. Each of these mentor candidates have rubrics, criteria, expectations and MOU agreements surrounding their field-placement experiences. For districts with a shortage of administrators, Kremen has also established an educational administrative pipeline and induction process to allow candidates to serve in administrator roles as interns while they complete their credential. In the School Counseling Program, program faculty connect candidates with partners in local districts so that candidates can set up placements in locations that work best for them. The program does have partnership agreements with Clovis, Fresno, and Madera Unified School Districts to help facilitate the process for candidates. In all other districts, students reach out to the schools of interest to find placements, though program faculty are working to establish partnership agreements with other districts. 

Overview of Self-Study
As this is our first AAQEP review, we viewed this self-study as an opportunity to establish a baseline portrait of where our programs currently are in relation to the AAQEP Standards and Aspects. Our rationale behind this was that, by establishing a baseline, we would have a solid understanding of where to begin our cycles of continuous improvement as we continue to move forward in our journey. 

In order to make the self-study process authentic and meaningful for program faculty, we allowed each program to select its own data sources. Faculty members then worked together to identify what success looked like on each measure and then to engage in an analysis of the data. Table 4 presents the Aspect Evidence Index, which lists the specific data sources used by each program to respond to the aspects included in Standards 1 and 2. Based on the findings from the analyses of those data sources, faculty then worked together to draw conclusions and articulate next steps. These processes are documented within each program’s response to each standard aspect.  We then looked across their findings to select priority areas for the educational unit as a whole.

While program faculty collaborated to engage in the self-study process, within each program, specific faculty members took the lead on constructing responses:

Preliminary Administrative Service Credential Program: Dr. Jennifer Moradian Watson, Program Coordinator through Spring 2021; Dr. Jessica Hannigan, Program Coordinator beginning Fall 2021; and Dr. Nicole Walsh all participated in the writing of this section of the QAR. 

Reading/Literacy Specialist Credential Program: Dr. Maria Goff, Program Coordinator through Spring 2021, took the lead on this section of the QAR, though she has now left Fresno State. Additionally, Reading/Literacy program faculty, including Dr. Lisa Bennett, Dr. Steve Hart, Dr. David Low, and Dr. Juliet Wahleithner, assisted with the preparation of this section of the QAR.

School Counseling Credential Program: Dr. Gitima Sharma, Program Coordinator, collaborated with Dr. Dominiqua Griffin, Program Coordinator through Spring 2021 and who has now left Fresno State, Dr. Song Lee, and new faculty member Dr. Nur Dedeoglu on this self-study. 

School Nursing Program: Professor Patricia Gomes and Professor Barbara Miller, who share the role of Program Coordinator, led this self-study. 

For each Standard, we present an introduction that details key information about how the responses to the standard were constructed, including data sources used. We then present each program’s response to each aspect of the standard. At the end of each Standard, we present a conclusion and next steps that synthesize the findings from across the programs, highlighting the strengths and areas for growth. Additionally, we include the identified priority areas for each program in response to the standard, along with the specific steps the program will take to address those priority areas.

We believe it is important to acknowledge the timeline in which we undertook this self-study. Fresno State joined AAQEP in Winter 2020, just prior to the onset of the global pandemic. At the time, Kremen was also undergoing a significant leadership change. The former dean, who had served in the position on an interim basis since Fall 2018 and who had led the initiative to transition to work with AAQEP,  announced she had accepted a position at another institution. Additionally, Dr. Kathleen Godfrey, a professor from the English department, was in her first of two years as the Interim Associate Dean. Though campus was shut down and meetings were now held virtually, discussions did begin about what would be required for AAQEP accreditation. However, the first set of three major deadlines for accreditation by the California Commission on Teacher Credentialing (PreConditions, Program Standards Review, and Common Standards Review) was looming, and completing that work became the focus. 

In Fall 2020, with Dean Randy Yerrick now leading Kremen, the decision to pursue AAQEP accreditation became finalized. The work on the AAQEP Proposal began, but programs continued to focus on preparing their documentation for the CCTC Program Standards Review submission (CCTC Program Review responses). When that work was completed, we then began preparing responses to the CCTC Common Standards, which were due March 1, 2021. It was at that point that we could truly begin to embark on our AAQEP journey, at a time when our faculty were already fatigued after a year like no other. 

Overall, the self-study process in response to the AAQEP standards has yielded important information for our individual programs and our educational unit as a whole, allowing us to highlight our areas of strength as well as the opportunity to look at data in new ways to uncover areas to improve so that we can better fulfill our mission of preparing educational leaders who will serve the students of our region.

Table 4
Aspect-Evidence Index to the Quality Assurance Report 

Description and Program of Study for Each Program

Preliminary Administrative Service Credential

As stated above, the Fresno State Preliminary Administrative Services Credential Program and Master of Arts Degree in Educational Leadership and Administration (FS PASC/MAED) prepares highly qualified aspiring school administrators through coursework and embedded fieldwork experiences. Its mission aligns with the overarching mission of the Kremen School in fostering equity-minded leaders in the educational field. Many of the faculty involved in this program have years of experience in Central Valley schools and districts; as such, they have designed learning experiences that reflect the needs of the Valley and respect the conflicting demands on the time of school leaders who are working while pursuing an advanced degree. The program has been designed so that students can complete it by taking evening and hybrid coursework. Candidates can complete the program in three semesters where courses have been developed to include specific CTC program standards and then correspond with a designated learning cycle in the new California Administrator Performance Assessment (CalAPA). As highlighted in Table 3, in 2021, 64 candidates were enrolled in the PASC program.

The program offers an intern option as part of the integrated cohort model. All cohorts are in partnership with local school districts throughout the Central Valley. Intern candidates complete the same courses as others, however, they also complete EAD 287 (Internship I)/EAD 288 (Internship II) based on entry date as an intern candidate. During any given school year, the FS PASC/MAED operates between three to five cohorts in local districts and on campus.

The sequence of coursework is as follows:

Semester One (10 units):

  • EAD 261 Introduction to Educational Administration
  • EAD 272 Advanced Curriculum Design and Delivery
  • EAD 276 Instructional Assessment and Analysis

Semester Two (9 units):

  • EAD 262 Educational Leadership
  • EAD 274 Instructional Systems and Leadership for Equity
  • ERE 220  Research in Education

Semester Three (12 units):

OR

  • EAD 299 Thesis 

Reading/Literacy Leadership Specialist

As noted above, candidates can earn the Reading/Literacy Leadership credentials, both the Added Authorization (RLAA) and the Specialist Credential (RLLS), through coursework in the Department of Literacy, Bilingual, Early, and Special Education (LEBSE). As highlighted in Table 3, 25 candidates were enrolled in the Reading/Literacy Specialist program.

The Reading and Literacy Added Authorization Program includes a purposeful, developmentally designed sequence of five courses that effectively prepare candidates to teach all students to read and understand the challenges of developing literacy among California’s diverse population. The purpose of the program is to prepare teachers with a strong theoretical foundation on literacy development and develop teachers’ capacity to apply this knowledge in making assessment and instructional decisions to meet the diverse needs of students with varying literacy abilities and language and cultural backgrounds. Initial courses provide candidates with a deep exploration of the theoretical models and research on effective instructional practices for developing phonological and linguistic processes related to reading, oral language, reading comprehension, and written language. To prepare candidates to meet the needs of linguistically and culturally diverse students, special emphasis is placed on the implications of the models and research for language acquisition and literacy development of English Learners. Practical fieldwork experiences are systematically integrated into courses through major assignments that require candidates to apply specific course content with students in classrooms.

In addition, a supervised clinical field experience requires candidates to complete twelve (12) hours of small-group intervention instruction. Candidates demonstrate their abilities to cohesively unite the assessment and instructional knowledge gained throughout the program. Candidates begin the experience by administering and interpreting formative assessments. The results of these assessments are interpreted and used to design an intervention plan. During tutoring sessions, candidates implement the selected instructional strategies and administer formative assessments to monitor student progress. At the conclusion of the experience, candidates administer summative assessments and write reports to evaluate student progress.

The sequence of course/fieldwork for the Reading & Literacy Added Authorization program follows: 

Semester One (6 units):

  • LEE 213 Teaching the Language Arts K-12
  • LEE 278 Literacy Processes and Practices

Semester Two (6 units):

  • LEE 215 Language Issues in Reading
  • LEE 224 Assessment and Development of Reading Abilities

Semester Three (3 units):

  • LEE 230 Supervised Teaching of Reading/Language Arts

The Reading and Literacy Leadership Specialist Credential Program is designed to build upon the foundational knowledge, skills and competencies developed in the Reading and Literacy Added Authorization program and prepare candidates to lead the development and implementation of comprehensive literacy programs at classroom, school, district, county and state levels to ensure equitable opportunity and achievement for California’s diverse PK-12 student population. The strong theoretical foundation on literacy development, assessment and instruction developed through the RLAA program is coupled with course work and field experiences to develop candidates’ capacity to apply this knowledge in serving as effective literacy leaders capable of mentoring colleagues, evaluating literacy programs, and advocating for effective programs that support California’s diverse learners.

The sequence of course/fieldwork for the Reading & Literacy Leadership Specialist Credential program includes the following:

Semester One (6 units):

  • LEE 213 Teaching the Language Arts K-12
  • LEE 278 Literacy Processes and Practices

Semester Two (6 units):

  • LEE 215 Language Issues in Reading
  • LEE 224 Assessment and Development of Reading Abilities

Semester Three (6 units):

  • LEE 230 Supervised Teaching of Reading/Language Arts
  • LEE 244 Research for Reading Professionals 

Semester Four (6 units):

  • LEE 234 Clinical Experiences in Reading Assessment and Instruction
  • LEE 254 Supervised Field Experiences in Reading

School Counseling

The department of Counselor Education and Rehabilitation (CER) offers the Master of Science degree in Clinical Rehabilitation and Mental Health Counseling, the Master of Science degree in Counseling with options in School Counseling and Student Affairs and College Counseling, and the Master of Science degree in Marriage, Family and Child Counseling. We also offer the California Pupil Personnel Services (PPS) Credential for students seeking a career in school counseling. (Kremen School of Education and Human Development at Fresno State). CER has an assigned administrative assistant that supports all the counseling programs with two student assistants.

This program follows the American School Counselor Association (ASCA) National Model and Standards (Mindsets and Behaviors). The model highlights that school counselors should serve as leaders within their communities to promote systemic change that will remove barriers to student wellness and success. Our program is committed to assist school counseling students to develop their professional identity as system change agents who collaborate with stakeholders and advocate for marginalized student groups. To prepare students to become effective school counselors, our program pursues partnership and collaboration opportunities in the city of Fresno.

As highlighted in Table 3, in Fall 2021, 94 candidates were enrolled in the School Counseling Credential Program.

Program of Study for MS in Counseling
Full-time Graduate (2.5-year Program):

Semester 1 (12 units)

  • COUN 200 Seminar in Counseling Techniques
  • COUN 203 Seminar in Assessment of Counseling
  • COUN 220 Seminar in Career Development Theory
  • COUN 150 Laws Relating to Children       

Semester 2 (13 units)

  • COUN 201 Seminar in Multicultural Aspects of Counseling   
  • COUN 208 Practicum in Counseling     
  • COUN 206 Counseling Through the Lifespan    
  • COUN 241 Seminar in Organization of Counseling Services

Semester 3 (13 units)

  • COUN 202 Seminar in Group Counseling
  • COUN 240 Seminar in Counseling of Exceptional Children and Their Parents
  • COUN 249 Field Practice in School Counseling
  • COUN 242 Seminar on Parent Education, Pupil Advocacy, and Consulting

Semester 4 (13 units)

  • COUN 233 Seminar in Therapeutic Methods with Children, Adolescents, and Their Families
  • ERE 220 Research in Education
  • CI 285  Seminar in Advanced Educational Psychology
  • COUN 249 Field Practice in School Counseling

Comprehensive Exam

Semester 5 (3 units)

  • COUN 298  Project

OR

  • COUN 299  Thesis

School Nursing

The CSUF Post Baccalaureate School Nurse Services Credential Program (SNSC) offers coursework leading to a Clear Professional School Nurse Services Credential. This online program is available to registered nurses who hold a bachelor’s degree from a regionally accredited university approved by the California Commission on Teacher Credentialing (CCTC). Candidates represent all areas of California and come with diverse backgrounds and experiences. The CANVAS online teaching platform allows for online modules, discussion boards, quizzes, and individual and group professional presentations. This online format allows school nurses to organize and plan schoolwork around their full-time professional jobs as school nurses, as well as family obligations and serves the school nurse who might live and work in the far reaches of California. In addition, the format allows the candidate to design the educational experience to meet personal learning goals and encourage professional growth.

This program is unique in that non-matriculated students enroll through our Division of Continuing and Global Education (CGE) unit while faculty in the College of Health and Human Services teach the CGE courses including clinical practice supervision. The two part- time SN Program Coordinators are responsible for all administrative aspects of the program including: program outreach and visibility, course content, candidate advising and recruitment, and candidate assessment and recommendation for credentialing. The SNSC Program coordinators work closely with the Fresno State School of Nursing for coursework, faculty, and application requirement areas; and CGE provides administrative support such as enrollment, records keeping, and cost. 

The goal of the program is the preparation of competent school nurses through the provision of learning experiences taught by qualified and experienced faculty and university approved school nurse preceptors at school sites in areas of the state where candidates are located. The SNSC program offers quality education that prepares the school nurse candidate with the decision-making skills, based on theory and research, to provide quality healthcare to diverse client populations across environments including effective leadership, supervision, management, safe and effective delegation, and application of the nursing process in the school setting. Inherent in the teaching/learning process within the program is the reciprocal responsibility of faculty and candidates in influencing the process of learning outcomes. In this relationship, faculty serves as role models and provides valuable resources in facilitating the advancement of competence in practice through leadership, research, and scientific inquiry. The learner is expected to exhibit self-direction and a sense of responsibility and accountability in mastering knowledge and skills consistent with professional practice. The School Nurse Credential Program is 27 units with 9 prerequisite course units and the remaining 18 core units completed in one year. The experience includes an in-depth school site practicum which requires that the candidate demonstrate professional competencies set forth in the 2007 CCTC Standards of Quality and Effectiveness for Programs of Professional School Nurse Preparation in California.

Program of Study

Phase I (Semester 1) Coursework

  • CSDS 125 Audiometry for School Nurses
  • SPED 120 Introduction to Special Education
  • COUN 174 Introduction to Counseling (or COUN 200)

Phase II (Semester 2) Coursework

  • NURS 136 Health Appraisal for School Nurses
  • NURS 137 Teaching Strategies for the Healthcare Client
  • NURS 184 Seminar in School Nursing I
  • NURS 185 Seminar in School Nursing II
  • NURS 186 School Nurse Practicum I (Elementary)
  • NURS 187 School Nurse Practicum II (Secondary)

The School Nurse competencies are developed to align with the CCTC Standards. These Standards are summarized into three main competencies including: Providing Health and Wellness Services (Primary Intervention), Providing Direct Client Care (Secondary and Tertiary Intervention) and Professional Management Skills. Primary prevention aims to prevent disease or injury before it ever occurs and includes using the nursing process to problem solve delivery of the health services program as well as client assessment of health and wellness. Secondary prevention includes competence in management of severe illness and injury to halt or slow the process and mitigate medical emergencies. Tertiary care involves helping people manage long-term, often-complex health problems and injuries to improve their ability to function and learn. Tertiary includes school nurse management of the school or district health services program including community relationships that align with school or district goals and objectives. 

Assessment procedures and instruments are used to ensure candidates have the requisite competencies and that the program is effectively meeting its candidates’ academic and professional growth needs. Due to COVID-19 Social Guidelines, implemented in 2019 to 2021, the school nurse credential program made a few changes, however, assessments were minimally impacted. From 2014-2020 SNSC program assessment scores were consistently between a 4.50 and 5.00 on a 5-point Likert scale demonstrating the School Nurse Services Credential program is meeting the professional standards to obtain a School Nurse Services Credential.  (SNSC Assessment Data-Mean Scores)  

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