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Santa Clara University
School of Education and Counseling Psychology
Graduate Bulletin 2023-2024
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TABLE OF CONTENTS
TABLE OF CONTENTS 3
ACADEMIC CALENDAR 2023 – 2024 9
PREFACE 12
CHAPTER 1: SANTA CLARA UNIVERSITY 13
UNIVERSITY VISION, MISSION, AND FUNDAMENTAL VALUES................................................................................................13
STRATEGIC VISION.........................................................................................................................................................13
UNIVERSITY MISSION..................................................................................................................................................... 13
ACADEMIC PROGRAMS................................................................................................................................................... 14
CENTERS OF DISTINCTION...............................................................................................................................................15
MILLER CENTER FOR SOCIAL ENTREPRENEURSHIP..............................................................................................................15
CAMPUS.......................................................................................................................................................................16
ACADEMIC FACILITIES....................................................................................................................................................16
SOBRATO CAMPUS FOR DISCOVERY AND INNOVATION.........................................................................................................17
SCHOTT ADMISSION AND ENROLLMENT SERVICES BUILDING................................................................................................17
LUCAS HALL AND VARI HALL..........................................................................................................................................17
UNIVERSITY LIBRARY & LEARNING COMMONS..................................................................................................................17
ATHLETICS AND THE ARTS.............................................................................................................................................. 18
CHAPTER 2: THE SCHOOL OF EDUCATION AND COUNSELING PSYCHOLOGY 19
VISION.........................................................................................................................................................................19
MISSION.......................................................................................................................................................................19
PURPOSE...................................................................................................................................................................... 19
CORE VALUES............................................................................................................................................................... 19
CURA PERSONALIS.........................................................................................................................................................19
TRANSFORMATIVE EDUCATION........................................................................................................................................ 19
EXCELLENCE / MAGIS.................................................................................................................................................... 19
DIVERSITY....................................................................................................................................................................19
SOCIAL JUSTICE.............................................................................................................................................................20
RESPECT.......................................................................................................................................................................20
CRITICAL THINKING.......................................................................................................................................................20
LOCATIONS...................................................................................................................................................................20
CHAPTER 3: ADMISSIONS 21
APPLICATION REQUIREMENTS..........................................................................................................................................21
MASTER OF ARTS IN COUNSELING, MASTER OF ARTS IN APPLIED PSYCHOLOGY, OR MASTER OF ARTS IN COUNSELING PSYCHOLOGY
21
MASTER OF ARTS IN TEACHING AND TEACHING CREDENTIAL (MATTC)................................................................................. 22
EXCEL (EXCELLENCE IN CATHOLIC EDUCATION AND LEADERSHIP).......................................................................................24
MASTER OF ARTS IN TEACHING AND TEACHING CREDENTIAL FOR CATHOLIC SCHOOL TEACHERS (CATMAT)...............................24
ABBREVIATED PRELIMINARY TEACHING PROGRAM FOR CATHOLIC SCHOOL TEACHERS............................................................24
MASTER OF ARTS IN EDUCATIONAL LEADERSHIP, DOCTOR OF EDUCATION IN SOCIAL JUSTICE LEADERSHIP, AND PRELIMINARY
ADMINISTRATIVE SERVICES CREDENTIAL.......................................................................................................................... 25
DOCTOR OF EDUCATION IN SOCIAL JUSTICE LEADERSHIP.................................................................................................... 26
INTERNATIONAL STUDENTS.............................................................................................................................................27
MANDATORY HEALTH INSURANCE....................................................................................................................................28
ADMISSIONS DEFERRALS................................................................................................................................................ 28
REAPPLICATION, READMISSION, AND REACTIVATION...........................................................................................................28
CHAPTER 4: ACADEMIC AND UNIVERSITY POLICIES AND PROCEDURES 29
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OBLIGATION TO READ EMAIL.......................................................................................................................................... 29
COMPLIANCE WITH UNIVERSITY, SCHOOL, AND DEPARTMENT POLICIES................................................................................ 29
ACADEMIC PROGRAM AND GRADUATION REQUIREMENTS....................................................................................................29
ACADEMIC ADVISING..................................................................................................................................................... 30
REGISTRATION POLICIES AND REGULATIONS......................................................................................................................30
ECAMPUS REGISTRATION................................................................................................................................................ 30
ACADEMIC STANDING AND STUDENT CLASSIFICATION........................................................................................................ 31
ENROLLMENT STATUS.....................................................................................................................................................31
FULL-TIME STATUS UNIT REQUIREMENT............................................................................................................................31
COURSE LOAD BY DEPARTMENT...................................................................................................................................... 31
ACADEMIC PERFORMANCE AND ACADEMIC PROBATION...................................................................................................... 32
BEHAVIORAL PERFORMANCE AND ACADEMIC PROBATION................................................................................................... 32
EDUCATION PROFESSIONAL REVIEW (EPR) PROCESS........................................................................................................... 32
MULTI-TIERED INTERVENTION AND SUPPORT PROCESS: EDUCATION PROFESSIONAL (EPR)....................................................... 33
COUNSELING PSYCHOLOGY REVIEW (CPR) PROCESS...........................................................................................................34
PROGRAM WITHDRAWAL.................................................................................................................................................35
READMISSION............................................................................................................................................................... 35
CHANGING ACADEMIC PROGRAM WITHIN THE SAME DEPARTMENT.......................................................................................36
CHANGING ACADEMIC PROGRAMS IN ANOTHER DEPARTMENT..............................................................................................36
ENROLLING IN A COURSE OUTSIDE OF ONE’S GRADUATE PROGRAM..................................................................................... 36
TIME LIMIT FOR COMPLETION OF ACADEMIC PROGRAM...................................................................................................... 37
LEAVES OF ABSENCE......................................................................................................................................................37
LENGTH OF LEAVE.........................................................................................................................................................37
STATUS WHILE ON LEAVE................................................................................................................................................38
GRADING POLICIES AND REGULATIONS.............................................................................................................................38
ATTENDANCE................................................................................................................................................................38
GRADING SYSTEM..........................................................................................................................................................38
GRADE POINT AVERAGE (GPA).........................................................................................................................................38
WITHDRAWN (W)...........................................................................................................................................................38
INCOMPLETE GRADES (I)................................................................................................................................................39
PASS/NO PASS (P/NP)......................................................................................................................................................39
NO SHOW (NS)..............................................................................................................................................................39
CONTINUING WORK (N)..................................................................................................................................................39
AUDIT (AUD)................................................................................................................................................................ 39
EVALUATION OF PROGRESS............................................................................................................................................. 39
REPEATING A FAILED COURSE..........................................................................................................................................39
CHANGE OF GRADE........................................................................................................................................................39
APPEAL OF GRADE.........................................................................................................................................................40
PROCEDURES FOR STUDENT GRIEVANCES CONCERNING UNFAIR TREATMENT BY FACULTY*..................................................... 41
ACADEMIC CREDIT EVALUATION......................................................................................................................................41
TRANSFERRING CLASSES FROM OTHER INSTITUTIONS—ALL PROGRAMS............................................................................... 41
DEPARTMENT-SPECIFIC TRANSFER EVALUATIONS............................................................................................................... 42
COUNSELING PSYCHOLOGY: CHALLENGING A COURSE........................................................................................................42
COUNSELING PSYCHOLOGY: WAIVING A COURSE............................................................................................................... 43
ACADEMIC INTEGRITY AND CONFIDENTIALITY.................................................................................................................. 43
ACADEMIC INTEGRITY....................................................................................................................................................43
CONFIDENTIALITY......................................................................................................................................................... 43
ADMINISTRATIVE POLICIES AND REGULATIONS.................................................................................................................. 43
NONDISCRIMINATION POLICY AND TITLE IX.......................................................................................................................46
STUDENT CONDUCT CODE...............................................................................................................................................46
CHAPTER 5: TUITION, FEES, AND FINANCIAL AID 47
FINANCIAL RESPONSIBILITY............................................................................................................................................ 47
FINANCIAL TERMS AND CONDITIONS................................................................................................................................47
TUITION AND FEES.........................................................................................................................................................47
MANDATORY HEALTH INSURANCE....................................................................................................................................47
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OTHER FEES:.................................................................................................................................................................47
BILLING AND PAYMENT PROCEDURES............................................................................................................................... 47
GRADUATE PROGRAMS BILLING DATES AND DEADLINES..................................................................................................... 48
PAYMENT METHODS.......................................................................................................................................................48
PAYMENT BY ELECTRONIC CHECK....................................................................................................................................48
TERM PAYMENT PLAN.................................................................................................................................................... 48
PAYMENT BY MAIL.........................................................................................................................................................48
PAYMENT IN PERSON......................................................................................................................................................48
INTERNATIONAL PAYMENT BY WIRE TRANSFER..................................................................................................................48
DELINQUENT PAYMENTS................................................................................................................................................. 48
BILLING DISPUTES......................................................................................................................................................... 49
REFUND POLICIES.......................................................................................................................................................... 49
ONE-UNIT COURSES....................................................................................................................................................... 50
FINANCIAL HARDSHIP.................................................................................................................................................... 50
TUITION INSURANCE PROTECTION....................................................................................................................................50
FINANCIAL AID..............................................................................................................................................................50
CALIFORNIA STATE GRADUATE FELLOWSHIPS.................................................................................................................... 50
LOANS......................................................................................................................................................................... 50
DEADLINES...................................................................................................................................................................51
VETERANS AND VETERANS' DEPENDENTS ASSISTANCE........................................................................................................51
TEACHING AND RESEARCH ASSISTANTSHIPS...................................................................................................................... 51
UNIVERSITY-AWARDED AID.............................................................................................................................................51
CANCELLATION OF FINANCIAL AID AND RETURN OF FUNDS.................................................................................................51
SAP STANDARDS:...........................................................................................................................................................52
EVALUATION.................................................................................................................................................................52
PASS/NO PASS................................................................................................................................................................52
REPETITION OF COURSES................................................................................................................................................ 53
COURSES INCOMPLETES, WITHDRAWAL, FAILURES, AND/OR REPETITIONS..............................................................................53
APPEAL PROCESS...........................................................................................................................................................53
LOSS OF ELIGIBILITY......................................................................................................................................................53
REGAINING ELIGIBILITY..................................................................................................................................................53
CHAPTER 6: DEPARTMENT OF COUNSELING PSYCHOLOGY 54
DEGREE PROGRAMS....................................................................................................................................................... 54
MASTERS OF ARTS IN COUNSELING PSYCHOLOGY (90 UNITS)..............................................................................................54
MASTERS OF ARTS IN APPLIED PSYCHOLOGY OR COUNSELING (45 UNITS)............................................................................ 55
EMPHASIS PROGRAMS.................................................................................................................................................... 56
EMPHASIS IN CORRECTIONAL PSYCHOLOGY: COUNSELING FOR ADULTS, DELINQUENT AND AT-RISK YOUTH.............................. 56
EMPHASIS IN HEALTH PSYCHOLOGY.................................................................................................................................56
EMPHASIS IN LATINX COUNSELING...................................................................................................................................57
EMPHASIS IN LGBTQ+ COUNSELING................................................................................................................................. 57
COURSE REQUIREMENTS:................................................................................................................................................57
DEPARTMENT OF COUNSELING PSYCHOLOGY DEGREE PROGRAMS........................................................................................ 57
M.A. IN COUNSELING PSYCHOLOGY (MFT TRACK, 90 UNITS).............................................................................................. 58
M.A. IN COUNSELING PSYCHOLOGY (MFT TRACK/ CORRECTIONAL EMPHASIS, 90 UNITS)........................................................58
M.A. IN COUNSELING PSYCHOLOGY (MFT TRACK/ HEALTH EMPHASIS, 90 UNITS).................................................................. 58
M.A. IN COUNSELING PSYCHOLOGY (MFT TRACK/LATINX COUNSELING EMPHASIS, 90 UNITS)................................................. 59
M.A. IN COUNSELING PSYCHOLOGY (MFT TRACK/LGBTQ+ EMPHASIS, 90 UNITS)...................................................................59
M.A. IN COUNSELING PSYCHOLOGY (LPCC TRACK, 90 UNITS).............................................................................................60
M.A. IN COUNSELING PSYCHOLOGY (LPCC TRACK/CORRECTIONAL EMPHASIS, 90 UNITS)....................................................... 60
M.A. IN COUNSELING PSYCHOLOGY (LPCC TRACK/HEALTH EMPHASIS, 90 UNITS).................................................................. 61
M.A. IN COUNSELING PSYCHOLOGY (LPCC TRACK/LATINX COUNSELING EMPHASIS, 90 UNITS)................................................ 62
M.A. IN COUNSELING PSYCHOLOGY (LPCC TRACK/LGBTQ+ EMPHASIS, 90 UNITS)................................................................. 62
M.A. IN COUNSELING PSYCHOLOGY (COMBINED MFT/LPCC, 90 UNITS).................................................................................63
M.A. IN COUNSELING PSYCHOLOGY (COMBINED MFT/LPCC/CORRECTIONAL EMPHASIS, 91.5 UNITS)........................................ 63
M.A. IN COUNSELING PSYCHOLOGY (COMBINED MFT/LPCC/HEALTH EMPHASIS, 91.5 UNITS)...................................................64
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M.A. IN COUNSELING PSYCHOLOGY (COMBINED MFT/LPCC/LATINX EMPHASIS, 91.5 OR 93 UNITS)..........................................64
M.A. IN COUNSELING PSYCHOLOGY (MFT/LPCC/LGBTQ+ EMPHASIS, 91.5 UNITS)..................................................................65
SELF DESIGNED M.A. IN COUNSELING PSYCHOLOGY 90 UNITS.............................................................................................66
COURSE REQUIREMENTS: APPLIED PSYCHOLOGY AND COUNSELING DEGREE PROGRAMS (45 UNITS)........................................ 66
M.A. IN APPLIED PSYCHOLOGY(NO EMPHASIS, 45 UNITS)...................................................................................................66
M.A. IN APPLIED PSYCHOLOGY (CORRECTIONAL EMPHASIS, 45 UNITS)................................................................................ 66
M.A. IN APPLIED PSYCHOLOGY (HEALTH EMPHASIS, 45 UNITS)........................................................................................... 66
M.A. IN APPLIED PSYCHOLOGY (LATINX COUNSELING EMPHASIS, 45 UNITS).........................................................................67
M.A. IN APPLIED PSYCHOLOGY (LGBTQ+ COUNSELING EMPHASIS, 45 UNITS)........................................................................67
M.A. IN COUNSELING (NO EMPHASIS, 45 UNITS)............................................................................................................... 67
M.A. IN COUNSELING (CORRECTIONAL EMPHASIS, 45 UNITS)..............................................................................................67
M.A. IN COUNSELING (HEALTH EMPHASIS, 45 UNITS).........................................................................................................67
M.A. IN COUNSELING (LATINX COUNSELING EMPHASIS, 45 UNITS)...................................................................................... 68
M.A. IN COUNSELING (LGBTQ+ COUNSELING EMPHASIS, 45 UNITS).....................................................................................68
SEQUENCING OF CLASSES............................................................................................................................................... 68
ADVANCED SPECIALTY AND EMPHASIS CLASSES.................................................................................................................69
PRE-PRACTICUM (CPSY 330).......................................................................................................................................... 69
MANDATORY LAB GROUP (221):.....................................................................................................................................69
MFT PRACTICUM PREREQUISITES:.................................................................................................................................... 69
ETHICAL PRINCIPLES......................................................................................................................................................70
SELF-DISCLOSURE......................................................................................................................................................... 70
COMPREHENSIVE EXAMINATION...................................................................................................................................... 71
THESIS.........................................................................................................................................................................71
EXIT SURVEY................................................................................................................................................................ 71
DEPARTMENT OF COUNSELING PSYCHOLOGY COURSE DESCRIPTIONS.................................................................................... 71
CHAPTER 7: DEPARTMENT OF EDUCATION 82
MISSION AND GOALS......................................................................................................................................................82
EDUCATION DEPARTMENT PROGRAMS...............................................................................................................................82
PK-12 TEACHING CREDENTIAL PROGRAMS.........................................................................................................................82
BILINGUAL AUTHORIZATION............................................................................................................................................83
ONLINE MASTER OF ARTS IN TEACHING + TEACHING CREDENTIAL (OMATTC)............................................................................83
CATHOLIC MASTERS OF ARTS IN TEACHING.......................................................................................................................83
ABBREVIATED ROUTE TO THE PRELIMINARY CREDENTIAL FOR CATHOLIC SCHOOL..................................................................83
MASTER OF ARTS IN EDUCATIONAL LEADERSHIP................................................................................................................84
CERTIFICATES IN EDUCATION...........................................................................................................................................85
CERTIFICATE IN ALTERNATIVE AND CORRECTIONAL EDUCATION...........................................................................................85
DEPARTMENT OF EDUCATION COURSE DESCRIPTIONS..........................................................................................................85
MATTC COURSE DESCRIPTIONS: MULTIPLE SUBJECT COURSES.............................................................................................. 85
MATTC COURSE DESCRIPTIONS: SINGLE SUBJECT COURSES..................................................................................................88
BILINGUAL AUTHORIZATION COURSES..............................................................................................................................92
CATHOLIC MASTER OF ARTS IN TEACHING (CATMAT) & EXCELLENCE IN CATHOLIC EDUCATION LEADERSHIP (EXCEL) COURSES.. 92
EDUCATIONAL LEADERSHIP COURSES............................................................................................................................... 93
DOCTOR OF EDUCATION IN SOCIAL JUSTICE LEADERSHIP COURSES.......................................................................................97
CHAPTER 8: AFFILIATED PROGRAMS 102
EXCELLENCE IN CATHOLIC EDUCATION AND LEADERSHIP (EXCEL).....................................................................................102
SERVICE THROUGH TEACHING COMMUNITY.....................................................................................................................102
COMMUNITY...............................................................................................................................................................102
SPIRITUALITY..............................................................................................................................................................102
TECHNOLOGY IN EDUCATION........................................................................................................................................ 102
SEMILLA TEACHER FELLOWSHIPS...................................................................................................................................102
THE JERRY SMITH COACHING FOR LIFE LEADERSHIP ACADEMY..........................................................................................103
PROFESSIONAL DEVELOPMENT PROGRAMS RISK CONFERENCE........................................................................................... 103
RISK CONFERENCE.......................................................................................................................................................103
INNOVATIONS IN CATHOLIC EDUCATION.......................................................................................................................... 103
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ACADEMY OF CHURCH LEADERSHIP...............................................................................................................................103
21ST CENTURY LEADERSHIP INITIATIVE..........................................................................................................................103
CHAPTER 9: CAMPUS LIFE 104
CAMPUS MINISTRY.......................................................................................................................................................104
REGISTERED STUDENT ORGANIZATIONS.......................................................................................................................... 104
COUNSELING PSYCHOLOGY GRADUATE STUDENT ASSOCIATION (GSA)................................................................................ 105
EDUCATION GRADUATE STUDENT ASSOCIATION (SAGE).................................................................................................... 105
CHARTERED STUDENT ORGANIZATIONS...........................................................................................................................105
KSCU.........................................................................................................................................................................105
MULTICULTURAL CENTER (MCC)....................................................................................................................................105
STUDENT RESOURCES AND SERVICES..............................................................................................................................105
THE CAREER CENTER................................................................................................................................................... 105
COWELL HEALTH CENTER.............................................................................................................................................105
COUNSELING AND PSYCHOLOGICAL SERVICES................................................................................................................. 106
STUDENT HEALTH SERVICES..........................................................................................................................................106
OFFICE OF ACCESSIBLE EDUCATION................................................................................................................................106
INFORMATION RESOURCES............................................................................................................................................ 106
INFORMATION TECHNOLOGY......................................................................................................................................... 106
MEDIA SERVICES......................................................................................................................................................... 106
UNIVERSITY LIBRARY...................................................................................................................................................107
INTERNATIONAL STUDENTS AND SCHOLARS.................................................................................................................... 107
WRITING CENTER.........................................................................................................................................................107
OFFICE FOR MULTICULTURAL LEARNING.........................................................................................................................108
CHAPTER 10: STUDENT CONDUCT CODE 109
STUDENT CONDUCT CODE.............................................................................................................................................109
CHAPTER 11: UNIVERSITY POLICIES 110
STUDENT FREEDOM OF EXPRESSION...............................................................................................................................110
LIABILITY AND PROPERTY INSURANCE............................................................................................................................110
POLICY ON DISCRIMINATORY AND SEXUAL HARASSMENT..................................................................................................110
NONDISCRIMINATION POLICY.........................................................................................................................................110
TITLE IX OF THE EDUCATION AMENDMENTS OF 1972.......................................................................................................111
SECTION 504 OF THE REHABILITATION ACT OF 1973 AND AMERICANS WITH DISABILITIES ACT (ADAAA)...............................111
GENDER-BASED DISCRIMINATION AND SEXUAL MISCONDUCT POLICY................................................................................. 111
WHAT CONSTITUTES CONSENT....................................................................................................................................... 111
REPORTING TO LAW ENFORCEMENT................................................................................................................................112
REPORTING TO THE UNIVERSITY.................................................................................................................................... 112
SMOKE-FREE CAMPUS.................................................................................................................................................. 113
SEXUAL ASSAULT AND MISCONDUCT REPORTING PROTOCOL............................................................................................. 113
PURPOSE STATEMENT................................................................................................................................................... 113
CAMPUS SEXUAL ASSAULT VICTIMS’ BILL OF RIGHTS....................................................................................................... 114
SEXUAL ASSAULT REPORTING PROTOCOL FOR STUDENT VICTIMS....................................................................................... 114
PRESERVE EVIDENCE....................................................................................................................................................114
ON- AND OFF-CAMPUS COUNSELING SERVICES................................................................................................................ 114
PHYSICAL HEALTH....................................................................................................................................................... 114
CAMPUS ADVOCATE AND ACADEMIC AND LIVING ACCOMMODATIONS.................................................................................114
REPORTING OPTIONS.................................................................................................................................................... 115
FILING A POLICE REPORT.............................................................................................................................................. 115
FILING A UNIVERSITY REPORT....................................................................................................................................... 115
MANDATED REPORTERS................................................................................................................................................ 116
NOT MANDATED TO REPORT..........................................................................................................................................116
ANONYMOUS REPORTING FOR STATISTICAL PURPOSES...................................................................................................... 116
UNIVERSITY RESPONSE TO SEXUAL ASSAULT AND SEXUAL MISCONDUCT............................................................................ 116
DEFINITIONS............................................................................................................................................................... 117
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COMPUTING RESOURCES POLICIES..................................................................................................................................117
POLICY FOR WITHDRAWAL FOR HEALTH REASONS/EMERGENCIES....................................................................................... 117
HEALTH WITHDRAWAL CATEGORIES................................................................................................................................118
RE-ENROLLMENT PROCEDURE....................................................................................................................................... 119
C. INVOLUNTARY HEALTH WITHDRAWAL AND RE-ENROLLMENT.........................................................................................119
APPEAL PROCESS..........................................................................................................................................................120
RE-ENROLLMENT PROCEDURE........................................................................................................................................ 120
D. INTERIM EMERGENCY HEALTH RESTRICTION.............................................................................................................. 120
TUITION REFUND.........................................................................................................................................................121
TUITION INSURANCE PLAN............................................................................................................................................121
NONDISCRIMINATION POLICY........................................................................................................................................ 121
APPENDIX 122
ACADEMIC ACCREDITATIONS 123
UNIVERSITY ACCREDITATION..........................................................................................................................................123
SPECIALIZED ACADEMIC ACCREDITATIONS.......................................................................................................................123
BOARD OF REGENTS 124
SANTA CLARA UNIVERSITY SENIOR LEADERSHIP 125
PRESIDENT'S CABINET.................................................................................................................................................. 125
OFFICE OF THE PROVOST.............................................................................................................................................. 125
COLLEGE OF ARTS AND SCIENCES..................................................................................................................................125
LEAVEY SCHOOL OF BUSINESS.......................................................................................................................................126
SCHOOL OF ENGINEERING.............................................................................................................................................126
CENTERS OF DISTINCTION.............................................................................................................................................126
ADMINISTRATION AND FINANCE.................................................................................................................................... 126
ENROLLMENT MANAGEMENT........................................................................................................................................ 126
UNIVERSITY RELATIONS................................................................................................................................................127
FACULTY 128
PROFESSORS EMERITI...................................................................................................................................................128
SCHOOL OF EDUCATION AND COUNSELING PSYCHOLOGY FACULTY.....................................................................................128
COUNSELING PSYCHOLOGY REVIEW (CPR) FORM 130
EDUCATION PROFESSIONAL REVIEW (EPR) FORM 132
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Academic Calendar 2023 – 2024
FALL QUARTER 2023
Jul 10-14
Jul 24
M-F
M
Fall registration appointment period for returning students
Open Enrollment
Aug 21
M
Payment deadline for Fall 2023
Sep 5
M
Labor Day; academic and administrative holiday*
Sep 11
M
Late registration; $100 fee if no previous enrollment and Drop/Swap $50 fee begins
Sep 18
M
Classes begin
Sep 24
Su
Last day to withdraw from classes with a 100% tuition refund (fewer fees)
Oct 1
Su
Petition for graduate degrees to be conferred in December 2023 due
Oct 1
Su
Last day to withdraw from classes with 50% tuition refund, fewer fees
Oct 8
Su
Last day to submit incomplete Spring 2023 and Summer 2023 with to faculty or
request extension
Oct 8
Oct 30-Nov 3
Su
M-F
Last day to withdraw from classes with 25% tuition refund (fewer fees). No tuition
refund after this date.
Last day to remove Spring 2023 & Summer 2023 incompletes (faculty) or request
extension
F Winter registration appointment begins for winter quarter (current students only)
Nov 3
F
Last day to drop classes without a W grade
Nov 13
Nov 23-24
M
Th-F
Open enrollment begins
Thanksgiving; administrative and academic holiday. Classes may meet- refer to
course syllabi.
Dec 1
F
Classes end
Dec 4-8
M-F
Fall quarter final examinations
Dec 13
W
Fall quarter grades due (faculty)
Dec 21
Th
Payment deadline for Winter 2024
Dec 22, 26
F,M
Christmas recess; administrative holidays
Dec 29 - Jan 1
F-M
New Year’s recess; administrative holidays
WINTER QUARTER 2024
Oct 30 - Nov 3
Nov 13
M-F
M
Winter 2024 registration period
Open enrollment period
Dec 21
Th
Payment Deadline for Winter 2024
Jan 1
M
Late registration; $100 fee if no previous enrollment and Drop/Swap $50 fee begins.
Jan 8
M
Classes begin
Jan 14
Su
Last day to withdraw from classes with a 100% tuition refund (fewer fees)
Jan 15
M
Martin Luther King Day; academic and administrative holiday*
Jan 21
Su
Last day to withdraw from classes with 50% tuition refund, fewer fees.
Jan 26
F
Last day to submit incomplete work to faculty for Fall 2023 work to faculty
Jan 28
Su
Last day to withdraw from classes with 25% tuition refund, fewer fees
Feb 1
Th
Last day to petition for graduate degrees to be conferred in March 2024
Feb 3
F
Last day to drop classes without a W (no tuition refund)
Feb 2
F
Last day for faculty to remove Fall 2023 incompletes (faculty)
Feb 5-9
M-F
Spring registration period for returning students
Feb 19
M
Open enrollment period begins for spring quarter (current students only)
9
Feb 19
M
Presidents’ Day; academic and administrative holiday*
Feb 24
F
Last day to drop classes with a W (no tuition refund)
Mar 1
F
Petition for graduate degrees to be conferred in June and September 2024 due
Mar 15
F
Classes end
Mar 18-22
M-F
Winter quarter final examinations
Mar 21
Tu
Payment Deadline for Spring 2024
Mar 27
W
Winter quarter grades due
* Some classes may meet; refer to the course syllabus
SPRING QUARTER 2024
Feb 5-9
Feb 19
Mar 1
F-M
M
F
Spring registration appointment period for returning students
Open enrollment begins for Spring
Petition for graduate degrees to be conferred in June and September 2024 due
Mar 21
Tu
Payment Deadline for Spring 2024
Mar 26
Mar 29
Tu
F
Late registration; $100 fee if no previous enrollment and Drop/Swap $50 fee begins
Good Friday; administrative and academic holiday
Apr 2
Tu
Classes begin
Apr 2-5
Apr 15
M-F
M
Summer registration appointment period (current students)
Open enrollment begins for Summer
Apr 8
Apr 15
M
M
Last day to withdraw from classes with a 100% tuition refund (less fees) or add
classes.
Last day to withdraw from classes with 50% tuition refund, less fees
Apr 19
F
Last day to submit incomplete work to faculty for Winter 2024
Apr 22
M
Last day to withdraw from classes with 25% tuition refund, less fees. No tuition
refund after this date.
Apr 28
F
Last day for faculty to remove Winter 2024 incompletes (faculty)
Apr 28
F
Last day to drop classes without a W (no tuition refund)
May 19
F
Last day to drop classes with a W
May 21
Su
Payment Deadline for Summer 2024
May 27
M
Memorial Day; academic and administrative holiday*
Jun 7
F
Classes end
Jun 10-14
M-Th
Spring quarter final examinations
Jun 14-15
F-Sa
Graduate Receptions and Commencement (degree seekers only)
Jun 19
W
Spring quarter grades due (faculty)
SUMMER SESSION I 2024
Mar 1
Apr 8-12
F
M-F
Petition for graduate degrees to be conferred in June and September 2024 due
Summer I & II registration appointment period (current students only)
Apr 22
M
Open enrollment period begins for summer quarter (current students only)
May 21
Su
Payment Deadline for Summer 2024
Jun 12
M
Late registration; $100 fee if no previous enrollment and Drop/Swap $50 fee begins.
Jun 17
M
SUMMER SESSION I: Classes begin for EDUC and CPSY programs. MATTC
Summer 1 begins 6/24
Jun 17-21
M-F
MATTC Pre-Session
Jun 16
F
Last day to drop classes without a W (no tuition refund)
Jun 24
M
MATTC Summer I classes begin
10
Jun 30
F
Last day to drop classes with a W (no tuition refund)
Jul 4
Th
Independence Day; academic & administrative holiday*
Jul 19
F
Summer Session I ends (CPSY)
Jul 22-26
M-F
Summer Session I final examinations (CPSY)
Jul 26
F
Summer Session I Classes end for EDUC
Jul 31
W
Summer Session I grades are due
SUMMER SESSION II 2024
Jul 29
M
Aug 30
F
Sep 2-6
M-F
Sep 4
M
Sep 11
W
IMPORTANT SUMMER DEADLINES:
Last day to add classes - End of 2
nd
scheduled class meeting.
Last day to withdraw from classes with 100% tuition refund (less fees) – End of 2
nd
scheduled class meeting.
Last day to withdraw from classes with 50% tuition refund (less fees) – End of 3
rd
scheduled class meeting.
No tuition refunds after the 3
rd
class meeting.
IMPORTANT DROP POLICY FOR PRE-SESSION:
By dropping a course or withdrawing from the program after the end of the day (11:59 PM) of the 3
rd
scheduled
class meeting, a $450 administrative fee will incur, and be charged to your student account, along with the standard
$100 drop fee.
*Some classes may meet; please refer to the course syllabus. All dates are inclusive. Registration dates are subject to
change.
Registration holds must be cleared with the appropriate office by 12 noon on Friday when an eCampus
deadline to add or drop a class falls on a Sunday.
See Bursar website for Fall, Winter, Spring, Summer Session Refund Policies: https://www.scu.edu/bursar/refund/.
See the Bursar website for tuition and fees: https://www.scu.edu/bursar/tuition/
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Preface
The Graduate Bulletin contains the academic and administrative policies and regulations that govern the enrollment
of graduate students in the School of Education and Counseling Psychology of Santa Clara University. Students are
responsible for knowing all academic and administrative policies and regulations affecting their program of study
and for abiding by all such policies and regulations during their enrollment at the University. Continued enrollment
is subject to compliance with the academic and administrative policies described herein and otherwise published by
the University. Failure to understand these policies does not relieve a student of his or her responsibility for adhering
to policies and regulations.
Students are governed by the applicable degree requirements in the academic bulletin of their enrollment in the
School of Education and Counseling Psychology. All students must fulfill the department and program degree
requirements in effect when they complete their program of study.
Santa Clara University and the School of Education and Counseling Psychology reserve the right to make changes to
degree requirements, academic and administrative policies and regulations, and courses published in the Graduate
Bulletin at any time without prior notice. The University strives to assure the accuracy of the information in the
Graduate Bulletin at the time of publication. However, the University reserves the right to make corrections as
necessary to the Bulletin.
The 2023-2024 School of Education and Counseling Psychology Graduate Bulletin is available and covers policies
and regulations in effect as of that date. The Bulletin and other information about Santa Clara University can be
found on the University’s website.
When a University policy and a school policy do not agree, the University policy applies. When a school policy and
a department policy do not agree, the school policy applies.
For 110 years, Santa Clara was an all-male school. In the fall of 1961, women were accepted as undergraduates, and
Santa Clara became the first coeducational Catholic university in California. The decision resulted in an admission
explosion---from 1,500 students to more than 5,000. The size of the faculty tripled, and the University began the
largest building program in school history, erecting eight residence halls, a student union, and an athletic stadium. In
1985, the University adopted "Santa Clara University" as its official name.
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Chapter 1: Santa Clara University
Located in the heart of California's Silicon Valley, Santa Clara University is a comprehensive Jesuit, Catholic
university with more than 8,800 students. Founded in 1851 by the Society of Jesus, California's oldest operating
higher education institution offers a rigorous undergraduate curriculum in arts and sciences, business, and
engineering, plus nationally recognized graduate and professional programs in business, law, engineering, education,
counseling psychology, pastoral ministries, and theology. The University boasts a diverse community of scholars
offering a values-oriented curriculum characterized by small class sizes and a dedication to educating students for
competence, conscience, and compassion. The traditions of Jesuit education---educating the whole person for a life
of service---run deep in all of its curricular and co-curricular programs.
Santa Clara University is perennially ranked among the top comprehensive universities by U.S. News & World
Report and has one of the highest graduation rates for undergraduate students among all comprehensive universities.
The University has a national reputation for its undergraduate program that features a distinctive core curriculum, an
integrated learning environment, and research opportunities for undergraduate students.
The University was established as Santa Clara College on the site of Mission Santa Clara de Asís, the eighth of the
original 21 California missions. The college originally operated as a preparatory school and did not offer collegiate
courses until 1853. Following the Civil War, enrollment increased, and by 1875 the size of the student body was
275. One-third of the students were enrolled in the collegiate division; the remainder attended the college's
preparatory and high school departments.
Santa Clara experienced slow and steady growth during its first 60 years, becoming the University of Santa Clara in
1912 when the schools of engineering and law were added. In 1925, the high school was separated from the
University and took the name of Bellarmine College Preparatory in 1928. The Leavey School of Business opened in
1926, and within a decade, became one of the first business schools in the country to receive national accreditation.
For 110 years, Santa Clara was an all-male school. In the fall of 1961, women were accepted as undergraduates, and
Santa Clara became the first coeducational Catholic university in California. The decision resulted in an admission
explosion---from 1,500 students to more than 5,000. The size of the faculty tripled, and the University began the
largest building program in school history, erecting eight residence halls, a student union, and an athletic stadium. In
1985, the University adopted "Santa Clara University" as its official name.
UNIVERSITY VISION, MISSION, AND FUNDAMENTAL VALUES
Santa Clara University has adopted three directional statements to describe the kind of university it aspires to
become (Strategic Vision), its core purpose and the constituencies it serves (University Mission), and the beliefs that
guide its actions (Fundamental Values).
Strategic Vision
Santa Clara University will educate citizens and leaders of competence, conscience, and compassion, and cultivate
knowledge and faith to build a more humane, just, and sustainable world.
University Mission
The University pursues its vision by creating an academic community that educates the whole person within the
Jesuit, Catholic tradition, making student learning our central focus, continuously improving our curriculum and
co-curriculum, strengthening our scholarship and creative work, and serving the communities of which we are a part
in Silicon Valley and around the world.
Student learning takes place at the undergraduate and graduate level in an educational environment that integrates
rigorous inquiry and scholarship, creative imagination, reflective engagement with society, and a commitment to
fashioning a more humane and just world.
As an academic community, we expand the boundaries of knowledge and insight through teaching, research, artistic
expression, and other forms of scholarship. It is primarily through discovering, communicating, and applying
knowledge that we exercise our institutional responsibility as a voice of reason and conscience in society.
We offer challenging academic programs and demonstrate a commitment to the development of:
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Undergraduate students who seek an education with a strong humanistic orientation in a primarily residential setting
Graduate students, many of them working professionals in Silicon Valley, who seek advanced degree programs that
prepare them to make significant contributions to their fields
In addition to these core programs, we also provide a variety of continuing education and professional development
opportunities for non-matriculated students.
Fundamental Values
The University is committed to these core values, which guide us in carrying out our mission and realizing our
vision:
Academic Excellence.
We seek an uncompromising standard of excellence in teaching, learning, creativity, and scholarship within and
across disciplines.
Search for Truth, Goodness, and Beauty.
We prize scholarship and creative work that advance human understanding, improve teaching and learning, and add
to the betterment of society by illuminating the most significant problems of the day and exploring the enduring
mysteries of life. In this search, our commitment to academic freedom is unwavering.
Engaged Learning. We strive to integrate academic reflection and direct experience in the classroom and the
community, especially to understand and improve the lives of those with the least education, power, and wealth.
Commitment to Students. As teachers and scholars, mentors and facilitators, we endeavor to educate the whole
person. We nurture and challenge students---intellectually, spiritually, aesthetically, morally, socially, and
physically---preparing them for leadership and service to the common good in their professional, civic, and personal
lives.
Service to Others.
We promote throughout the University a culture of service---service not only to those who study and work at Santa
Clara but also to a society in general and to its most disadvantaged members as we work with and for others to build
a more humane, just, faith-filled, and sustainable world.
Community and Diversity.
We cherish our diverse and inclusive community of students, faculty, staff, administrators, and alumni, a community
that is enriched by people of different backgrounds, respectful of the dignity of all its members, enlivened by open
communication, and caring and just toward others.
Jesuit Distinctiveness.
We treasure our Jesuit heritage and tradition, which incorporates all of these core values. This tradition gives
expression to our Jesuit educational mission and Catholic identity while also welcoming and respecting other
religious and philosophical traditions, promoting the dialogue between faith and culture, and valuing opportunities
to deepen religious beliefs.
Academic Programs
Santa Clara University offers undergraduate degrees leading to the Bachelor of Arts (B.A.), Bachelor of Science
(B.S.), and Bachelor of Science in Commerce. The College of Arts and Sciences offers the B.A. degree and the B.S.
degree in 33 subject areas and includes the graduate program in pastoral ministries, through which it offers the
Master of Arts (M.A.) degree in catechetics, pastoral liturgy, spirituality, and liturgical music. The Leavey School of
Business offers the B.S. degree in commerce with majors in subject areas. The School of Engineering offers a B.S.
degree with majors in seven subject areas. A variety of interdisciplinary and discipline-based minors are also offered
for undergraduates.
The School of Law offers programs leading to the degrees of juris doctor (J.D.) and Master of Laws (LL.M.). J.D.
students may earn certificates of specialization in high technology law, international law, and public interest and
social justice law. LL.M. students may earn Master of laws in intellectual property or U.S. law. A broad curriculum
also includes business and commercial law, taxation, criminal law and trial advocacy, environmental law, estate
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planning, labor law, health law, legal writing and research, as well as opportunities for externships, clinical work,
and professional skill development.
The Leavey School of Business offers graduate programs leading to the Master of Business Administration (MBA)
degree with coursework in accounting, economics, finance, management, marketing, and operations management
and information systems (OMIS). The MBA can be done part-time on campus and online. The business school also
offers graduate programs leading to the Master of Science in information systems (MSIS), business analytics, online
in marketing, or finance & analytics. We also offer a 4+1 degree aimed at seniors for our MS programs in
information systems, business analytics, and finance & analytics. In conjunction with the law school, the business
school also offers joint degree programs leading to a J.D./MBA and J.D./MSIS.
The School of Engineering offers graduate programs leading to the Master of Science (M.S.) degree in applied
mathematics; bioengineering; civil, environmental, and sustainable engineering; computer science and engineering;
electrical engineering; engineering management; mechanical engineering; software engineering; and sustainable
energy; and the engineer's degree in computer science and engineering, electrical engineering, and mechanical
engineering. The engineering school also offers the Doctor of Philosophy (Ph.D.) degree in computer science and
engineering, electrical engineering, and mechanical engineering.
The two departments in the School of Education and Counseling Psychology offer credential and graduate programs.
The Department of Education focuses on preparing teachers and administrators for public and Catholic schools. It
offers programs in teacher preparation leading to credentials (e.g., California preliminary multiple-subject and
single-subject teaching credentials, and California Clear credential) and the Master of Arts in teaching (MAT)
degree. The department also offers an M.A. program in Educational Administration which prepares public K-12
administrators for credentials (e.g., the Preliminary California Administrative Services credential and the California
Clear Administrative Services credential), and Catholic school leaders through the certificate program in Catholic
School Leadership. The departments of Education and Counseling Psychology jointly offer the certificate program
in Alternative and Correctional Education. The Department of Counseling Psychology offers two degree programs:
M.A. in counseling psychology and M.A. in counseling. The M.A. in counseling psychology can lead to state
licensure for marriage and family therapists and/or licensed professional clinical counselors. The department
includes emphasis programs in health, correctional, and Latinx and LGBTQIA+ counseling.
The Jesuit School of Theology (JST) is one of only two Jesuit theological centers in the United States operated by
the Society of Jesus, as the order of Catholic priests is known. It is one of only two Jesuit theological centers in the
country that offer three ecclesiastical degrees certified by the Vatican Congregation for Catholic Education, and it
also offers four advanced theological degrees certified by the Association of Theological Schools. In addition, JST
offers a spiritual renewal program for clergy, religious, and lay people, and conducts an annual Instituto Hispano that
offers a certificate program to advance Hispanic leadership in the pastoral life of the church.
CENTERS OF DISTINCTION
Santa Clara University has three Centers of Distinction that serve as major points of interaction between the
University and local and global communities. Each center focuses on a theme that is central to Santa Clara's
distinctive mission as a Jesuit university and offers an educational environment integrating rigorous inquiry and
scholarship, creative imagination, reflective engagement with society, and a commitment to fashioning a more
humane and just world. Each center engages faculty and students from different disciplines as well as experts and
leaders from the community through speakers, conferences, workshops, and experiential learning opportunities.
Miller Center for Social Entrepreneurship
The mission of Miller Center for Social Entrepreneurship is to accelerate entrepreneurship to end global poverty for
the next generation. We fuse the entrepreneurial spirit of Silicon Valley with the University's Jesuit heritage of
service to the poor and protection of the planet, catalyzing innovative, sustainable solutions to poverty, and guided
by the UN Sustainable Development Goals. Through an array of programs, including our signature Global Social
Benefit Institute (GSBI^®^) accelerator program and award-winning Global Social Benefit Fellowship (GSBF), the
Center engages an international network of social enterprises, investment capital, and technical resources to build
the capacity of the global social entrepreneurship movement. As a Center of Distinction at Santa Clara University,
we offer faculty and students real-world case studies, distinctive curricula, and unique opportunities for research,
fellowships, and internships --- advancing the University's vision of creating a more just, humane, and sustainable
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world with a uniquely Silicon Valley flavor. More information can be found at the Miller Center for Social
Entrepreneurship website.
The Ignatian Center for Jesuit Education promotes and enhances the distinctively Jesuit, Catholic tradition of
education at Santa Clara University, with a view toward serving students, faculty, staff, and through them, the larger
community, both local and global. The Ignatian Center achieves this mission chiefly through four signature
programs:
● The Bannan Forum provides year-long thematic programs, including academic events and scholarly
activities that further the Jesuit, Catholic character of the University.
● Arrupe Engagement, a community-based learning program, places over 1,200 students each year with
community partners, frequently in connection with an academic course.
● Thriving Neighbors extends the community-based learning experience by engaging teaching, scholarship,
and sustainable development that links Santa Clara University with the predominantly Latino Greater
Washington community in San Jose, CA.
● The Immersion programs offer students, during academic breaks, the opportunity to experience local,
domestic, and international communities with little access to wealth, power, and privilege.
● The Ignatian Worldview program offers experiences grounded in the Spiritual Exercises of St. Ignatius to
members of the community to encounter the spiritual sources of the Jesuit tradition.
The University's commitment to learning is expressed in the fact that 94.1 percent of first-year students advance to
sophomore year, and the percentage of Santa Clara students who graduate is among the highest in the country. The
four-year graduation rate for entering first-year students is 87 percent, with a five-year graduation rate of 90 percent
and a six-year graduation rate of 91 percent.
Faculty
Santa Clara University's emphasis on a community of scholars and integrated education attracts faculty members
who are as committed to students' intellectual and moral development, as they are to pursuing their own scholarship.
The University's 694 full-time faculty are distinguished teachers and scholars. Examples of awards received by SCU
faculty include: Fulbright, National Science Foundation, National Institutes of Health, and National Endowment for
the Arts. Additionally, our faculty are acclaimed authors, scientists, and theorists in their fields.
Campus
The University is located on a 106-acre campus in the city of Santa Clara near the southern end of the San Francisco
Bay in one of the world's greatest cultural centers. More than 50 buildings on campus house 15 student residences, a
main library, a law library, two student centers, the de Saisset Museum, extensive performing arts and athletic
facilities, and a recreation and fitness center.
Santa Clara's campus has the advantage of being located in Silicon Valley, a region known for its extraordinary
visionaries, who have designed and created some of the most significant scientific and technological advances of our
age. Silicon Valley is more than a location---it is a mindset, and home to more than 3 million residents and 6,600
science- and technology-related companies (not including San Francisco, which is located just an hour away).
Santa Clara's campus is well known for its beauty and mission-style architecture. Opened in 2013, the brick-paved
Abby Sobrato Mall leads visitors from the University's main entrance to the heart of campus---the Mission Santa
Clara de Asís. The roses and palm and olive trees of the Mission Gardens surround the historic Mission Church,
which was restored in 1928. The adjacent Adobe Lodge is the oldest building on campus. In 1981, it was restored to
its 1822 decor.
Academic facilities
Amidst all this beauty and history are modern, world-class academic facilities. Students study and thrive in places
such as the Joanne E. Harrington Learning Commons, Sobrato Family Technology Center, and Orradre Library,
where individuals and groups can study in an inviting, light-filled, and open environment. Notably, the library
features an Automated Retrieval System, a high-density storage area where up to 900,000 books and other
publications can be stored and retrieved using robotic-assisted technology.
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Another example of Santa Clara's excellent academic facilities is Lucas Hall, home of the Leavey School of
Business. This modern 85,000-square-foot building houses classrooms, meeting rooms, offices, study spaces, and a
café. Classrooms are equipped with state-of-the-art videoconferencing equipment as well as a multiplatform system
to record faculty lectures for later review by students. Vari Hall (formerly Arts & Sciences), adjacent to Lucas Hall,
is home to the Markkula Center for Applied Ethics as well as academic departments, classrooms, and a
2,200-square-foot digital television studio, regarded as among the best studios found on any campus nationwide.
Located near Vari Hall is the Schott Admission and Enrollment Services Building, a welcome center for campus
visitors and home to several University departments.
Opened in 2012, the lobby of this LEED Gold equivalent structure includes technology- infused exhibits that
illustrate Santa Clara's Jesuit mission. Among other green features on campus are two solar-powered homes built in
2007 and 2009 for the U.S.
Sobrato Campus for Discovery and Innovation
Opening in the Fall of 2021, this new 270,000 square-foot building is the home to the School of Engineering and
many of the science departments of the College of Arts and Sciences. The building has classrooms, Innovation
Zone, teaching and research labs, engineering and science shops, faculty and staff offices, collaboration spaces, and
a cafe. The Miller Center for Social Entrepreneurship and the Frugal Innovation Hub will also find their new homes
in this new state-of-the-art building. The central landscaped courtyard and rooftop terraces, provide excellent places
for gathering, which makes this new building a great addition to the heart of the campus.
Schott Admission and Enrollment Services Building
Located near Vari Hall is the Schott Admission and Enrollment Services Building, a welcome center for campus
visitors and home to several University departments. Opened in 2012, the lobby of this LEED Gold equivalent
structure includes technology- infused exhibits that illustrate Santa Clara's Jesuit mission.
Among other green features on campus are two solar-powered homes built in 2007 and 2009 for the U.S.
Department of Energy's Solar Decathlon. Both homes now serve as laboratories for solar and sustainability
technologies.
Lucas Hall and Vari Hall
Another example of Santa Clara's excellent academic facilities is Lucas Hall, home of the Leavey School of
Business. This modern 85,000-square-foot building houses classrooms, meeting rooms, offices, study spaces, and a
café. Classrooms are equipped with state-of-the-art videoconferencing equipment as well as a multiplatform system
to record faculty lectures for later review by students. Vari Hall, adjacent to Lucas Hall, is home to the Markkula
Center for Applied Ethics, as well as academic departments, classrooms, and a 2,200-square-foot digital television
studio, regarded as among the best studios found on any campus nationwide.
University Library & Learning Commons
The Santa Clara University Library & Learning Commons is a central hub for students to study and collaborate. The
Learning Commons has a mix of both individual and group seating, group study rooms, computer labs, outside
patios, as well as a cafe on the first floor. Throughout the year, the University Library hosts events, art exhibits, and
late-night hours. Library staff are available to support student research. You can contact library staff in person at the
Library Help Desk, by making an appointment online, or through our 24/7 chat service, "Ask a Librarian." The
Library's Archives & Special Collections provides access to rare books, manuscripts, historic photos, and artifacts.
Library resources, which can be accessed within the Learning Commons and remotely, include an online catalog
(OSCAR), over 250 general and subject-specific databases, research guides for many subjects and classes, and
interlibrary loan programs. The library's collection includes books, ebooks, magazines, newspapers and journals,
streaming videos, and more.
Student Life
Santa Clara has unique Residential Learning Communities (RLC) spread through nine on-campus residence halls;
some with suite arrangements conducive to more informal living; others with traditional double rooms and large
common bathrooms. Juniors and seniors can apply for townhouse-style living in the 138-unit University Villas
across from the main campus. The most recent RLC, Cura, is located in Finn Hall and opened in the fall of 2019.
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The Cura RLC is a mini-suite style, co-ed community of first and second-year students, focused on the theme of
cura personalis or care for the whole person.
The Robert F. Benson Memorial Center serves as a hub for campus life. The Benson Memorial Center offers
dining services and houses the campus bookstore, student and administrative offices, lounges, and meeting rooms.
The University's main dining hall, The Marketplace, resembles an upscale food court with numerous stations and
options. For a more informal experience, The Bronco is the Center's late-night venue, serving beverages and
pub-style food.
Another hot spot for student life, the Paul L. Locatelli, S.J., Student Activity Center, includes a 6,000 square-foot
gathering hall with a high ceiling that can accommodate dances and concerts as well as pre-and post-game activities.
Designed with environmental sensitivity, the building is energy efficient and has daytime lighting controls and
motion sensors to maximize the use of natural light. For fitness-minded students, the Pat Malley Fitness and
Recreation Center features a 9,500-square-foot weight training and cardiovascular exercise room, three basketball
courts, a swimming pool, an adjacent outdoor workout area, sand volleyball, and basketball court, and other
facilities to support the recreational and fitness needs of the campus community.
The campus includes many locations for quiet reflection, such as the St. Clare Garden, which features plants and
flowers arranged into five groups to portray the stages of the saint's life. For campus members who want a more
hands-on relationship with nature, the Forge Garden, SCU's half-acre organic garden, serves as a campus space for
course research, service learning, and sustainable food production.
Athletics and the Arts
The importance of athletics to the University is evident everywhere on campus. Among the newest additions to
Santa Clara's athletics facilities are the Stephen Schott Stadium, home field for the men's baseball team, and the
state-of-the-art Stevens Soccer Training Center, funded by a gift from Mary and Mark Stevens. The gift also
allowed Santa Clara to upgrade the stands in Stevens Stadium (formerly Buck Shaw Stadium), home to the men's
and women's soccer programs, and build a plaza to celebrate Bronco sports---its past, present, and future. The plaza
celebrates the history of Santa Clara University football as well as the legacy and future of men's and women's
soccer at SCU. Bellomy Field, eight acres of well-lit and grassy playing fields, provides space for club and
intramural sports, such as rugby and field hockey. Adjacent to Bellomy Field is the well-appointed women's softball
field, which opened in 2013. The Leavey Event Center houses the University's premier basketball facility. Over the
years, the Leavey Event Center has hosted nine West Coast Conference Basketball Championships.
The University recognizes the arts as a central part of life at Santa Clara University. The Edward M. Dowd Art and
Art History Building opened in 2016, houses an integrated art history and fine arts program that is a center for
inspiration, innovation, and engagement in the arts and art history in Silicon Valley. An important arts destination in
the Bay Area, the Department of Art and Art History\s gallery exhibits artwork from a diverse group of established
and emerging artists, and provides a dynamic teaching and learning resource for faculty, staff, students and the
community. The de Saisset Museum, the University's accredited museum of art and history, presents changing art
exhibitions throughout the year and serves as the caretaker of the University's California History Collection, which
includes artifacts from the Native American, Mission, and early Santa Clara College periods.
SCU•Presents represents the University's commitment to the performing arts on campus, which includes
performances at venues such as the Louis B. Mayer Theatre, the Fess Parker Studio Theatre, and the Music
Recital Hall. The Mayer Theatre is Santa Clara University's premier theatrical venue, housing 500 intimate seats in
either a flexible proscenium or thrust-stage setting. The Fess Parker Studio Theatre has no fixed stage or seating. Its
black box design, complete with movable catwalks, provides flexibility in an experimental setting. The 250-seat
Music Recital Hall provides a contemporary setting where students, faculty, and guest artists offer a variety of
performances
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Chapter 2: The School of Education and Counseling Psychology
VISION
Our vision imagines a region and a world in which everyone has access to an inspiring education and is provided the
psychological tools and support needed to propel them toward flourishing lives of meaning, purpose, and
connection.
MISSION
To embody that vision, our mission is to prepare outstanding therapists, educators, and advocates, grounded in the
Jesuit values of a deep respect for all and a focus on social justice. Our mission is to develop professionals who will
serve and positively transform schools, communities, and the greater society through their work.
PURPOSE
Our purpose is to change the world – one client, one student, one family, and one school at a time.
CORE VALUES
Cura Personalis
The Jesuit construct of “cura personalis,” or “attention to the whole person,” is a core value. Cura personalis entails
respect for the human dignity of each individual, encapsulated in empathy and deep listening -- to each other and to
our students. It also involves the cultivation of deep listening in our students in their later professional work. This
entails engaging in continual self-reflection to ensure that we are approaching our work with humility and
compassion.
Transformative Education
We aim to be transformative in our educational programs. This aim manifests itself in our work with students; we
endeavor to assist them in transforming themselves into agents of healing and change. As a faculty, we do not
merely transmit “facts,” but rather help our students transform and grow in ways that will enable them, in their
work, to help others change and grow. Transformation ripples outward to inspire and empower others – from
ourselves to our students, clients, schools, and our communities.
Excellence / Magis
Excellence is central to the work we do. Excellence means that we demand excellence of ourselves in teaching and
scholarship, and this means that we stay on the cutting edge of knowledge and ensure that our work is never stale.
Preparing students to do excellent work is always a central focus of our attention. Excellence means we are always
pushing ourselves to maximize human flourishing, that we face fears of the unknown, and that we are constantly
renewing ourselves and our thinking.
This attention to excellence is based in an orientation to do the “more” that is encapsulated in the Jesuit construct of
Magis. Our work is a calling, and we demonstrate our commitment to that calling every day.
Diversity
We recognize and celebrate the power of an inclusive community that is strengthened by different voices and
perspectives. There are many kinds of diversity. We place particular value on maintaining and deepening our racial,
ethnic, gender, gender expression, sexual orientation, economic, and disability-based diversity as a community, as it
is only through acknowledging, understanding, and representing different experiences that we can support the
human flourishing of all.
Social Justice
In all of our work, we are driven by a vision of a world guided by principles of social justice – a concern for all
members of our society, and especially the most vulnerable. Our efforts are guided by a desire to support human
flourishing and development, and thus are always mindful of attending to issues of social justice in our efforts.
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Respect
We place a high value on respectful relationships -- with each other, with our students, among our students, and with
our community. To us, this means being open to new ideas and listening deeply to each other.
Critical Thinking
We value the cultivation of critical thinking in our work. This means encouraging students to discern fact from
opinion, engaging in logical analysis, and developing the capacity for evaluating competing points of view. At the
same time, critical thinking is an evolving capacity, and involves an emphasis on meaning-making, synthesizing
information, and developing wisdom. Critical thinking grows best in an environment that fosters trust and
intellectual risk-taking.
LOCATIONS
Consistent with our core values, in addition to classes taught on the SCU main campus, the School of Education and
Counseling Psychology offers classes on an East San Jose campus, creating a presence in the Latinx community in
that area.
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Chapter 3: Admissions
Applications for admission and related deadlines are available on the School of Education and Counseling
Psychology’s website at www.scu.edu/ecp/admissions/.
APPLICATION REQUIREMENTS
Master of Arts in Counseling, Master of Arts in Applied Psychology, or Master of Arts in Counseling
Psychology
1. Create your online application
2. Statement of Purpose
Your statement of purpose must be a clear and legible draft focusing on the specific guidelines of the program and
the chosen emphasis you are applying for at the School of Education and Counseling Psychology. Your statement
must include evidence of your commitment to Social Justice, Multiculturalism, and Diversity. Please limit your
statement to two pages – typed and double-spaced. You must not receive any assistance writing or editing the
personal statement; it must be your own original work.
• Explain your reasons for entering the mental health profession, highlight related experiences, and any unique
reasons for selecting Santa Clara University. Please provide all relevant background information about the
context of the specific work you have done, as well as a description of the aspects of the work you find most
engaging and/or meaningful.
3. Current Resume/CV
All applicants are required to submit a resumé or curriculum vitae to provide information about relevant job
experience and education. Your resumé should include educational background and relevant experiences, including
jobs, internships, community service, activities, languages (if applicable), and research projects. Writing a resumé
for a graduate school application follows the same principles as writing a resumé for a job. Please include dates of
attendance for education, job titles, and years of employment, and explain any gaps in employment exceeding 6
months.
4. One copy of official transcripts from all post-secondary institutions attended
You must send one official transcript from each post-secondary institution that contributed to your Bachelor’s
degree. Transcripts can be delivered by postal mail in a sealed envelope, or electronically by the school or other
third-party service.
• Transcripts delivered electronically must be delivered to the ECP Admissions Office at
[email protected].
• Transcripts delivered by postal mail must be sent to:
Attn: Guadalupe Hall - ECP Admissions
Santa Clara University
500 Camino Real
Santa Clara, CA. 95050
• Applicants with a Bachelor's degree from outside of the United States are required to have their official
transcripts evaluated by a member of the National Association of Credential Evaluation Services (NACES).
Our preferred member is the WES, ICAP version. We require a course-by-course, cumulative GPA, and
U.S. degree equivalency evaluation.
• If your Bachelor’s degree has not been conferred by the application deadline, you must submit a final
official transcript demonstrating the conferral of your degree to the Student Services department prior to
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enrolling in classes.
5. Three letters of recommendation
Letters of recommendation should be from individuals who have served in supervisory or evaluative roles with you.
This may include professors, instructors, bosses or managers, job supervisors, clinical supervisors, volunteer
coordinators, supervisors of volunteer work, or similar. Letters of recommendation should not be from personal
friends, family members, or personal therapists. We realize that letters from such individuals may not be possible for
some applicants. If you will be requesting a letter from someone that does not fit these guidelines, please briefly
explain why; the expectation is that the people writing letters for you should still be able to comment on your
professional capacity as a practitioner.
6. A minimum GPA of 3.0, undergraduate grade point average (GPA) is required.
7. Submit a $50 non-refundable application fee
Master of Arts in Teaching and Teaching Credential (MATTC)
Many of the expectations and prerequisites for admission to our Master of Arts in Teaching and Teaching Credential
(MATTC) Program have been established by the California Commission on Teacher Credentialing. Satisfying these
prerequisites may take future teachers between three and twelve months. We recommend that prospective MATTC
students allow themselves sufficient time to meet all the prerequisites prior to the credential program application
deadline.
1. Create your online application
2. Statement of Purpose
Your statement of purpose must be a clear and legible draft focusing on the specific guidelines of the program and
the chosen emphasis you are applying for at the School of Education and Counseling Psychology. Your statement
must include evidence of your commitment to Social Justice, Multiculturalism, and Diversity. Please limit your
statement to two pages – typed and double-spaced. You must not receive any assistance writing or editing the
personal statement; it must be your own original work.
Recall an experience you had working with children or youth in a formal, organized setting in the United States
within the past 3 years. Provide a description of the experience (e.g., context, students, program, grade) and explain
what aspects of this experience you found most engaging and/or meaningful. Additionally, explain how this
experience aligns with the mission of the department of education "...to prepare professionals of competence,
conscience, and compassion who will promote the common good as they transform lives, schools, and
communities."
3. Current Resume/CV
All applicants are required to submit a resumé or curriculum vitae to provide information about relevant job
experience and education. Your resumé should include educational background and relevant experiences, including
jobs, internships, community service, activities, languages (if applicable), and research projects. Writing a resumé
for a graduate school application follows the same principles as writing a resumé for a job. Please include dates of
attendance for education, job titles and years of employment and explain any gaps in employment exceeding 6
months.
4. One copy of official transcripts from all post-secondary institutions attended
You must send one official transcript from each post-secondary institution that contributed to your Bachelor’s
degree. Transcripts can be delivered by postal mail in a sealed envelope, or electronically by the school or other
third-party service.
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• Transcripts delivered electronically must be delivered to the ECP Admissions Office at
[email protected].
• Transcripts delivered by postal mail must be sent to:
Attn: Guadalupe Hall - ECP Admissions
Santa Clara University
500 Camino Real
Santa Clara, CA. 95050
• Applicants with a Bachelor's degree from outside of the United States are required to have their official
transcripts evaluated by a member of the National Association of Credential Evaluation Services (NACES).
Our preferred member is the WES, ICAP version. We require a course-by-course, cumulative GPA, and
U.S. degree equivalency evaluation.
• If your Bachelor’s degree has not been conferred by the application deadline, you must submit a final
official transcript demonstrating the conferral of your degree to the Student Services department prior to
enrolling in classes.
5. Two Letters of Recommendation
Letters of recommendation should be from individuals who have served in supervisory or evaluative roles with you.
This may include professors, instructors, bosses or managers, job supervisors, clinical supervisors, volunteer
coordinators, supervisors of volunteer work, or similar. Letters of recommendation should not be from personal
friends, family members, or personal therapists. We realize that letters from such individuals may not be possible for
some applicants. If you will be requesting a letter from someone that does not fit these guidelines, please briefly
explain why; the expectation is that the people writing letters for you should still be able to comment on your
professional capacity as a practitioner.
Please note, MATTC applicants must have at least one letter of recommendation from a direct supervisor in a setting
where they have worked with groups of youth.
6. Minimum of 30 hours working with groups of youth
MATTC applicants must demonstrate possession of recent (within the past 3 years), formal paid or unpaid
experience working with groups of children or youth of the same age range as their intended area of teaching.
Individuals pursuing a multiple-subject preliminary teaching credential must possess at least 30 hours of experience
working with youth between the ages of 5-14 years old.
Individuals pursuing a single-subject preliminary teaching credential must possess at least 30 hours of experience
working with youth between the ages of 12-18 years old.
The following activities will NOT satisfy the expectations for admission to the MATTC program:
• Teaching music, art, or dance lessons;
• Working as a babysitter, nanny, or daycare provider;
• Working with your own children, their friends, or members of your family;
• Providing one-on-one tutoring in any academic or nonacademic subject area.
7. Minimum 3.0 Undergraduate GPA
• Applicants are required to have a minimum 3.0 cumulative undergraduate GPA.
8. Basic Skills and Subject-Matter Competence Requirements
• Individuals applying for the Summer term (1-year MATTC program or the 2-year Intern track), must
submit passing CBEST and CSET (multiple-subject or single-subject) scores, or evidence of the equivalent,
prior to June 2020. Those who are unable to submit passing scores by the deadline will have the option to
defer their admission to the Fall term and enroll in the two-year MATTC program.
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• MATTC applicants can upload CBEST test scores in PDF format through their online application portal.
CSET test scores must be emailed in PDF format to the ECP Admissions office at [email protected].
9. Submit a $50 non-refundable application fee
Combined MATTC and Bilingual Authorization (B-MATTC) or Bilingual Authorization
The Pre-Service B-MATTC pathway requires that candidates complete the MATTC course load plus three additional
courses designed specifically for B-MATTC candidates. B-MATTC courses are taught in Spanish.
The In-Service pathway is designed for those who already hold a valid teaching credential and would like to add a
Spanish Bilingual Authorization. The In-Service Bilingual Authorization consists of four courses that are taught in
Spanish.
Individuals interested in pursuing a Bilingual Authorization must also pass the CSET LOTE 3 (Spanish) exam.
B-MATTC Pre-Service candidates who do not pass the CSET LOTE 3 are still eligible to join the MATTC program
and may add the Bilingual Authorization at a later time.
ExCEL (Excellence in Catholic Education and Leadership)
1. Complete and submit the MATTC Online Application.
2. Complete and submit an additional Statement of Purpose to [email protected].
The ExCEL Statement of Purpose must include:
• Why do you want to be considered for the ExCEL Program?
• Why do you want to be a Catholic school teacher?
• Describe your vision of “living in community” with your teaching peers?
• Describe the impact of Catholic education and your commitment to anti-racism and social justice.
Master of Arts in Teaching and Teaching Credential for Catholic School Teachers (CatMAT)
Applicants with no prior Catholic school teaching experience must compose a statement focused on their reasons for
becoming a Catholic school teacher and their experiences that have prepared them for a Catholic school teaching
career (especially their work with children or youth). Applicants must conclude by discussing their goals as a learner
in this program.
Applicants who have already been working as Catholic school teachers (including teachers pursuing the preliminary
credential via the abbreviated route) must compose a statement focused on their recent Catholic school teaching
experiences. The statement must be the original work of the applicant. Applicants should include:
• Relevant background information about the context and the specific work they do at the school
• A description of the aspects of the experience they find most engaging and/or meaningful
• A thoughtful discussion of the impact of their work experiences on their personal and professional learning
goals for the teaching credential program
• A description of their commitment to social justice, multiculturalism, and anti-racism
• Applicants to CatMAT are required to submit a form for admission to the Preliminary MS/SS Credential
program. The form can be found on the Admissions website or can be downloaded at
www.scu.edu/ecp/admissions/.
• Applicants must fill in their names as specified on the form and arrange for their principal to complete and
sign the form. It is the applicant’s responsibility to ensure that the SECP Graduate Admissions Office has
received the fully completed form prior to the application deadline.
Abbreviated Preliminary Teaching Program for Catholic School Teachers
Santa Clara University’s abbreviated route to the preliminary multiple or single subject teaching credential is an
option available to Catholic school teachers who have completed six or more years of full-time teaching in an
academic content area authorized by the CTC. In addition to the general requirements above, applicants must:
• Submit verification of employment letter that documents their completion of six or more years of full-time
teaching experience in an academic content area credentialed by the CTC at a regionally accredited
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Catholic school.
This letter, which will be submitted to the CTC with the applicant’s credential application, must be printed on the
original official letterhead of the school or Diocese where she or he is employed and signed by the director of
personnel.
Master of Arts in Educational Leadership, Doctor of Education in Social Justice Leadership, and Preliminary
Administrative Services Credential
1. Create your online application
2. Statement of Purpose
Your statement of purpose must be a clear and legible draft focusing on the specific guidelines of the program and
the chosen emphasis you are applying for at the School of Education and Counseling Psychology. Your statement
must include evidence of your commitment to Social Justice, Multiculturalism, and Diversity. Please limit your
statement to two pages – typed and double-spaced. You must not receive any assistance writing or editing the
personal statement; it must be your own original work.
3. Educational Leadership (without the Preliminary Administrative Services Credential)
• Explain how your personal and/or academic experiences have contributed to your desire to pursue an M.A.
in Educational Leadership at SCU. Describe how your personal and professional goals align with the
program and what you hope to gain as a result of completing this degree.
4. Preliminary Administrative Services Credential (with or without M.A.)
• Please write a statement focused on your recent experiences as a teacher, school counselor, or as another
certificated position in a school or district office, including:
• Relevant background information about the context and the specific work you do
• A description of the aspects of the work you find most engaging and/or meaningful
• A thoughtful discussion of the impact of your experiences on your personal and professional learning goals
for the administrative services credential program, the Master of Arts in Educational Leadership degree
program, or the SCU certificate in Catholic School Leadership.
5. Current Resume/CV
• All applicants are required to submit a resumé or curriculum vitae to provide information about relevant job
experience and education. Your resumé should include educational background and relevant experiences,
including jobs, internships, community service, activities, languages (if applicable), and research projects.
Writing a resumé for a graduate school application follows the same principles as writing a resumé for a
job. Please include dates of attendance for education, job titles, and years of employment, and explain any
gaps in employment exceeding 6 months.
6. One copy of official transcripts from all post-secondary institutions attended:
• You must send one official transcript from each post-secondary institution that contributed to your
Bachelor’s degree. Transcripts can be delivered by postal mail in a sealed envelope, or electronically by the
school or other third-party service.
• Transcripts delivered electronically must be delivered to the ECP Admissions Office at
[email protected].
• Transcripts delivered by postal mail must be sent to:
Attn: Guadalupe Hall - ECP Admissions
Santa Clara University
25
500 El Camino Real
Santa Clara, CA. 95050
• Applicants with a Bachelor's degree from outside of the United States are required to have their official
transcripts evaluated by a member of the National Association of Credential Evaluation Services (NACES).
Our preferred member is the WES, ICAP version. We require a course-by-course, cumulative GPA, and
U.S. degree equivalency evaluation.
• If your Bachelor’s degree has not been conferred by the application deadline, you must submit a final
official transcript demonstrating the conferral of your degree to the Student Services department prior to
enrolling in classes.
7. Submit a $50 non-refundable application fee
Doctor of Education in Social Justice Leadership
1. Create your online application
2. Statement of Purpose
• In 750-1,000 words, respond to the following: Explain how your personal and/or academic experiences
have contributed to your desire to pursue a Doctorate in Social Justice Leadership at SCU. Also, include
what you hope to gain as a result of completing this degree.
• Be sure to identify which of the three areas of specialization you will enroll in: 1) PreK-12 Leadership, 2)
Social Impact Leadership 3) Higher Education Leadership.
3. Current Resume/CV
• All applicants are required to submit a resumé or curriculum vitae to provide information about relevant job
experience and education. Your resumé should include educational background and relevant experiences,
including jobs, internships, community service, activities, languages (if applicable), and research projects.
Writing a resumé for a graduate school application follows the same principles as writing a resumé for a
job. Please include dates of attendance for education, job titles, and years of employment, and explain any
gaps in employment exceeding 6 months.
4. Two Letters of Recommendation- 1 academic, 1 workplace
5. One copy of official transcripts from all post-secondary institutions attended
• You must send one official transcript from each post-secondary institution that contributed to your
Bachelor’s degree. Transcripts can be delivered by postal mail in a sealed envelope, or electronically by the
school or other third-party service.
• Transcripts delivered electronically must be delivered to the ECP Admissions Office at
[email protected].
• Transcripts delivered by postal mail must be sent to:
Attn: Guadalupe Hall - ECP Admissions
Santa Clara University
500 Camino Real
Santa Clara, CA. 95050
6. Students must possess an MA in a related field - Students without an MA will be considered on a case-by-case
basis but will be generally required to complete an additional year of course work unless they have extensive prior
7. Students must have a minimum 3.5 GPA in their graduate coursework
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• Applicants with a Bachelor's degree from outside of the United States are required to have their official
transcripts evaluated by a member of the National Association of Credential Evaluation Services (NACES).
Our preferred member is the WES, ICAP version. We require a course-by-course, cumulative GPA, and
U.S. degree equivalency evaluation.
• If your Bachelor’s degree has not been conferred by the application deadline, you must submit a final
official transcript demonstrating the conferral of your degree to the Student Services department prior to
enrolling in classes.
8. Submit a $50 non-refundable application fee
International Students
The School of Education and Counseling Psychology welcomes applicants from around the world. In addition to the
General Requirements, an international applicant must also fulfill the specific requirements stated below.
English Proficiency Exam
Applicants whose native language is not English are required to submit TOEFL or IELTS scores. The only
exemption for the English Proficiency Requirement is for applicants whose native language is not English but who
earn or will earn prior to enrollment at SUC, a bachelor’s degree or Ph.D. in its entirety in the US, UK, Ireland,
Australia, New Zealand or Anglophone Canada. Receiving a bachelor’s degree in a country that lists English as an
official language such as India, Pakistan, the Philippines, Hong Kong, Nigeria or Singapore does not exempt
applicants from the English Language proficiency requirement.
TOEFL (Test of English as a Foreign Language) and IELTS (International English Language Testing System) scores
must be sent directly from the testing agency.
TOEFL scores expire after two years from the original test date and are no longer available from the Educational
Testing Service (ETS) after that time. If students have questions about the validity of their TOEFL scores they
should contact ETS. If ETS is able to send an applicant’s valid scores, SCU will accept.
International Education Evaluation
Transcript evaluations are required by one of the approved NACES agencies. Applicants to the Master of Arts in
Teaching + Teaching Credential (MATTC) program should have their transcripts evaluated by one of the agencies
approved by the CTC. Please note, that transcript evaluations must include the degree equivalency and U.S. GPA
equivalency. We recommend the course-by-course evaluation report.
Proof of Funds
United States visa regulations require proof that sufficient funds are available to finance your travel, living expenses,
and program study. Please refer to the International Student Services website for an up-to-date estimate of the cost
associated with a full year of academic study in the ECP.
After the receipt of the official acceptance letter, the student should contact the ECP Admissions office,
[email protected], for the I-20 documentation to apply for an F-1 student visa. When this is completed it will
be forwarded to the International Student Services Office.
International students for the MATTC program are eligible to apply only in regular Fall and Winter quarters.
Important note on H4 visa holders:
The spouse and unmarried children under the age of 21 of an H1-B visa (temporary work visa for the highly skilled)
holder is awarded the H4 visa for their stay in the US. An H4 visa holder is not allowed to undertake employment in
the US, but an H4 visa holder can pursue education. It is possible to convert an H4 visa to an F1 visa (student visa)
for full-time education at an academic institution recognized by the USCIS (Immigration and Naturalization
Service).
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Mandatory Health Insurance
International students are required to show proof of health insurance coverage to waive the purchase of the
University plan.
University's Health Insurance Policies and options
Admissions Deferrals
Any student who has been admitted to a degree program and wishes to defer that admission must submit a request,
in writing, to the SECP Graduate Admissions office at [email protected]. Admitted students may defer their
admission up to one academic year. Students should refer to their admission letter to find the deadline to submit a
deferral request.
Reapplication, Readmission, and Reactivation
Reapplication
Students admitted to the program who cease registering for classes and do not apply for a leave of absence, or who
never register or take a leave of absence for longer than 4 consecutive quarters, must formally re-apply for
admission. If the original application is on file, re-application requires only a completed application form, any
transcripts from recent coursework, an updated resume, and paid the application fee. If the original application is no
longer on file, a new application is required.
Readmission
Readmission is not guaranteed. Applicants must meet the admissions criteria and requirements of the curriculum in
effect at the time of readmission. Readmission is only valid for the respective quarter. Credit is not guaranteed for
previously completed coursework. Deferrals to a future term are not permitted.
Reactivation
Reactivation is granted upon a student’s return from a leave of absence within the approved leave time frame. To
begin this process, students must contact the Student Services Office in writing to request reactivation. Requests
may be sent to [email protected]. Reactivation is not guaranteed and will be based on the curriculum and
programs in place at the time of reactivation.
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Chapter 4: Academic and University Policies and Procedures
STUDENT RESPONSIBILITY
OBLIGATION TO READ EMAIL
All official communication from the university, school, and departments is sent to the student’s Santa Clara
University email address. University and school officials will assume all emails sent to the Santa Clara University
address will have been received and read by the student.
Email sent by a student using their Santa Clara University email address will be considered a formal
communication. The use of this password-protected account will constitute an electronic signature by the student.
COMPLIANCE WITH UNIVERSITY, SCHOOL, AND DEPARTMENT POLICIES
Students are personally responsible for knowing all academic and administrative policies and regulations affecting
their program of study and for abiding by all such policies and regulations during their period of enrollment at the
university. Continued enrollment is subject to compliance with the academic and administrative policies and
regulations as described herein and otherwise published by the university. Failure to understand the policies and
regulations does not relieve students of their responsibility for adhering to the policies and regulations.
Students must refer to the individual program handbooks, available online and in each department office, for the
specific requirements of each academic program. Critical information about required courses, performance
expectations, and guiding principles are found in each handbook. No policy in any handbook may supersede those
set forth in this bulletin.
DEGREE REQUIREMENTS
ACADEMIC PROGRAM AND GRADUATION REQUIREMENTS
Students are responsible for meeting, in a timely fashion and in the appropriate sequence, the requirements set forth
in this bulletin, the respective departmental handbook, and by licensing agencies (including, but not limited to:
mastery of basic skills, subject matter competence and satisfactory completion of clinical and practicum
experiences) throughout their program of study. Each student is responsible for matriculation and ensuring
satisfactory progress toward the degree or certificate. Students should direct any questions about requirements,
policies, or procedures to the appropriate person in the Office of the Dean prior to the related deadlines.
Candidates for a master’s degree must submit a Petition to Graduate, which can be found on the School’s website by
the deadlines set forth on the academic calendar. Students are required to have confirmed that the program they are
completing is the program listed on their official eCampus account before they submit a petition to graduate.
Students must look up their program of study via their online account. No program and/or plan changes will be
made to a student’s academic record once a petition to graduate has been submitted to the Office of Students
Services.
If a student wishes to participate in the Commencement ceremony, held each June, but will not have completed all
the requirements for the program, the student must submit a Petition to Graduate for Summer quarter. Petitioners
must have completed all but two of the academic program’s course requirements (two courses /6 quarter units).
Summer petitions must be submitted with the Spring quarter deadline.
Candidates who fail to meet all requirements for graduation in the term specified in a Petition to Graduate must file
a new Petition to Graduate Form, including any required documentation, by the due date in their final quarter.
Candidates applying for credentials with the California Commission on Teacher Credentialing (CTC) must submit a
Petition for Credential to the Credential Analyst once all degree and credential requirements have been met.
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ACADEMIC ADVISING
Students are assigned an academic advisor by the 2nd week of their first quarter. Students are encouraged to arrange
a meeting with their advisor in their first quarter to review program requirements and develop an academic program
plan.
It is up to the student to meet regularly with his/her advisor. Critical periods to meet with an advisor include
registration for courses, Declaration of Track, Declaration of Emphasis, and Petition for Graduation. Students are
invited to meet with any full-time faculty member during office or walk-in hours if his/her advisor is unavailable. A
student’s advisor may change if he/she declares an emphasis.
REGISTRATION POLICIES AND REGULATIONS
Registration constitutes a commitment by the student to abide by the University, school, and department policies,
rules, requirements, and regulations. These include, but are not limited to: registration, academic performance and
progress, student conduct, health and safety, housing, use of the libraries and computing resources, operation of
vehicles on campus, facilities, and the payment of fees. Some of these are set forth in this bulletin; others may be
found in the respective university offices.
Students must enroll in courses for all non-summer terms of the academic year from the admit term until the
conferral of the degree or certificate. The only exception is for an authorized leave of absence; please see the leave
of absence section in this bulletin for details. Students possessing an F-1 or J-1 student visa may be subject to
additional course enrollment requirements in order to retain their legal immigration status in the United States;
therefore, they must contact the Global Engagement Office prior to requesting a leave of absence.
Satisfactory completion of at least one course during each required enrollment term is necessary to make satisfactory
progress toward a degree/certificate. Students are responsible for complying with enrollment requirements
associated with scholarships, loans, and loan deferments.
In addition, students are to be registered during the following: in each term when any official department or school
requirement is fulfilled, including comprehensive exams and work on Teaching Performance Assessments; in any
term when financial support is awarded; in any term when university facilities are used; and, for international
students, in any term of the academic year (summer may be excluded, except for the summer before the first
academic year term) during non-immigrant visa status ( i.e. an F-1 or J-1 visa status).
Students who fail to enroll by the deadline or who are not approved for a leave of absence by the start of a term will
be discontinued from their academic program. To restart their academic program, students must meet with their
academic advisor to review their academic transcript, current program requirements, and then request reactivation by
the Office of Student Services. Students who have discontinued their academic program for more than one calendar
year will be required to reapply to their former program of study.
ECAMPUS REGISTRATION
Each quarter has a registration period in which students must enroll in their next quarter of courses. Currently,
enrolled students are assigned appointment times in the eCampus system during the designated registration period.
Registration appointments are visible on eCampus.
Appointment times are assigned based on the number of units a student has accumulated and current enrollment.
Students must register for their courses during their assigned registration window to ensure they have secured a seat
in their upcoming classes. Students should refer to the current academic calendar for registration windows and then
check their individual eCampus accounts for their specified appointment times.
Failure to register during the assigned enrollment window may jeopardize a student’s enrollment in necessary
courses and completing their academic program in their original timeframe. Students who fail to register during
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their enrollment window, or during the open enrollment, will have a pre-payment hold issued by the Bursar’s Office.
In order to register after a pre-payment hold is added to a student’s account, the student will be required to pay for
all anticipated courses in full before the hold is removed.
To avoid ADD/DROP/SWAP fees, students are encouraged to review the academic calendar to ensure schedule
changes are made prior to those deadlines. Students assume all fees associated with schedule changes once those
deadlines are in effect. Please see the Academic Calendar for dates.
Prior to registering for courses, a student must resolve any holds placed on his/her account. To resolve a hold, the
appropriate office(s) must be contacted. Students are responsible for contacting the office that placed the hold, which
is indicated in the “hold message” found on their eCampus account.
Office of Accessible Education
The Office of Accessible Education has been designated by the University to ensure access for all undergraduate and
graduate students with disabilities to all academic programs and campus resources. The goal is to support students
with medical, physical, psychological, attention deficit, and learning disabilities to participate fully in campus life,
its programs, and activities. Emphasis is on growth and individual achievement through the provision of academic
accommodations, support services, self-advocacy skill training, and disability related educational programming for
the campus community. Reasonable accommodations are provided to minimize the effects of a student’s disability
and to maximize the potential for success. A student may voluntarily register with the Office of Accessible
Education by completing the online registration form and providing documentation of his or her disability, after
which proper accommodations will be determined and implemented by the University.
ACADEMIC STANDING AND STUDENT CLASSIFICATION
Enrollment Status
There are five categories:
1. Active – Matriculated and making satisfactory progress in an academic program(s).
2. On Leave – On an approved leave of absence for a specific amount of time.
3. Withdrawn – Voluntary and student-initiated removal from the academic program. The individual is eligible
for readmission to the department and school.
4. Discontinued – Failure to register for a required academic term or obtain an approved leave of absence or
failure to return from an approved leave of absence will result in removal from the academic program(s).
The individual is eligible for readmission to the department and school.
5. Dismissed – Permanent termination of active student status in the department and school in addition to the
loss of all pertinent rights and privileges. The individual is prohibited from readmission to any program or
department in the School.
Full-Time Status Unit Requirement
A full-time student must enroll and satisfactorily complete a minimum of 9 units per academic term (Fall, Winter,
and Spring quarters). Students are not required to enroll in the summer quarter in order to meet program
requirements, (with the exception of MATTC students who intend to complete the MATTC degree in one year).
Full-time status in summer is 6 units.
COURSE LOAD BY DEPARTMENT
Department of Education
Quarterly academic course load varies by program and plan. Students are provided with the appropriate course
sequence and should follow the courses outlined to ensure the timely completion of their academic studies.
Department of Counseling Psychology
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A course load of 3 courses per quarter (9 units) is considered full-time status. A student may take a maximum of
10.5 units per quarter. Students who wish to take 12 units (4 classes) must get special (written) permission from
her/his advisor or the chair and submit the Authorization for Course Overload form.
Students may not register for more than 2 classes (6 units) in one day.
Students may not register for more than 3 classes total during Summer Sessions I and II, and no more than 2 classes
in either session.
ACADEMIC PERFORMANCE AND ACADEMIC PROBATION
Students will be placed on academic probation for any of the following scenarios:
• Failing to maintain a quarterly GPA of 3.0 (“B” grade)
• Failing to maintain a cumulative (overall) GPA of 3.0 (“B” grade)
• Receiving a grade of “F” in any course
• A grade of C- is considered a minimum passing grade in each course.
Any student who falls below one (or more) of the standards listed above will be placed on academic
probation.
Students failing to maintain the required grade point average (either quarterly or cumulative) will be notified by the
Office of Student Services once final grades have been posted. The student will be placed on academic probation
and referred to his / her academic department and the Associate Dean of the School of Education and Counseling
Psychology.
Students on academic probation will be required to meet with their advisor and the Associate Dean to discuss the
situation, and develop a plan for improving their academic performance. In instances where international students
are placed on academic probation, the Office of Global Engagement (International Student Services) will be
notified. Students are cautioned to consider a Leave of Absence (LOA) if the circumstances leading to a low GPA
remain in order to avoid being dismissed from the program.
A summary of the discussion is to be written and submitted to the Office of Student Services. This record will be
placed in the student’s academic file. This process must be completed by the specified deadline to add courses for
the specific quarter.
Any student failing to achieve a 3.0 GPA in the subsequent quarter or raise his or her cumulative GPA to 3.0 or
above will be dismissed from the program. In extraordinary circumstances (e.g. if the student achieved high grades
during the quarter but the GPA was previously so low that one quarter does not allow the GPA to rise above 3.0) a
student may petition for an opportunity to remain in the program. This petition must be submitted to the Associate
Dean.
BEHAVIORAL PERFORMANCE AND ACADEMIC PROBATION
By virtue of the special nature of clinical courses in psychology and education, students will be held to clinical and
professional standards in addition to academic standards. For each department, the relevant processes are outlined
below.
DEPARTMENT OF EDUCATION
THE FOLLOWING INFORMATION APPLIES TO STUDENTS IN ALL EDUCATION PROGRAMS:
Education Professional Review (EPR) Process
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All credential candidates get a copy of the Education Professional Review (EPR) form upon matriculation.
Candidates are notified here of the following review process.
Candidates in the Education Department’s Masters of Arts in Teaching and Teaching Credential (MATTC), the
Masters of Arts in Educational Leadership (EDL) program and Doctoral studies (EdD) program are expected to
consistently display conduct befitting the profession in their classes at SCU as well as in their placement sites. For
the purposes of our program, this includes, but is not limited to, meeting all university and program requirements
and deadlines; adapting to institutional and/or professional expectations and policies; relating appropriately to fellow
candidates, faculty, staff, master teachers, and field supervisors; demonstrating sensitivity to the social, cultural,
economic, and linguistic context of the placement site; refraining from the use of drugs or alcohol while in class or
at a placement site; and adhering to professional expectations for dress, appearance, and personal hygiene as a
classroom teacher. Candidates whose professional behavior does not meet these minimum standards may be referred
to the EPR process.
Please note that a MATTC, EDL or EdD candidate who demonstrates an egregious breach of professional conduct
may be dismissed from the program immediately by the Office of the Dean. If necessary, appropriate legal action
will be taken. Egregious breaches of professional conduct include, but are not limited to: rough or inappropriate
physical conduct or hostile, threatening, or demeaning speech or behavior toward a member of the MATTC or EDL
community or a student at a placement site; inappropriate social/interpersonal interactions with a student, master
teacher, or field supervisor in a placement site; disclosure of confidential information about a fellow student in a
placement site; and misrepresenting his/her qualifications, preparation, or status in the MATTC or EDL program.
Multi-Tiered Intervention and Support Process: Education Professional (EPR)
The Education Department has a multi-tiered intervention process in place to assist candidates whose feedback
received from their instructors and/or field supervisors gives evidence of concern.
Tier One (1) Intervention: Conversation
When a student is experiencing difficulty in a course, a conversation between the student and the course instructor is
usually the first step in addressing the issue. Likewise, when a student is experiencing difficulty in a placement site,
a conversation between the student, the master teacher, field supervisor, and/or the Coordinator of Field Experience
is the first step. Most candidates are able to resolve difficulties at this level of intervention.
Tier Two (2) Intervention: Meeting and EPR Form Filed
If an informal conversation does not resolve the professional conduct of the student, a formal meeting with the
instructor and/or field supervisor, and the student’s advisor is arranged. The purpose of this meeting is to review the
EPR Form with the student, invite the student’s perspective, and ask the student for his or her thoughts on the best
ways to address the issue or issues in the EPR Form. During the meeting, the EPR Form is signed by both the
student and the faculty member and/or field supervisor to acknowledge that the EPR Form has been received. A
copy of the signed form is given to the student; the original is returned to the Program Director and the School of
Education and Counseling Psychology (SECP) Senior Director of Student Services and the Dean of Student Life at
SCU for inclusion in the student’s record. The Senior Director of Student Services will send an email to the student,
Field Supervisor Coordinators, and Advisor acknowledging that the signed EPR Form has been placed in the
student’s file.
Tier Three (3) Intervention and/or Dismissal from the MATTC or EDL program.
The possible options for this remediation plan may include a leave of absence from the program, a recommendation
to engage in personal therapy, and/or customized plans based on the student’s particular behaviors. In such cases
where a student is deemed inappropriate for the MATTC or EDL program, the plan may include reassignment to a
45-unit Master of Arts in Teaching (MAT) or Master of Arts in Educational Leadership degree.
In the most egregious cases, the student may be recommended for dismissal from the School of Education and
Counseling Psychology. The Education Department Chair meets with the SECP Dean and presents all evidence from
Tier One (1) and Tier (2) intervention efforts. The Dean reviews all documents and sets up a meeting to
communicate the decision to the student. This information will be placed in the student’s file.
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The student will have the right to appeal any level of intervention by submitting a letter to the Dean of the school
within 30 days. The Dean shall consider the appeal and respond to the candidate in writing. The Dean’s decision will
be final.
(EPR Form is located in the Appendix)
THE FOLLOWING INFORMATION APPLIES TO STUDENTS IN ALL COUNSELING PROGRAMS:
PROFESSIONAL PERFORMANCE
Counseling Psychology Review (CPR) Process
All students get a copy of the Counseling Psychology Review (CPR) form upon matriculation. Students are notified
during orientation as well as in writing (i.e., in the Graduate Bulletin) that there will be a review of all students after
they reach 18 units and as needed after that.
Students in the Counseling Psychology master’s programs are expected to consistently display conduct befitting the
profession in their classes at SCU as well as in their practicum placements. For the purposes of our program, this
includes (but is not limited to): meeting all university and program requirements and deadlines; adapting to
institutional and/or professional expectations and policies; relating appropriately to fellow students, faculty, staff,
practicum instructors and supervisors; demonstrating sensitivity to the social, cultural, economic, and linguistic
context of the practicum placement; refraining from the use of drugs or alcohol while in class or at an outside
practicum site; and adhering to professional expectations for dress, appearance, and personal hygiene as a mental
health practitioner. Students whose professional behavior does not meet these minimum standards may be referred to
the CPR process.
Please note that a CPSY student who demonstrates an egregious breach of professional conduct may be dismissed
from the program immediately by the Office of the Dean. If necessary, appropriate legal action will be taken.
Egregious breaches of professional conduct include, but are not limited to: rough or inappropriate physical conduct
or hostile, threatening, or demeaning speech or behavior toward a member of the CPSY community or a client in a
practicum placement; inappropriate social/interpersonal interactions with a client or supervisor in a practicum
placement; disclosure of confidential information about a fellow student or client in a practicum placement; and
misrepresenting his/her qualifications, preparation, or status in the CPSY program or licensure track.
Multi-Tiered Intervention and Support Process: Counseling Psychology Review (CPR)
The Counseling Psychology program has a multi-tiered intervention process in place to assist students whose
feedback received from their instructors and/or practicum supervisors give evidence of concern. When a student is
experiencing difficulty in a course, a conversation between the student and the course instructor is usually the first
step in addressing the issue. Likewise, when a student is experiencing difficulty in a practicum placement, a
conversation between the student, the supervisor, and/or the program practicum coordinator is usually the first step.
Most students are able to resolve difficulties at this level of intervention.
After they complete 18 units, all students in the master’s program, regardless of degree or track, are reviewed by the
faculty. This review is done once a quarter. Students of concern may also be discussed and reviewed in a faculty
meeting at any time. After faculty discussion, a decision whether to fill out the CPR is made. The CPR is filled out
by the faculty as a whole and given to the Chair.
Tier One (1) Intervention: Conversation, Remediation, and Support
On the basis of the CPR and faculty discussion, an initial meeting is arranged between the student and either a
professor or the student’s advisor. (In rare cases, the Chair or Dean may also be asked to attend.) The purpose of
this meeting is to review the CPR with the student, invite the student’s perspective, and ask the student for his or her
thoughts on the best ways to address the issue or issues in the CPR. During the meeting, the CPR is signed by both
the student and the faculty member/advisor to acknowledge that the CPR has been received. A copy of the signed
form is given to the student; the original is returned to the Chair for inclusion in the student's record.
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The information gathered in this initial meeting is then brought back to the whole faculty, who consider possible
recommendations for remediation. There are two possible outcomes:
A. Verbal warning - If a verbal warning is sufficient, the student is informed via email that no further action
will be taken and that the initial meeting with the student is considered a verbal warning. However, the
student will be invited, if he or she would find it helpful, to attend a follow-up meeting with the faculty
member present in the initial meeting.
B. Tier Two (2) Intervention: Remediation Plan.
Tier Two (2) Intervention: A Remediation Plan is Generated
A remediation process with deadline(s) and possible consequences specified, which will be documented in a written
remediation plan. This document will specify a plan, how the plan will be followed up, applicable deadlines, and
possible results/consequences. The possible options for this remediation plan may include a leave of absence from
the program, a recommendation to engage in personal therapy, and/or customized plans based on the student’s
particular behaviors. In such cases where a student is deemed inappropriate for the MFT and/or LPCC
license-eligible programs, the plan may include reassignment to the 52.5-unit MA program.
Approximately one week after the initial meeting (see above), the student is then invited to a second meeting, which
will be attended by the faculty member from the initial meeting (unless that person is unavailable) as well as an
additional faculty member. The remediation plan will be presented to the student and discussed. A copy of the
remediation plan document is given to the student and another copy is entered into the student’s file. The student
may sign the remediation plan in the meeting to indicate his or her agreement to the plan or take the document with
him or her, in which case the signed document should be returned within one week. The two faculty members
present in the meeting also sign the document.
Tier Three (3) Intervention: Dismissal from the Department.
In the most egregious cases, the student may be dismissed from the program, which can be done only in consultation
with the Dean’s office.
The student will have the right to appeal any level of intervention by submitting a letter to the Dean of the school
within 30 days. The Dean shall consider the appeal and respond to the student in writing. That decision shall be
final.
(CPR Form is located in the Appendix)
PROGRAM WITHDRAWAL
Students must discuss plans with their advisor before contacting the Senior Director of Student Services to
withdraw. International students holding visas should discuss how the withdrawal will affect their visa status with
the International Students and Scholars team in the Global Engagement Office.
When a student initiates a withdrawal from the university, a request must be made in writing to the Senior Director
of Student Services via email: [email protected]. This email authorizes the Office of Student Services to close
the student’s degree program and cancel the authorization to register. The request must be received prior to the start
of the quarter in which authorization to register is to be canceled.
The student is responsible for dropping courses through eCampus separately from withdrawal from the university.
Withdrawal from the university is not officially complete until all financial obligations are cleared with the Bursar’s
Office. Students on deferments or federally-funded loans must also clear financial obligations with the Financial Aid
Office.
READMISSION
If a student withdraws or is discontinued from the school and wishes to return, s/he must submit a new application
for admission. Readmission decisions are made at the discretion of the School and are based on several factors,
including, but not limited to, the following: the applicant’s academic status when last enrolled; activities while away
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from campus; the length of the absence; the perceived potential for successful completion of the program; and any
other factors or considerations regarded as relevant by the admissions office.
Those dismissed from the department and school are not eligible for readmission.
CHANGING ACADEMIC PROGRAM WITHIN THE SAME DEPARTMENT
Students wishing to change from one academic program to another within the same department (e.g., the M.A. in
Counseling Psychology to the M.A. in Counseling or declaring a different emphasis) must submit a request to
Add/Change of Degree Program Form via email to [email protected] for processing.
Candidates in the 52.5 MA in Counseling Program who wish to join the 90-unit program must meet with the
Department Chair.
CHANGING ACADEMIC PROGRAMS IN ANOTHER DEPARTMENT
Students wishing to change to a program in a different department (e.g., from the M.A. in Counseling to the M.A. in
Educational Leadership) must submit a complete admission application and will be considered alongside other
applicants. Students will be bound by the requirements set forth in the bulletin effective at the time of matriculation
into the new program. Units earned in the original academic program will not count toward the requirements in the
new program.
ENROLLING IN A COURSE OUTSIDE OF ONE’S GRADUATE PROGRAM
To provide graduate and professional school students at Santa Clara University with the opportunity to explore fields
and disciplines outside their degree programs, Santa Clara University students in graduate and professional schools
may apply to enroll as non-degree students in classes offered by another academic program or School of the
University.
Each School’s Student Services Office has an Enrolling in a Course Outside of One’s Graduate Program form.
Current Santa Clara students seeking to enroll in a course in a different Santa Clara School need to submit this form
to the School in which they wish to enroll. Since current students have already been admitted to the University, the
application fee and requirements for external letters, transcripts, and test scores will be waived. Non-degree student
status does not constitute an admission or advanced standing in the target program.
• To enroll in a class in another school a student must have completed relevant prerequisite courses or their
equivalents.
• Prepayment is required. Enrollment will be permitted only after the end of the add/drop period in order to
ensure that students who are matriculated in the degree program can complete required curricula in a timely
manner. Tuition will be reimbursed if the class is full.
• Students will pay the per-unit tuition charge of the School or program offering the class.
• Financial aid is not ordinarily available for enrollment across Schools.
• Santa Clara University students enrolling as non-degree students across Schools may enroll in only one
course per term.
• The course will be recorded on the transcript, but credit will ordinarily not be applied toward the degree
program in which the student is matriculated. The grade will ordinarily not be included in the GPA.
• Exceptions to any of the above must be approved by deans (or their designees) from the original and target
schools.
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TIME LIMIT FOR COMPLETION OF ACADEMIC PROGRAM
Requirements for all degrees, university-based certificate programs and programs leading to licensure by an outside
agency must be completed within the agreed upon timelines established by each department.
Counseling Psychology candidates must complete their degree program requirements within six years of their
admission date.
Education program candidates must complete their programs of study, for degrees and credential recommendations
within 6 years of admission.
Both time limits include leaves of absence. Requests for an extension of the time-to-completion requirements must
be made in writing and submitted one month before the conclusion of the program's time limit. The request must
include a detailed plan of how and when the requirements will be met. Requests must be approved by the Office of
the Dean and Department Chair. The School has no obligation to grant an extension.
The maximum extension is one calendar year. Further requests can be made in extenuating circumstances.
Failure to satisfactorily complete the academic requirements (including university, department, and program
requirements such as successful completion of comprehensive exams or Teaching Performance Assessments) within
the established time limits may lead to dismissal from the department and school.
LEAVES OF ABSENCE
In circumstances where continuous enrollment is not possible, students may request a suspension of their enrollment
by means of a leave of absence. Leave of Absence forms are submitted by a student directly to the Office of Student
Services and Assessment. The granting of a leave is at the discretion of the Office.
Students on a foreign student visa, MUST consult with the Office of International Studies prior to seeking a Leave
of Absence.
Students who go on a leave of absence will be required to meet with their academic advisor upon re-enrollment to
review their program plan and revise their academic plan appropriately.
The school may place conditions that it deems appropriate on its approval of a petition for a leave of absence. In the
case of a leave for medical reasons, proof of treatment or an interview with a provider at Cowell Health Center may
be required.
There is no obligation to grant the extension and doing so is at the discretion of the Department and Office of the
Dean. The decision of the Office of the Dean is final.
Failure to be enrolled by the appropriate deadline or to be approved for a leave of absence by the start of a quarter
may result in discontinuation from the program of study.
Students may not request a leave of absence during their first matriculated quarter (student’s first quarter in the
program). University policy requires a student request a deferral of admission and will be re-matriculated in a future
academic quarter. If a student does not plan to enroll during the quarter for which they were admitted, the student
must contact the Office of Admissions to arrange deferment and a new quarter for admission.
Length of Leave
Leaves of absence, whether continuous or discontinuous, are granted for a maximum of one calendar year. Any
exception must be approved by both the Department Chair and Office of the Dean.
To request an extension of the leave of absence beyond one year, the student must submit a letter to the Department
Chair and Office of the Dean explaining the circumstances and outlining a plan to complete the program of study.
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Status while on Leave
Students on an approved leave of absence retain their student status; however, they are not registered and therefore
do not have the rights and privileges of registered students. Students on leave may complete course work for which
an Incomplete grade was reported in a prior term and are expected to comply with the terms governing Incomplete
grades. The leave of absence does not extend the maximum time limit of the program expiration date.
Official department requirements (e.g., comprehensive examinations, Teaching Performance Assessment
submission) cannot be fulfilled during the leave period.
Failure to return as scheduled or to secure an extension of a prior leave will result in discontinuation from the
academic program.
When a student is granted a leave of absence after the beginning of the term, courses in which the student was
enrolled after the drop deadline will appear as a W on the transcript. To avoid a W grade, students must drop all
their courses prior to filing for a leave of absence.
If a leave of absence is requested after registration has occurred, the student is responsible for dropping all courses
through eCampus in addition to filing for the leave.
GRADING POLICIES AND REGULATIONS
Attendance
Students are expected to attend all class sessions. Specific attendance requirements (including consequences for
absences) are set by the faculty member in the course syllabus and are binding. Whether or not the assignments were
announced during an absence, students are accountable for all course assignments.
Grading System
Grades are assigned by the instructor to reflect the quality of a student’s work. Plus (+) and minus (-) suffixes are
incorporated with letter grades to provide the following marks (and numerical equivalents that indicate grade
points):
A = 4.0 D- = 0.7
A- = 3.7 F = 0.0
B+ = 3.3 W = Withdrawn
B = 3.0 I = Incomplete
B- = 2.7 P/NP = Pass/No Pass
C+ = 2.3
C = 2.0 NS = No Show
C- = 1.7 N = Continuing work
D+ = 1.3 AUD = Audit
D = 1.0
Grade Point Average (GPA)
A student’s grade point average is determined by multiplying each grade point value by the number of quarter units
assigned to the course, adding these grade point units from all courses taken, and dividing this sum by the total
number of quarter units for which letter grades were reported. Grade reports are posted at the end of each quarter
and indicate both the grade point average earned by the student during the quarter and the cumulative grade point
average earned by the student for all courses completed to that point.
Withdrawn (W)
The mark of “W” is assigned by the Office of the Registrar when a student completes the formal requirements for
dropping a course or withdrawing from the university. A mark of “W” cannot be changed to any other grade or
mark. A mark of “W” is included in the student’s academic record and appears on the student’s transcript, but is not
included in the calculation of the student’s grade point average.
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Incomplete Grades (I)
The mark of “I” (incomplete) may be assigned by the instructor when a student does not complete some essential
portion of the assigned work in a class because of extraordinary circumstances beyond the student’s control. The
unfinished work must be completed and given to the course instructor within three weeks of the beginning of classes
in the next scheduled term (not the student’s next term of enrollment), excluding the summer session, unless
extraordinary circumstances require an extension. A request for an extension must be submitted in writing by the
instructor and approved by the University Registrar within the original three-week period. Extensions shall not be
for longer than two academic quarters after the mark of “I” was assigned, excluding the summer session. An
incomplete that has not been completed within the specified deadline or has not received an approved extension will
be converted to a grade of “F.”
Pass/No Pass (P/NP)
A grade of P signifies that the quality of work done is equivalent to a letter grade of C- or higher, while a grade of
NP denotes work at the level of D+ or lower. Unit credit, but not grade point credit, is awarded when the grade of P
is assigned. Unit credit is not awarded when the grade of NP is assigned.
No Show (NS)
The mark of “NS” (no show) may be assigned by an instructor when a student never attends the class and does not
drop a course for which s/he has registered. A mark of “NS” cannot be changed to any other grade or mark after it is
assigned by the instructor. A mark of “NS” is included in the student’s academic record and appears on the student’s
transcript, but it is not included in the calculation of the student’s grade point average. No adjustment in tuition will
result from the awarding of a mark of “NS” in a class.
Continuing Work (N)
The mark of “N” (continuing work) may be assigned by an instructor when course requirements span more than one
term. When the course requirements are completed, the instructor assigns a standard grade. A student may not
graduate and receive a degree or certificate with a mark of N on his/her academic record.
Audit (AUD)
The mark of AUD is assigned when a student enrolls in a class on an audit basis. A mark of AUD cannot be changed
to any other grade.
Students accepted into degree programs may audit one course per quarter. No more than three courses may be
audited during a student’s degree program. Permission to audit a course will be given only: 1) at the end of the late
registration period; 2) if space is available in the class; and 3) with approval of the instructor. No credit is assigned
for an audited course, but the successful completion of an audit will be indicated on a student’s transcript by the
grade of AUD.
In order to audit a course, an add/drop form must be approved by the instructor and submitted to the Office of the
Dean.
Evaluation of Progress
Grades are available at the end of the term via University eCampus. Faculty members are expected to apprise
students of their course progress at reasonable intervals. Some measurements of progress should take place in time
to enable students to make reasonable decisions with respect to fourth-week and seventh-week withdrawal
deadlines.
Repeating a Failed Course
A grade of C- is considered a minimum passing grade in each course. A grade of F is considered a failing grade, and
the units will not be counted toward graduation requirements.
When a student repeats a course after failing to pass it on the first attempt, the grade received on the second attempt
shall replace the initial grade in the calculations of the student’s GPA upon receipt of a petition from the student.
Change of Grade
Only the faculty member responsible for a course (instructor of record) may assign grades. All grades become final
when they have been assigned and reported to the Office of the Registrar. A faculty member may report a correction
of a final grade to the Office of the Registrar only if a clerical or procedural error was made in assigning,
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transmitting, or recording the original grade A grade may not be changed as a result of re-evaluation,
re-examination, or the submission of additional work after the term ends. Any grade change must have the approval
of the department chair and the assistant dean of the student’s school or college. No grade may be changed after one
year.
Appeal of Grade
Grades are not negotiable. There should be no questioning of a faculty member’s academic judgment on a grade. In
registering for a class, students implicitly agree to allow the faculty member to make a qualitative judgment of their
command of the subject matter, which is expressed in a letter grade. The assignment of course grades is one of the
chief means by which instructors communicate to students and the University about student achievement in their
courses. Therefore, grades must be assigned after careful evaluation of students' work and meticulous consideration
of the weighted value of all students' work. This evaluation is based on the criteria and procedures communicated to
the students by the instructors in the syllabus.
The classroom context that is assumed in a learning community is one in which [a] grading policies are fair and
clearly communicated to students, [b] grading practices are characterized by relatively good reliability and validity,
and [c] grading error or bias is neutralized by enlightened sensitivity and attention to the possibility of such error or
bias. Even within this context, it is possible for students to perceive that they have been graded unfairly and to seek
redress. These procedures provide a description of the circumstances and a procedure for such redress within the
School of Education and Counseling Psychology.
Should this happen, the allegation can be resolved by the appeal process described below:
A. A student with a complaint must first discuss the matter with the faculty member. Any procedural
complaint regarding a change of grade must be initiated within four weeks of the beginning of the next
scheduled term, not including the summer session. The student is responsible for making clear to the
faculty member that he/she is in the process of appealing a grade.
B. if the matter is not resolved at this level, the student may then take the matter to the chair of the department
involved. The student is responsible for making clear that he/she is in the process of appealing a grade. The
chair will discuss the case with the faculty member and may recommend that the faculty member review
the grade.
C. If the matter is still not resolved, upon request of the student, the dean will proceed in similar fashion.
Specifically, the student should provide a written complaint including information on what steps have been
previously taken to the appropriate Associate Dean. The associate dean will review the complaint and may
recommend that the faculty member review the grade.
D. After review by the associate dean, upon request of the student, the dean may review the complaint. The
dean may convene a panel of faculty to assist in the review. After consulting with the panel of faculty, the
dean may recommend that the faculty member review the grade.
a. The request by the student for the Dean to reconsider the recommendation made by the Associate
Dean should meet the following conditions:
• The student has 30 calendar days to file with the Dean a petition for reconsideration of a
decision made by the Associate Dean. The petition shall be submitted in writing and list the
reasons for the request for reconsideration.
• The Dean shall respond within 30 days of receipt of the petition.
• Requests for reconsideration of a decision about an appeal that was filed are restricted to the
following grounds: The existence of significant and relevant new material that has become
available since the student’s original appeal was considered.
• Upon receiving a valid request to reconsider the decision of the Associate Dean, the Dean
shall ask for recommendations on whether to reverse or reaffirm the decision from the
appropriate chair, faculty, school committee, or Associate Dean.
• The Dean shall then form and communicate her or his decision, which shall be final, in
writing to the appellant.
E. This process of review gives the chair, associate dean, and dean the right to discuss the matter with the
faculty member, and if they think it appropriate, request that the faculty member review the grade. Any
recommendations made will not be binding upon the faculty member against whom the complaint is
lodged. The decision to change a grade remains with the faculty member.
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Procedures for Student Grievances Concerning Unfair Treatment by Faculty*
Santa Clara is dedicated to being a community enriched by men and women of diverse backgrounds and
perspectives, respectful of difference and enlivened by open dialogue, caring and just toward others, and committed
to broad participation in achieving the common good. In the same way that we require faculty to be collegial in their
practice of scholarship, teaching, and service, we expect the faculty of the School to be professional and fair in all
their interactions with students, both in and outside of the classroom.
A student who feels that he/she has been disadvantaged by capricious or biased decision-making by faculty/staff
may initiate a formal grievance. The allegation can be resolved as described below:
A. A student with a grievance must first discuss the matter with the faculty/staff member. Any complaint must
be initiated within four weeks of the beginning of the next scheduled term, not including the summer
session. The student is responsible for making clear to the faculty member that he/she is in the process of
filing a grievance.
B. If the matter is not resolved at this level, the student may then take the matter to the chair of the department
involved. The student is responsible for making clear to the chair that he/she is in the process of filing a
grievance. The chair will discuss the case with the faculty/staff member and may counsel the faculty
member.
C. If the matter is not resolved at this level, upon request of the student, the dean will proceed in similar
fashion. Specifically, the student should provide a written complaint to the dean, who may delegate the
investigation to an associate dean. The associate dean will review the complaint and respond in writing to
the student.
D. If the matter is not resolved at this level, upon request of the student, the dean may review the complaint.
The dean may convene a panel of faculty to assist in the review. After consulting with the panel of faculty,
the dean will respond in writing to the student.
a. The request by the student for the Dean to reconsider the recommendation made by the Associate
Dean should meet the following conditions:
• The student has 30 calendar days to file with the Dean a petition for reconsideration of a
decision made by the Associate Dean. The petition shall be submitted in writing and list the
reasons for the request for reconsideration.
• The Dean shall respond within 30 days of receipt of the petition.
• Requests for reconsideration of a decision about a grievance that was filed are restricted to the
following grounds: The existence of significant and relevant new material that has become
available since the student’s original grievance was considered.
• Upon receiving a valid request to reconsider the decision of the Associate Dean, the Dean
shall ask for recommendations on whether to reverse or reaffirm the decision from the
appropriate chair, faculty, school committee, or Associate Dean.
• The Dean shall then form and communicate her or his decision, which shall be final, in
writing to the appellant.
E. This process of review allows the chair, associate dean, and dean's permission to discuss the grievance with
the faculty/staff, students, or others as appropriate.
ACADEMIC CREDIT EVALUATION
TRANSFERRING CLASSES FROM OTHER INSTITUTIONS—ALL PROGRAMS
Students may transfer up to 9-quarter units of graduate-level (post-baccalaureate) coursework from other accredited
institutions. Courses to be considered for transfer must have been completed within five years of the initial
enrollment date in the School of Education and Counseling Psychology. Transferred credits only apply to the
specific course for which the exemption is sought. Successfully transferred classes appear as transfer units on the
student’s Santa Clara University transcript. Students may begin to seek transfer credit review after they have
accepted their offer of admission; transfer credit will not be evaluated during the application process.
For consideration, the student must submit the Application for Transfer Credit Form and all supporting
documentation to the Office of Student Services and Assessment. A minimum grade of B in the course(s) is
required. The instructor of the equivalent course and the department chair review the request and submit their
recommendations to the Office of the Dean.
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DEPARTMENT-SPECIFIC TRANSFER EVALUATIONS
EDUCATION:
A student may transfer up to 9-quarter units (that have been completed in the prior five years) from another
accredited graduate program. The transfer of these units must be evaluated by faculty in the respective program and
deemed appropriate for the program requirements. Students must have received a grade of B or higher in the course.
Practicum / Placement units are not eligible for transfer.
COUNSELING PSYCHOLOGY:
A student may transfer up to 9-quarter units (that have been completed in the prior five years) from another
accredited graduate program. Students must have received a grade of B or higher in the course. Under rare and
extraordinary circumstances approved by the Dean of the School, the number of transferable credits can be increased
to 15-quarter units.
Courses that may be transferred into the SCU MFT and LPCC masters program include the following:
211 214 216 218 220
227 231 311 317 318
All Electives
All other courses, with the exception of those listed below, may not be transferred into the SCU MFT, LPCC, or
MFT/LPCC combined masters program.
319* 323*
*A transfer may be considered under exceptional and rare circumstances, i.e., that the course is equivalent in both
substantive and experiential dimensions to its SCU counterpart course.
Courses not accepted as required courses may be accepted as elective/independent study units.
COUNSELING PSYCHOLOGY: CHALLENGING A COURSE
Students may challenge a course by “passing” a course via examination, oral or written. A student who successfully
challenges a class receives a transcript notation indicating the units and a grade for the challenged class. Challenged
courses fulfill the BBS content and unit requirements; however, they do not satisfy degree unit requirements. Those
who challenge a class in the 90-unit masters program must complete 90 units in addition to whatever course(s) is
challenged. Classes that include a high experiential component are usually unavailable for the challenge. The
singular advantage of challenging a course is that it allows a student to substitute an elective for an otherwise
required course. Students are not eligible to challenge more than three courses in total.
Courses that may be challenged in the SCU MFT program include:
215 216 214 218 220
227 231 275 311 312
317 318 All electives
Courses that may not be challenged in the SCU MFT program include the following:
200 211 212 219 315
317 319 323 333
To challenge a course, a student must
1. Have completed at least 15 units at Santa Clara University (unless an exception is granted by the
Department Chair)
2. Have a cumulative GPA of 3.2
3. Obtain the appropriate form from the Office of the Dean; and,
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4. Have permission from the instructor, Department Chair, and Dean to proceed with the challenge. The
instructor must complete a written description of the proposed challenge process to be approved by the
Department Chair.
Challenge examinations may be either oral or written as determined by the instructor. Grades for a challenging
course may not be taken on a pass/no pass basis. A $100 fee is assessed for challenging a course.
COUNSELING PSYCHOLOGY: WAIVING A COURSE
Students who waive classes with the permission of the Department Chair receive no indication on their transcript
that the classes have been waived, but a notation is made in the student’s file that the specific class requirements
have been met and waived. Another class must be taken in lieu of the waived class. Waived classes are not accepted
by licensing or credentialing boards for meeting competency requirements. The only course that can be waived in
the SCU MFT program is CPSY 220. This course may not be waived for LPCC students.
Students wishing to waive courses must submit the Application for Waiver Credit form to the Office of the Dean,
official transcript(s) from the accredited institution(s), a course description, and a syllabus detailing the coursework
completed. A minimum grade of B is required. The instructor of the equivalent course and the department chair
review waiver credits. Recommendations are then submitted to the Office of the Dean. Courses need to have been
completed within five years of the initial enrollment date.
Such waivers are rare and may be granted only in cases where a student has had recent and parallel graduate
coursework or experience. The content of the substituted course must be consistent with the academic goals and
objectives of the respective program.
Students who have received formal approval to waive courses receive no indication on their transcript that the
courses have been waived. Official documentation that the specific course requirements have been met and waived
must be recorded in the student’s file. These students may be required to take another course in lieu of the waived
class. Licensing or credentialing boards for meeting competency requirements do not accept waived courses.
ACADEMIC INTEGRITY AND CONFIDENTIALITY
Academic Integrity
The university is committed to academic excellence and integrity. Students are expected to do their own work and to
cite any sources they use. A student who is guilty of a dishonest act in an examination, paper, or other work
required for a course, or who assists others in such an act, may, at the discretion of the instructor, receive a grade of
“F” for the course. In addition, a student found guilty of a dishonest act may be subject to sanctions, up to and
including dismissal from the University, as a result of the student judicial process as described in the Student
Handbook. A student who violates copyright laws, including those covering the copying of software programs, or
who knowingly alters official academic records from this or any other institution is subject to similar disciplinary
action.
Confidentiality
Students have the right to expect confidentiality when sharing private content. State law and professional ethics
codify exceptions to confidentiality. Students to whom personal disclosure is made in courses, practicum, counseling
sessions, and other training activities also have an obligation of confidentiality.
Any student suspected of violating the confidentiality of others will be subject to the Periodic Professional Review
process articulated below.
ADMINISTRATIVE POLICIES AND REGULATIONS
CLERY ACT
In accordance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, Santa
Clara University annually collects information about campus crimes and other reportable incidents as defined by the
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law. Information presented in compliance with this act is made available to assist current and potential students and
employees in making informed decisions regarding their attendance or employment at the University. These reports
and other information about the law are available on the Campus Safety website. It is the policy of Santa Clara
University that the campus community will be informed on a timely basis of all reports of crime and other
information affecting the security of our campus and the personal safety of our students, faculty, staff, and guests.
COMMUNICATION BY THE UNIVERSITY TO GRADUATE STUDENTS
The School of Education and Counseling Psychology communicates with students solely through
University-assigned email. These emails are considered official communications and students are responsible for
reading and responding to the information they receive from the School and University. Students should use their
Santa Clara email address as their primary email; those candidates who will not be checking that address regularly
should forward their email to their preferred email account.
CONSENSUAL RELATIONSHIPS BETWEEN EMPLOYEES AND STUDENTS
In addition to prohibiting sexual harassment under the Policy on Unlawful Harassment and Unlawful
Discrimination, the University prohibits any consensual dating, romantic, or sexual relationship between an
employee and a student over whom that employee has any instructional, supervisory, advising, or evaluative
responsibility. Such a relationship is fraught with problems, including the potential for exploitation, favoritism, and
conflict of interest. The appearance of impropriety or unfairness may also adversely affect the learning and work
environment for other students and employees. This policy applies to faculty, staff, and student employees.
Employees who violate this policy are subject to sanctions for misconduct under the policies of the Faculty
Handbook, Staff Policy Manual, or Student Employment Handbook, as appropriate to their employment status.
Employees or students with questions about this policy should contact the EEO and Title IX Coordinator or the
Department of Human Resources.
DRUG-FREE WORKPLACE AND SCHOOL PROGRAM
It is the goal of Santa Clara University to maintain a drug-free workplace and campus. The unlawful manufacture,
distribution, dispensation, possession, and/or use of controlled substances or the unlawful possession, use, or
distribution of alcohol is prohibited on the Santa Clara University campus, in the workplace, or as part of any of the
University's activities. This includes the unlawful use of controlled substances or alcohol in the workplace even if it
does not result in impaired job performance or in unacceptable conduct.
The unlawful presence of any controlled substance or alcohol in the workplace and campus itself is prohibited. The
workplace and campus are presumed to include all Santa Clara premises where the activities of the University are
conducted.
Violations will result in disciplinary action up to and including termination of employment for faculty and staff or
expulsion of students. A disciplinary action may also include the completion of an appropriate rehabilitation
program. Violations may also be referred to the appropriate authorities for prosecution.
The program information is distributed on an annual basis to all faculty, staff, and students. New staff employees are
given a copy at New Employee Orientation. New faculty employees are given a copy at New Faculty Orientation.
The program is reviewed at least biennially by the Office of Student Life and the Department of Human Resources.
STUDENT RECORDS AND RELEASE OF INFORMATION
The Family Educational Rights and Privacy Act of 1974 (FERPA) protects the confidentiality of the University
records of Santa Clara University students. A student is any person who attends or has attended a class, which
includes courses taken through videoconference, satellite, Internet, or other electronic and telecommunication
technologies, and for whom the institution maintains education records. The University is authorized under
provisions of the Act to release directory information to any person on request unless a student explicitly requests in
writing that the University not do so and keep directory information confidential.
A student's directory information is designated as follows:
• Student's name
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• Address: Campus post office box, local, and permanent addresses (residence hall and room numbers are not
disclosed)
• Telephone number
• Email address
• Photograph
• Date and place of birth
• Major field of study
• Classification level/academic standing
• Dates of attendance (defined as an academic year or quarter)
• Participation in officially recognized activities and sports
• Weight and height of members of athletic teams
• Degrees (including expected or actual degree date), honors and awards received, and dates
• The most recent educational agency or institution attended
During the registration period and throughout the academic year, students may request in writing through the Office
of the Registrar that directory information be kept confidential. Once filed, the request remains in effect until the
beginning of the next academic year or a shorter period if designated by the student. Graduating students must notify
the Office of the Registrar in writing to remove the nondisclosure notation from their record.
The University is authorized under FERPA to release educational and directory information to appropriate parties
without consent if the University finds an articulable and significant threat to the health or safety of a student or
other individuals in light of the information available at the time.
Former or current borrowers of funds from any Title IV student loan program should note carefully that requests for
nondisclosure of information will not prevent the University from releasing information pertaining to employment,
enrollment status, current address, and loan account status to a school lender, subsequent holder, guarantee agency,
the United States Department of Education, or an authorized agent.
Students have the right to inspect and review their educational records at the following offices:
• Official academic records, including application forms, admission transcripts, letters of acceptance, and a
student's permanent academic record are on file and maintained in the Office of the Registrar
• Working academic files are maintained by the Drahmann Center
• Records related to a student's non-academic activities are maintained in the Office of Student Life
• Records relating to a student's financial status with the University are maintained in the various student
financial services offices
Certain records are excluded by law from inspection, specifically, those created or maintained by a physician,
psychiatrist, or psychologist in connection with the treatment or counseling of a student. Parents' financial
information, including statements submitted with scholarship applications, is also excluded by law from inspection.
Third parties may not have access to educational records or other information pertaining to students without the
written consent of the student about whom the information is sought.
Students have the right to request the amendment of their educational records to ensure that they are not inaccurate,
misleading, or otherwise in violation of the student's privacy or other rights. Students may direct complaints
regarding academic records to the dean of the college or school in which they are enrolled or to the University
registrar. In addition, students have the right to file a complaint with the United States Department of Education
concerning alleged failures by the University to comply with the requirements of the Act. Written complaints should
be directed to the Family Policy Compliance Office, Department of Education, 400 Maryland Avenue SW,
Washington, D.C. 20202-5920.
For further information regarding Santa Clara University's FERPA policy, please refer to
http://www.scu.edu/ferpa/scu-ferpa-policy/.
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NONDISCRIMINATION POLICY AND TITLE IX
Santa Clara University prohibits discrimination and harassment on the basis of race, color, religious creed, sex,
gender, gender expression, gender identity, sexual orientation, religion, marital status, registered domestic partner
status, veteran or military status, age, national origin or ancestry, physical or mental disability, medical condition
including genetic characteristics, genetic information, or any other consideration made unlawful by federal, state, or
local laws in the administration of its educational policies, admissions policies, scholarships and loan programs,
athletics, or employment-related policies, programs, and activities; or other University-administered policies,
programs, and activities. Harassment constitutes a form of discrimination that is prohibited by law and by university
policy.
fIn accordance with Title IX of the Education Amendments of 1972, Santa Clara University upholds a zero-tolerance
policy for gender-based discrimination and sexual misconduct. This includes conduct by employees, students, or
third parties.
Additionally, it is the University's policy that there shall be no discrimination or retaliation against employees or
students who raise issues of discrimination or potential discrimination or who participate in the investigation of such
issues. The University will provide reasonable accommodations for the known physical or mental limitations of an
otherwise qualified individual with a disability under the law.
If you (or someone you know) have experienced discrimination, harassment, or sexual harassment including sexual
assault, domestic and dating violence, or stalking, we encourage you to tell someone what happened promptly. The
University has staff members trained to support individuals in navigating campus policies and grievance procedures,
accessing health and counseling services, providing academic and housing accommodations, and more. Inquiries
regarding equal opportunity policies, the filing of grievances, or requests for a copy of the University's grievance
procedures covering discrimination and harassment complaints should be directed to: Belinda Guthrie, EEO, and
Title IX Coordinator, Office of EEO and Title IX, Santa Clara University, 900 Lafayette Street, Suite 100, Santa
Clara, CA 95050; 408-554-4113.
STUDENT CONDUCT CODE
All members of the University community have a strong responsibility to protect and maintain an academic climate
in which the fundamental freedom to learn can be enjoyed by all and where the rights and well-being of all members
of the community are protected. To this end, certain basic regulations and policies have been developed to govern
the conduct of all students as members of the University community. Copies of the Student Handbook, which
includes the Student Conduct Code, and information about the policies and procedures regarding the student judicial
system are available from the Office of Student Life and at www.scu.edu/osl/student-conduct.
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Chapter 5: Tuition, Fees, and Financial Aid
FINANCIAL RESPONSIBILITY
Students assume responsibility for all costs incurred as a result of enrollment at Santa Clara University. It is the
student’s responsibility to be aware of their account balance, financial deadlines, refund policies and maintain valid
contact information at all times to ensure receipt of all University correspondence in a timely manner. All major
correspondence is sent to the student’s SCU Gmail account which is the official email system used by the
University. Students are responsible to check their Santa Clara Gmail regularly for important information and
updates.
FINANCIAL TERMS AND CONDITIONS
Students are required to accept the financial terms and conditions outlined by the University in order to continue
their enrollment at SCU. Students will be prompted to accept the terms and conditions, on an annual basis, upon
their login to eCampus. Students will not have access to their eCampus Student Center until they have read and
agreed to the information contained on the page(s) prompted. By accepting SCU’s financial terms and conditions,
students are agreeing to pay for services rendered by the University and to abide by all policies and procedures as
published.
TUITION AND FEES
Tuition per quarter unit for all courses…………………..……………………………………………$726
Graduate Student Association fee……………………………………….………………………………………$50
MANDATORY HEALTH INSURANCE
Annual graduate student health insurance fee……………………...…………………………..……..$3,523
Santa Clara University requires all students taking two or more classes to have health insurance. Students may either
enroll in the University-sponsored health insurance plan or complete the online waiver form each academic year
with the student’s own health insurance information. For details on completing the waiver or online insurance
enrollment option go to: www.scu.edu/cowell and click on Student Health Insurance.
Graduate students who have medical insurance other than the University-sponsored plan will be billed a $90 health
center fee for each quarter they visit the Cowell Health Center. Graduate students enrolled in the University plan
may use the health center at any time. The health center fee is included in the cost of the insurance premium.
OTHER FEES:
Non-refundable application fee per application……………………………………………………………..……$50
Late registration fee………………………………………………………………………………………..…….$100
Course drop/swap fee (per course)……………………………………………………………………....………..$50
Late payment fee……………………………………………...…………………………………………………$100
BILLING AND PAYMENT PROCEDURES
Students assume responsibility for all costs incurred as a result of enrollment at Santa Clara University and agree to
abide by applicable University policies and procedures. Students may designate a third party (e.g., parent, family
member, spouse) to be an authorized user for the purpose of reviewing student account/billing information and
remitting payment on the student’s behalf. However, it is ultimately the student’s responsibility to make sure all
financial obligations are completed by the published deadlines.
Students will have monthly billing statements available through the SCUPay site, which is accessible via eCampus.
A billing notification is sent to the student’s SCU Gmail account and to the email address of any authorized user.
Students may also forward their billing statement(s) electronically to any third party they authorize for remittance.
Please note that information on a student’s account cannot be provided to any third-party payer unless a completed
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Family Educational Rights and Privacy Act (FERPA) form authorizing its release by the student is on file with the
University.
Students are obligated to pay the applicable tuition and fees associated with their enrollment status by the published
term payment deadline. Students enrolling after the initial payment deadline may be required to pre-pay for their
enrollment. Registered students who do not withdraw formally from the University are responsible for all tuition
and fees assessed to their account, as well as any penalty charges incurred for nonpayment. Nonattendance does not
relieve the student of his or her obligation to pay tuition and fees.
More helpful information, including detailed instructions on Santa Clara’s billing and payment procedures, is
located at the website: www.scu.edu/bursar.
Graduate Programs Billing Dates and Deadlines
The following dates are the initial payment deadlines for each quarter:
Fall 2023 Billing available August 1; payment due August 21
Winter 2024 Billing available December 1; payment due December 21
Spring 2024 Billing available March 1; payment due March 21
Summer 2024 Billing available May 1; payment due May 21
PAYMENT METHODS
Santa Clara University offers a variety of payment methods to students to assist with their financial obligations:
Payment by Electronic Check
Students may remit payment quickly and securely, through the online SCUPay site, by authorizing a fund transfer
directly from their personal checking or savings account. Please note that a payment from a money market or line of
credit account may fail. Please check with your banking institution beforehand.
Term Payment Plan
Students may remit payments monthly by enrolling in a term payment plan, which is located on the SCUPay site.
All payments are remitted to Santa Clara via ACH and students must enter their banking information, and remit their
first payment, at the time of enrollment. There is a $40 non-refundable enrollment fee and students must have a US
bank account to enroll in a term plan. Please note there are no payment plans for the summer session.
Payment by Mail
Mail check payable to Santa Clara University, and a copy of the billing statement, to: SCU Payment Processing, P.O.
Box 550, Santa Clara, CA 95052-0550.
Payment in Person
Students may walk-in cash or check payment to the OneStop Office, located in the Admissions & Enrollment
Services Building. Regular business hours are Monday-Friday, 8:30am-5:00pm. The OneStop office is not able to
accept any electronic form of payment, including debit or credit cards. However, there are computer kiosks within
the office to assist with remitting an online payment.
International Payment by Wire Transfer
International students may remit payments quickly and securely by going to www.flywire.com/scu. Students are able
to benefit from excellent exchange rates and payments can often be made in the student’s home currency.
DELINQUENT PAYMENTS
If all charges on a student’s account are not cleared by payment, financial aid, or loan disbursement, a late payment
fee will be assessed to the student’s account and a hold will be placed on the student’s record. A hold on a student’s
record prevents the release of transcripts, diplomas and prevents access to any registration and other University
services. Students who have unpaid accounts at the University or who defer payment without approval are subject to
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dismissal from the University. All unpaid balances will accrue ten percent interest per annum on the balance
remaining from the date of default in accordance with California State law.
Delinquent student accounts may be reported to one or more of the major credit bureaus and may be forwarded to an
outside collection agency or an attorney for assistance in recovering the debt owed to the University. The student is
responsible for all costs incurred to collect outstanding debt, including but not limited to accrued interest, late fees,
court costs, collection fees, and attorney fees. All outstanding bills and costs of collection incurred by the University
must be paid in full prior to a student re-enrolling at the University.
BILLING DISPUTES
If a student believes there is an error on his or her billing statement, a written explanation should be forwarded to:
Santa Clara University, Bursar’s Office, 500 El Camino Real, Santa Clara, CA 95053-0615. The Bursar’s Office
must receive written correspondence within 60 days from the billing statement date on which the error appeared.
Communication can be made by telephone, but doing so will not preserve the student’s rights.
Communication should include the student’s name, SCU identification number, the amount in question, and a brief
explanation. Payment for the amount in question is not required while the investigation is in progress. An adjustment
will be made on the student’s account for any incorrect charges. If the amount in question is found to be valid,
payment must be submitted to the Bursar’s Office immediately upon notification.
REFUND POLICIES
Students may be eligible for a refund if there is a credit reflected on the account. The refund process will begin after
week 1 of the term. Below are the criteria for refunding purposes:
• Account must reflect a credit balance
• Students cannot be enrolled in a payment plan
• Encumbered time has lapsed (21 days for personal check, 7 days for online payment)
• Payment by wire transfer will be returned via the same method
• No refunds for overpayments made on an account, unless the student drops or withdraws
Fall, Winter, and Spring Quarters
Students who drop courses or withdraw from the University during the fall, winter, or spring term will receive a
tuition refund in accordance with the following:
• By the end of the first week of classes – 100% tuition refund, less any applicable fees
• By the end of the second week of classes – 50% tuition refund, less any applicable fees
• By the end of the third week of classes – 25% tuition refund, less any applicable fees
• After the third week of classes – zero tuition refund
Summer
Students who drop courses or withdraw from the university during the summer session term will receive a tuition
refund in accordance with the following:
• By the end of the day of the second class meeting – 100% tuition, refund less any applicable fees
• By the end of the day of the third class meeting – 50% tuition, refund less any applicable fees
Saturday/Sunday Courses/Off Cycle Courses **
Students enrolled in a weekend course in which the first class meeting is after the first week of the term must
provide written notification, to the Graduate Programs Office, of their intent to withdraw or drop any
weekend/off-cycle course(s). Failure to comply with this process will result in an irreversible forfeit of tuition.
• The following refund schedule applies:
• Students will receive a 100% tuition refund, less any applicable fees, if written notification is received by 5
p.m. on the Tuesday immediately following the first class meeting.
• Students will receive a 50% tuition refund, less any applicable fees, if written notification is received by 5
p.m. on the Tuesday immediately following the second class meeting.
** To receive a tuition refund, in accordance with the refund policies, these course drops must be handled
administratively. Students should NOT drop a weekend/off cycle course themselves through eCampus after the
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first week of the quarter.
Please Note: If you withdraw or drop below half-time status you may no longer be eligible to receive financial aid or
student loans. Your account will be adjusted accordingly and the aid returned to the appropriate program. If you
have received a refund for these funds, you must reimburse Santa Clara University immediately. For more
information on financial aid forfeiture, please visit the Financial Aid website or make an appointment with your
financial aid counselor.
One-Unit Courses
Students enrolled in a one-unit course must provide written notification to their respective Records Office of their
intent to withdraw or drop any course(s). Failure to comply with this process will result in an irreversible forfeit of
tuition. The following refund schedule applies:
• Students will receive a 100% tuition refund, less any applicable fees, if written notification is received
within two business days prior to the first class meeting.
• Students will receive a 50% tuition refund, less any applicable fees, after the first class meeting unless the
course has only one session, in which case no refund will be granted.
Financial Hardship
Students who withdraw from the University or drop courses due to an illness, injury, or psychological/emotional
condition are eligible for a tuition refund in accordance with the schedule above. Tuition insurance may be
purchased to cover tuition charges for medically related withdrawals that occur after the first week of the term.
Santa Clara University degree students who withdraw from the University or who are administratively withdrawn
from the University after the third week of the term due to a qualifying financial hardship may be eligible for an
allocation from the student hardship fund for 25 percent of the tuition charges for that term. Qualifying financial
hardships include: (1) death, disabling injury, medical emergency, (2) loss of job by an independent student, (3)
medical or other emergency involving a dependent of an independent student, and (4) student deployment for active
military duty. The Vice Provost for Student Life or designee, in consultation with the Financial Aid Office, will
determine qualifying financial hardships and an allocation from the student hardship fund. Students must submit a
request for an allocation from the student hardship fund by the end of the applicable term.
No tuition refunds are made because of curtailed services resulting from strikes, acts of God, civil insurrection, riots
or threats thereof, or other causes beyond the control of the University.
TUITION INSURANCE PROTECTION
Students and families may protect themselves against financial loss due to unexpected withdrawal from the
University, for medical reasons, by purchasing tuition insurance coverage. The University has identified an
insurance company, A.W.G. Dewar Inc., to provide an optional insurance protection plan. This plan is designed to
protect from loss of funds paid for tuition should it be necessary to withdraw completely from the University during
the term for medical reasons. Information on the tuition insurance plan can be found at www.collegerefund.com and
available on the Bursar’s Office website.
FINANCIAL AID
Students must be enrolled in at least part-time status (5 units) to receive Federal financial aid.
California State Graduate Fellowships
State graduate fellowships are awarded to California residents pursuing a recognized graduate or professional degree
who intend to pursue teaching as a career and who have not completed more than four quarters of full-time graduate
work as of October 1. Selection is based on state manpower needs, academic performance, and financial needs.
Applicants should apply using the Free Application for Federal Student Aid (FAFSA), which is available at the
website: www.fafsa.ed.gov/.
Loans
Students applying for aid may find the most advantageous method of financing their education through loan
programs. Among those available to students of the School of Engineering are the Federal Perkins Loan and Federal
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Stafford Loans through the School as Lender Program. Applicants should apply using the Free Application for
Federal Student Aid (FAFSA), which is available at the website: www.fafsa.ed.gov/.
Please Note: A student must be a U.S. citizen or eligible non-citizen to qualify for federal sources of financial
assistance.
Deadlines
The Financial Aid Office has established deadlines for consideration of the various programs it administers. All
students requesting financial aid from the University should contact the Financial Aid Office at the earliest possible
date to request specific deadline information and appropriate application materials. Files completed later than
February 1 for new recipients and March 2 for current recipients will receive consideration on a funds-available
basis. All financial aid deadlines are posted on the Financial Aid website: www.scu.edu/financialaid.
Veterans and Veterans' Dependents Assistance
Santa Clara University has been certified by the Department of Veterans Affairs as qualified to enroll students under
applicable federal legislation and regulations, including Chapter 35 (child of a deceased or 100 percent disabled
veteran, widow of any person who died in the service or died of a service-connected disability, or wife of a veteran
with a 100 percent service-connected disability), Chapter 31 (rehabilitation), Chapter 30/1606 (active-duty
Montgomery G.I. Bill®), Chapter 33 (Post 9/11 GI Bill®), and Yellow Ribbon. Individuals interested in attending
any of the veteran assistance programs should contact the Veterans Administration and the University Office of the
Registrar.
GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More information about
education benefits offered by VA is available at the official U.S. government Web site at
http://www.benefits.va.gov/gibill.
Information regarding these programs may be obtained from Santa Clara University’s VA representative, Laura
Moreno in the Office of the Registrar.
Teaching and Research Assistantships
The School of Engineering offers a limited number of teaching and research assistantships providing up to eight
units of tuition and, in some cases, a modest stipend. For further information, students are encouraged to contact
their faculty advisor or their academic department.
University-Awarded Aid
Individual graduate schools may grant their students a specific amount of financial aid, per term, in the form of
Santa Clara University school scholarships. Once the amount has been determined by the school, the information is
sent to the Financial Aid Office for processing. The Financial Aid Office awards the aid and sends an e-mail
notification to the student’s SCU Gmail email address only, informing them of their financial aid package and/or any
aid revision. Students will be able to see their school scholarship award on e-campus. The award amount will also
appear as “anticipated aid” on the student’s account to alleviate the assessment of holds/late fees from the Bursar’s
Office. Generally, financial aid is disbursed to the student’s account ten days before the start of classes each term. If
eligible, the Bursar’s Office will issue refunds to students reflecting credit balances after the first week of class.
Cancellation of Financial Aid and Return of Funds
Students who withdraw from the University and who have federal financial aid are subject to the federal regulations
applicable to the return of Title IV funds. These regulations assume that a student earns his or her financial aid based
on the period of time he or she remains enrolled during a term. A student is obligated to return all unearned federal
financial aid funds governed under Title IV.
Unearned financial aid is the amount of disbursed Title IV that exceeds the amount of Title IV aid earned in
accordance with the federal guidelines. During the first 60 percent of the term, a student earns Title IV funds in
direct proportion to the length of time he or she remains enrolled. That is, the percentage of time during the term that
the student remains enrolled in the percentage of disbursal aid for that period that the student has earned.
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A student who withdraws after the 60 percent point of the enrollment term earns all Title IV aid disbursed for the
period. The amount of tuition and other charges owed
the student plays no role in determining the amount of Title IV funds to which a withdrawn student is entitled.
All funds must be returned to federal programs before funds are returned to the state or University financial aid
programs and/or the student. The return of funds allocation will be made in the following order for students who
have received federal Title IV assistance:
• Unsubsidized Federal Direct Loans (other than Direct PLUS Loans)
• Subsidized Federal Direct Loans
• Federal Perkins Loans
• Federal Direct Grad PLUS Loans
• Federal PELL Grants for which a return is required
Federal Supplemental Educational Opportunity Grants for which a return is required
• TEACH Grants for which a return is required
• Iraq and Afghanistan Grants for which a return is required.
SAP standards:
(1) Qualitative Standard
Students must maintain a cumulative grade point average of 3.0 or higher.
NOTE: Some Santa Clara University aid programs require a higher cumulative grade point average than the federal
minimum.
(2) Quantitative Standard
Students must maintain a cumulative sixty-seven percent completion rate for all units attempted toward their
academic programs.
Example of 67% Minimum Pace of Completion Calculation:
SCU Attempted Hours 12
Transfer Hours Accepted +6
Total Attempted Hours =18
Total Successfully Completed Hours 12
12 successfully completed hours/18 attempted hours=0.667 Pace of Completion.
(3) Maximum Attempted Units Allowed
Students must complete the requirements for their academic programs within 150% of the minimum units required
to complete their academic programs. Units attempted include all units transferred into Santa Clara University from
prior institutions that can be used to satisfy students' academic program requirements. Students who have reached
their maximum attempted units allowed are ineligible for additional financial aid. Students may appeal for financial
aid probation status if they feel their circumstances warrant an exception to this standard.
Evaluation
All graduate students enrolled at Santa Clara University are evaluated for satisfactory academic progress at the
completion of each academic year (end of spring term).
Pass/No Pass
Courses with Pass grades will count toward your total hours for the cumulative completion rate for federal financial
aid. However, Pass grades will not count in your GPA calculation. Courses that earn NP grades will count as
attempted but not completed, and could impact your eligibility for federal aid. P/NP options may not be available in
all graduate programs. Graduate students should refer to their program office for additional guidance.
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Repetition of Courses
Graduate students should contact their program office to discuss options for repeating courses.
In most cases if repeated courses are allowed, the repeated course is used in the calculation of the student's grade
point average (this may not be the case for all programs please check with your program office).
Units are awarded toward graduation only once for each course passed.
Courses Incompletes, Withdrawal, Failures, and/or Repetitions
Incompletes (I), Withdrawals (W), Failures (F), and/or repeated courses will adversely affect a student's completion
rate. Students must complete the minimum number of units to fulfill federal, state, and University requirements.
Completion rates are calculated cumulatively and will include all quarters/semesters that the student was enrolled,
whether or not the student received financial aid.
Students who wish to withdraw from Santa Clara University must contact their graduate school advisor. Depending
on your date of withdrawal, you may automatically be assigned a withdrawal grade (W) and may not be eligible for
a tuition refund. Your program advisor will advise on what you can expect and /or what to be prepared for.
Students who abandon their classes will receive a failing grade, impacting their qualitative and quantitative SAP
requirements.
Students who withdraw from their program are still responsible for any financial commitment made to both the
university and loan provider(s).
IMPORTANT: Any student leaving Santa Clara University at the conclusion of any quarter should also contact their
graduate program.
Appeal Process
There could be extenuating circumstances encountered by students that may affect their ability to be academically
successful during an enrollment period. These circumstances include personal injury or illness that occurs during an
enrollment period; death of an immediate family member or legal guardian during an enrollment period; or other
documented circumstances that were unexpected in nature and beyond control of the student. In these cases,
cumulative grade point average or completion rate may decline resulting in the student not meeting the minimum
qualitative and quantitative standards previously described. If you wish to appeal your financial aid suspension, a
Satisfactory Academic Progress Appeal must be submitted to the Financial Aid Office. If the appeal is approved, the
student will be placed on financial aid probation (separate from academic probation) and will be notified of the
appeal results in writing.
Loss of Eligibility
Students who have lost eligibility to participate in federal, state, and University aid programs for reasons of
academic progress, can regain that eligibility only by enrolling at Santa Clara University at their own expense. The
mere passage of time will not restore eligibility to a student who has lost eligibility for failure to make satisfactory
academic progress. Students who have been dismissed from Santa Clara University for academic reasons, but who
are subsequently readmitted are not automatically eligible to participate in federal, state, or institutional aid
programs and will be placed on financial aid warning/or suspension. Re-admission decisions are separate from
funding decisions.
Regaining Eligibility
Students who failed to meet satisfactory academic progress and who choose to enroll without financial aid may
request a review of their academic record after any term in which they are enrolled without the receipt of financial
aid. If the standards are met at the time of review, eligibility may be regained for subsequent terms of enrollment in
the academic year.
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Chapter 6: Department of Counseling Psychology
From our foundation in 1964, the Department of Counseling Psychology has sought to balance theory and practice
that informs and educates future clinicians and leaders. Our curriculum is based on solid theoretical traditions
balanced by cutting edge theory, research, and skills development. Our proven history of shaping excellent mental
health professionals – as a direct result of our innovative curriculum, degrees, tracks, and emphases, taught by a
dedicated and professional faculty – has earned our Department a prominent place in Northern California as the
pre-eminent master level institution for the formation of licensed therapists. The architecture of our curriculum is
built upon Core and Required courses with an extraordinary array of advanced elective courses.
The faculty represents a breadth of theoretical orientations and clinical experience. Our focus in classes is on depth
of theoretical understanding, on the concordance between a wide range of viewpoints and on the very pragmatic,
evidence-based clinical skill development essential for practitioners. We are dedicated to interpersonal, intrapsychic
and systemic methods with a broad sensitivity to individual and cultural differences (gender, SES, religious/spiritual,
ethnic, and sexual orientation).
In our programs, students must master theoretical knowledge and counseling/clinical skills related to performing
therapy in individual, group, couples, child, and family sessions. Students may choose to focus their elective classes
in advanced courses in one of four emphases: Correctional Psychology, Health Psychology, Latinx Counseling, or
LGBTQ+ Counseling.
Alternatively, they may pursue a variety of elective options in order to cultivate particular theoretical/applied areas
in greater depth, including Child and Adolescent Mental Health, or approaches to psychotherapy like
psychodynamic, cognitive-behavioral, process-experiential, existential, mindfulness training, or others.
Our curriculum is scheduled on the quarter system, with courses offered in the Fall, Winter, Spring, and two
Summer sessions.
DEGREE PROGRAMS
The Department of Counseling Psychology offers the following degree programs:
• 90-Unit Master of Arts in Counseling Psychology [This program is fully compliant with California State
requirements for MFT or LPCC licensure. As of September 2012, all such programs in California are
mandated as 90-quarter units (or 60 semester units).
• 45-Unit Master of Arts in Counseling or Applied Psychology
MASTERS OF ARTS IN COUNSELING PSYCHOLOGY (90 Units)
The Master of Arts in Counseling Psychology program provides an intensive 90-unit Master of Arts program for
students.
Tracks
The Master of Arts in Counseling Psychology has four tracks, each may also include an Emphasis:
• MFT
• LPCC
• MFT/LPCC Combination
• Self-Designed (no license)
The California Board of Behavioral Sciences (BBS) bases the MFT Track on California State regulations, guidelines
suggested by the American Association for Marriage and Family Therapy, and the California Association of
Marriage and Family Therapists, and requires curriculum approval. Those choosing this track are qualified to sit
for a MFT license exam after completing course work, practicum, and clinical hours in the State of California.
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Portability: Historically, those who have completed the MFT program (and MFT California License) have been able
to sit for licensure in many other states. Some states have reciprocity with California; others have required one or
more courses for license eligibility – all require knowledge of that state’s laws and ethics. Students who wish to take
the license in any other State but California, are strongly advised to consult with the home (or intended) State
governing board to understand local regulations, restrictions, and requirements.
The California Board of Behavioral Science (BBS) bases the LPCC Track on California State regulations, guidelines
from the California Coalition for Counselor Licensure, and curriculum approval. Those choosing this track are
qualified to sit for a LPCC license exam after completing course work, practicum, and clinical hours. The LPCC is a
more “portable” ** degree, meaning that coursework and clinical training in California will allow a student to sit for
licensure in any other State, based on any residency requirements of that State. LPCC licensing requirements
include a national, rather than state-centric exam.
The LPCC program is primarily focused on individual adult clients. Students pursuing this program who wish to
work with couples, families and children will need to take classes in these specialties to work legally and ethically
with these populations.
**Portable means the requirements for a license, or its equivalent, are the same from state to state.
However, portability does not mean reciprocity. Reciprocity is when one can carry a license from State to
State. Currently, it is not clear whether California will accept LPCC reciprocity from another State, or
whether other States will accept an LPCC license granted in California.
The California Board of Behavioral Sciences has approved Santa Clara University programs for both MFT
and LPCC training.
An important difference between the MFT and LPCC training requirements in the State of California is the
following: As the law currently stands, MFT students can complete a significant number of their required 3000
training hours prior to their Master’s Degree. The required 3000 LPCC hours must all be accrued after graduation
with a Master’s Degree.
The MFT/LPCC Combined Track is available for students who wish to apply for both licenses. The combined track
program and emphases can be completed within 90-units. Because there are significant disadvantages associated
with the Combined Track in addition to certain advantages, students who wish to explore the Combined Track
option are encouraged to meet with a Faculty Advisor.
The Self-Designed Track option is available for individuals who desire more extensive training and experience than
the 45-unit Master of Arts in Counseling program affords. This track does not lead to licensing.
MASTERS OF ARTS IN APPLIED PSYCHOLOGY OR COUNSELING (45 Units)
The Master of Arts in Applied Psychology primarily serves two groups of students: Those who are already in a
position in a field that rewards advanced training and those who are using the Master of Arts as a stepping-stone for
doctoral studies.
The former group of students opt for this degree to work in nonprofit settings, career centers, community agencies,
hospitals, religious settings, and in industry.
For the latter group, the 45-unit Master of Arts in Applied Psychology can serve as a post-baccalaureate,
pre-doctoral training program. This is especially useful for students who were not undergraduate psychology majors,
completed a baccalaureate degree many years ago or want additional background and training in the field. Usually,
these students combine their classwork with research opportunities during the Master’s Program.
In recent years, we have placed the vast majority of the students who applied for doctoral work in doctoral
programs.
The 45-unit Master of Arts degree in Counseling is for students interested in pursuing job opportunities that require
some counseling training but are not licensure-track. Students with this degree can work in community college and
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other settings (e.g. academic counseling, guidance counseling), where the job requirement is a degree in Counseling
but not a mental health license.
The 45-unit Master of Arts degree in Counseling does NOT meet the requirements to sit for a license in Marriage
and Family Therapy (MFT) or Licensed Professional Clinical Counselor (LPCC), in any state.
In accordance with California State regulations, students who complete and receive the 45-unit master’s degree
cannot, post-graduation, transfer or apply those credits toward the completion of an MFT license program. The
regulation states:
“In order to qualify for licensure pursuant to this section a doctor's or master's degree program shall be a single,
integrated program primarily designed to train marriage and family therapists shall contain no less than 60
semester or 90 quarter units of instruction. This instruction shall include not less than 12 semester units or 18
quarter units of coursework in the areas of marriage, family, and child counseling, and marital and family systems
approaches to treatment.” (Board of Behavioral Sciences, January 2015, page 19.)
The 45-unit program may include one of the department’s four Emphasis programs: Correctional Psychology, Health
Psychology, Latinx Counseling and LGBTQ+ Counseling.
EMPHASIS PROGRAMS
We offer four optional emphasis programs, which function like minors within a counseling psychology major.
Emphases are optional concentrations. Students not electing an emphasis may choose from a variety of electives to
expand their knowledge in various areas.
Emphasis in Correctional Psychology: Counseling for Adults, Delinquent and At-Risk Youth
(Coordinator)
The correctional arena in counseling is one of the fastest growing and provides a significant array of available
positions for practitioners. The Correctional Emphasis is a professional training program for counselors working
with delinquent, at-risk, antisocial, and non-conventional youth and adults in mental health, social services,
community, juvenile justice, correctional institutions and school programs. The emphasis is available to students in
both Master of Arts program options: Applied Psychology or Counseling with an Emphasis in Correctional
Psychology (45-units) and Counseling Psychology with an Emphasis in Correctional Psychology (90 units). Those
enrolling in the Correctional Emphasis courses must be able to pass a law enforcement background check due to
security clearance for required field trips.
Emphasis in Health Psychology
Dale G. Larson (Coordinator)
The emphasis in Health Psychology offers a concentration in health psychology coursework within each of the
counseling degree programs. Health psychology, now a major field within psychology, continues to grow and
evolve. Training in the theory and practice of health psychology is a valuable professional asset for all masters-
level clinicians. The health emphasis focuses on applications of psychology to issues of well-being, disease, stress,
illness and prevention, and concentrates on the development of knowledge and practical skills in the following areas:
disease prevention and the promotion and maintenance of personal health; motivational interviewing and behavior
change; counseling for grief and loss; counseling healthy and ill individuals regarding health-related problems and
issues; theory and practice of stress management at individual and program levels; and concepts and clinical
applications from the emerging field of positive psychology.
The emphasis in Health Psychology is designed for individuals with a combined interest in counseling and health
psychology. Graduates of the program work as agency and private practice counselors with special expertise in a
variety of mental health issues that are part of everyday clinical practice; health promotion specialists in industry,
schools, and hospitals; counselors in employee assistance programs; and counseling and health specialists in other
56
settings. The emphasis is available to students in both Master of Arts program options: Applied Psychology or
Counseling with an Emphasis in Health Psychology (45 units) and Counseling Psychology with an Emphasis in
Health Psychology (90 units).
Emphasis in Latinx Counseling
Lucila Ramos-Sánchez (Coordinator)
Latinos are the fastest growing populace both in California and nationwide, yet specialized counseling programs for
this burgeoning population are few and far between. The Latinx Counseling Emphasis provides this most needed
training. Graduates, particularly those who are bilingual, are needed in most agencies and private settings.
The emphasis focuses on the applications of clinical practices relevant to issues of culture, ethnicity, acculturation,
and assimilation. Implications of counseling within a Latino family system and issues of language are explored.
Coursework concentrates on the development of knowledge and practical skills in the following areas: reaching
clients from this normally underserved population, developing rapport with clients, intervening in culturally
sensitive and appropriate ways, and counseling at various times throughout the life cycle. Some of the classes stress
the importance of language and one class is instructed substantially in Spanish. The emphasis is available to students
in both Master of Arts program options: Applied Psychology or Counseling with an Emphasis in Latinx Counseling
(45 units) and Counseling Psychology with an Emphasis in Latinx Counseling (90 units).
Emphasis in LGBTQ+ Counseling
Janet Sims (Coordinator)
The LGBTQ+ Counseling emphasis provides training to serve the LGBTQ+ population. It focuses on the
application of clinical practice relevant to issues of gender, diversity in sexual identity and expression, oppression,
discrimination, acculturation, and assimilation. The coursework for the emphasis concentrates on the development
of knowledge and skills in the following areas: current theories regarding the etiology of same sex orientation; the
evolving language of LGBTQ+; developmental challenges for LGBTQ+ persons; homophobia and its many faces;
the coming out process; relationships with parents and families of LGBTQ+ people; issues of support and
socialization; the dynamics of gay relationships; gay marriage; gay families and gay parenting; the impact of AIDS;
social, cultural, political and religious considerations and their impact; the many and unique issues affecting the
transgender and gender non-binary communities; available resources; research opportunities. The emphasis is
available to students in both Master of Arts program options: Applied Psychology or Counseling with an Emphasis
in LGBTQ+ Counseling (45 units) and Counseling Psychology with an Emphasis in LGBTQ+ Counseling (90
units).
COURSE REQUIREMENTS:
DEPARTMENT OF COUNSELING PSYCHOLOGY DEGREE PROGRAMS
Required courses for the CPSY degree programs are listed below. Elective courses should be taken in addition to
required courses to fulfill the total number of quarter units in the student’s program. Electives should be selected
according to student interest and in consultation with a faculty advisor.
Six core courses (18 units) are required for all Counseling Psychology degree programs:
CPSY 200 Psychology of Interpersonal Communications
CPSY 216 Psychology of Human Development
CPSY 218 Foundations of Psychotherapy and Personality
CPSY 220 Research Methods
CPSY 231 Multicultural Counseling
CPSY 275 Ethical and Legal Issues in Counseling
Note: Once students have completed 39 total units in the program, registration may be restricted to core classes until
they have been completed.
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M.A. in Counseling Psychology (MFT Track, 90 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence-Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 311 Psychology of Marriage and Couples Counseling
CPSY 315 Family Therapy
CPSY 317 Therapeutic Interventions with Children
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing
CPSY 320 Substance Use and Addictions: Assessment and Treatment
CPSY 323 Psychopharmacology
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 333 (three consecutive quarters beginning in the fall): Counseling Practicum: Marriage and Family
Therapy
Plus 19.5 elective units
M.A. in Counseling Psychology (MFT Track/ Correctional Emphasis, 90 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence- Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 311 Psychology of Marriage and Couples Counseling
CPSY 315 Family Therapy
CPSY 317 Therapeutic Interventions with Children
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing II
CPSY 320 Substance Use and Addictions: Assessment andAbuse Treatment
CPSY 323 Psychopharmacology
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 333 (three consecutive quarters beginning in the fall): Counseling Practicum: Marriage and Family
Therapy
Plus Correctional Emphasis courses:
CPSY 243 Delinquent, At-Risk and Nonconventional Youth: Trauma and Effects
CPSY 244 Correctional Psychology
CPSY 245 Transitional Treatment and Vocational Planning
Plus 10.5 Elective units
M.A. in Counseling Psychology (MFT Track/ Health Emphasis, 90 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
58
CPSY 214 Evidence- Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 311 Psychology of Marriage and Couples Counseling
CPSY 315 Family Therapy
CPSY 317 Therapeutic Interventions with Children
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing II
CPSY 320 Substance Use and Addictions: Assessment andAbuse Treatment
CPSY 323 Psychopharmacology
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 333 (three consecutive quarters beginning in the fall): Counseling Practicum: Marriage and Family
Therapy
Plus Health Emphasis courses:
CPSY 380 Positive Psychology and Health
CPSY 381 Health Psychology: Theory and Practice
CPSY 385 Stress and Stress management
Plus 10.5 Elective units
M.A. in Counseling Psychology (MFT Track/Latinx Counseling Emphasis, 90 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence- Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 311 Psychology of Marriage and Couples Counseling
CPSY 315 Family Therapy
CPSY 317 Therapeutic Interventions with Children
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing II
CPSY 320 Substance Use and Addictions: Assessment andAbuse Treatment
CPSY 323 Psychopharmacology
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 333 (three consecutive quarters beginning in the fall): Counseling Practicum: Marriage and Family
Therapy
Plus Latinx Counseling Emphasis courses:
CPSY 360 Latinx Psychology
CPSY 362 Individual Counseling Skills with Latinx Clients
CPSY 364 Interventions with Latinx Families and Children
CPSY 366 Spanish-Based Interviewing and Assessment (optional: Fluency in Spanish required)
Plus 7.5 Elective units, 10.5 units if no CPSY 366
M.A. in Counseling Psychology (MFT Track/LGBTQ+ Emphasis, 90 units)
Core courses plus:
59
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence- Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 311 Psychology of Marriage and Couples Counseling
CPSY 315 Family Therapy
CPSY 317 Therapeutic Interventions with Children
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing II
CPSY 320 Substance Use and Addictions: Assessment andAbuse Treatment
CPSY 323 Psychopharmacology
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 333 (three consecutive quarters beginning in the fall): Counseling Practicum: Marriage and Family
Therapy
Plus LGBTQ+ Emphasis courses
CPSY 213 Foundations of LGBTQ+ Psychology
CPSY 230 Psychotherapy with Lesbian, Gay, Bisexual, and Sexually Expansive Clients
CPSY 332 Psychotherapy with Transgender and Gender-Diverse Clients
Plus 10.5 Elective units
M.A. in Counseling Psychology (LPCC Track, 90 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 276 Professional Orientation, Ethics and Law in Counseling (1.5 units)
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 300 Career Development and Life Planning
CPSY 302 Formal and Informal Assessment in Career Development
CPSY 308 Multidisciplinary Responses to Crises, Emergencies, and Disasters (1.5 units)
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing
CPSY 320 Substance Use and Addictions: Assessment and Treatment
CPSY 321 Dual Diagnosis: Assessment and Treatment (1.5 units)
CPSY 323 Psychopharmacology
CPSY 324 Biological Basis of Behavior (1.5 units) CPSY 328 Clinical Assessment II: Issues in Child
Diagnosis
CPSY 361 Special Topics in Multicultural Psychotherapy (1.5 units)
CPSY 333 (three consecutive quarters beginning in the fall) Counseling Practicum: LPCC
Plus 15 Elective units
M.A. in Counseling Psychology (LPCC Track/Correctional Emphasis, 90 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence Based Approaches to Psychotherapy
60
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 276 Professional Orientation, Ethics and Law in Counseling (1.5 units)
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 300 Career Development and Life Planning
CPSY 302 Formal and Informal Assessment in Career Development
CPSY 308 Multidisciplinary Responses to Crises, Emergencies, and Disasters (1.5 units)
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing
CPSY 320 Substance Use and Addictions: Assessment and Treatment
CPSY 321 Dual Diagnosis: Assessment and Treatment (1.5 units)
CPSY 323 Psychopharmacology
CPSY 324 Biological Basis of Behavior (1.5 units)
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 361 Special Topics in Multicultural Psychotherapy (1.5 units)
CPSY 333 (three consecutive quarters beginning in the fall) Counseling Practicum: LPCC
Plus Correctional Emphasis courses:
CPSY 243 Delinquent, At-Risk and Nonconventional Youth: Trauma and Effects
CPSY 244 Correctional Psychology
CPSY 245 Transitional Treatment and Vocational Planning
Plus 6 Elective units.
M.A. in Counseling Psychology (LPCC Track/Health Emphasis, 90 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 276 Professional Orientation, Ethics and Law in Counseling (1.5 units)
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 300 Career Development and Life Planning
CPSY 302 Formal and Informal Assessment in Career Development
CPSY 308 Multidisciplinary Responses to Crises, Emergencies, and Disasters (1.5 units)
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing
CPSY 320 Substance Use and Addictions: Assessment and Treatment
CPSY 321 Dual Diagnosis: Assessment and Treatment (1.5 units)
CPSY 323 Psychopharmacology
CPSY 324 Biological Basis of Behavior (1.5 units)
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 361 Special Topics in Multicultural Psychotherapy (1.5 units)
CPSY 333 (three consecutive quarters beginning in the fall) Counseling Practicum: LPCC
Plus Health Emphasis courses:
CPSY 380 Positive Psychology and Health
CPSY 381 Health Psychology: Theory and Practice
CPSY 385 Stress and Stress management
Plus 6 Elective units
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M.A. in Counseling Psychology (LPCC Track/Latinx Counseling Emphasis, 90 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 276 Professional Orientation, Ethics and Law in Counseling (1.5 units)
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 300 Career Development and Life Planning
CPSY 302 Formal and Informal Assessment in Career Development
CPSY 308 Multidisciplinary Responses to Crises, Emergencies, and Disasters (1.5 units)
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing
CPSY 320 Substance Use and Addictions: Assessment and Treatment
CPSY 321 Dual Diagnosis: Assessment and Treatment (1.5 units)
CPSY 323 Psychopharmacology
CPSY 324 Biological Basis of Behavior (1.5 units)
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 361 Special Topics in Multicultural Psychotherapy (1.5 units) OR CPSY 366 (see Emphasis courses)
CPSY 333 (three consecutive quarters beginning in the fall) Counseling Practicum: LPCC
Plus Latino Emphasis courses:
CPSY 360 Latinx Psychology
CPSY 362 Individual Counseling Skills with Latinx Clients
CPSY 364 Interventions with Latinx Families and Children
CPSY 366 Spanish-Based Interviewing and Assessment (optional: Fluency in Spanish required)
Plus 4.5 Elective units , 6 units if no CPSY 366
M.A. in Counseling Psychology (LPCC Track/LGBTQ+ Emphasis, 90 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 276 Professional Orientation, Ethics and Law in Counseling (1.5 units)
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 300 Career Development and Life Planning
CPSY 302 Formal and Informal Assessment in Career Development
CPSY 308 Multidisciplinary Responses to Crises, Emergencies, and Disasters (1.5 units)
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing
CPSY 320 Substance Use and Addictions: Assessment and Treatment
CPSY 321 Dual Diagnosis: Assessment and Treatment (1.5 units)
CPSY 323 Psychopharmacology
CPSY 324 Biological Basis of Behavior (1.5 units)
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 361 Special Topics in Multicultural Psychotherapy (1.5 units)
CPSY 333 (three consecutive quarters beginning in the fall) Counseling Practicum: LPCC
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Plus LGBTQ+ Emphasis courses:
CPSY 213 Foundations of LGBTQ+ Psychology
CPSY 230 Psychotherapy with Lesbian, Gay, Bisexual, and Sexually Expansive Clients
CPSY 332 Psychotherapy with Transgender and Gender-Diverse Clients
Plus 6 Elective units
M.A. in Counseling Psychology (Combined MFT/LPCC, 90 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 276 Professional Orientation, Ethics and Law in Counseling (1.5 units)
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 300 Career Development and Life Planning
CPSY 302 Formal and Informal Assessment in Career Development
CPSY 308 Multidisciplinary Responses to Crises, Emergencies, and Disasters (1.5 units)
CPSY 311 Psychology of Marriage and Couples Counseling
CPSY 315 Family Therapy
CPSY 317 Therapeutic Interventions with Children
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing
CPSY 320 Substance Use and Addictions: Assessment and Treatment
CPSY 321 Dual Diagnosis: Assessment and Treatment (1.5 units)
CPSY 323 Psychopharmacology
CPSY 324 Biological Basis of Behavior (1.5 units)
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 361 Special Topics in Multicultural Psychotherapy (1.5 units)
CPSY 333 (three consecutive quarters beginning in the fall) Counseling Practicum: LPCC
Plus 6 Elective units
M.A. in Counseling Psychology (Combined MFT/LPCC/Correctional Emphasis, 91.5 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 276 Professional Orientation, Ethics and Law in Counseling (1.5 units)
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 300 Career Development and Life Planning
CPSY 302 Formal and Informal Assessment in Career Development
CPSY 308 Multidisciplinary Responses to Crises, Emergencies, and Disasters (1.5 units)
CPSY 311 Psychology of Marriage and Couples Counseling
CPSY 315 Family Therapy
CPSY 317 Therapeutic Interventions with Children
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing
CPSY 320 Substance Use and Addictions: Assessment and Treatment
CPSY 321 Dual Diagnosis: Assessment and Treatment (1.5 units)
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CPSY 323 Psychopharmacology
CPSY 324 Biological Basis of Behavior (1.5 units)
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 361 Special Topics in Multicultural Psychotherapy (1.5 units)
CPSY 333 (three consecutive quarters beginning in the fall) Counseling Practicum: LPCC
Plus Correctional Emphasis courses:
CPSY 243 Delinquent, At-Risk and Nonconventional Youth: Trauma and Effects
CPSY 244 Correctional Psychology
CPSY 245 Transitional Treatment and Vocational Planning
No electives
M.A. in Counseling Psychology (Combined MFT/LPCC/Health Emphasis, 91.5 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 276 Professional Orientation, Ethics and Law in Counseling (1.5 units)
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 300 Career Development and Life Planning
CPSY 302 Formal and Informal Assessment in Career Development
CPSY 308 Multidisciplinary Responses to Crises, Emergencies, and Disasters (1.5 units)
CPSY 311 Psychology of Marriage and Couples Counseling
CPSY 315 Family Therapy
CPSY 317 Therapeutic Interventions with Children
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing
CPSY 320 Substance Use and Addictions: Assessment and Treatment
CPSY 321 Dual Diagnosis: Assessment and Treatment (1.5 units)
CPSY 323 Psychopharmacology
CPSY 324 Biological Basis of Behavior (1.5 units)
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 361 Special Topics in Multicultural Psychotherapy (1.5 units)
CPSY 333 (three consecutive quarters beginning in the fall) Counseling Practicum: LPCC
Plus Health Emphasis courses:
CPSY 380 Positive Psychology and Health
CPSY 381 Health Psychology: Theory and Practice
CPSY 385 Stress and Stress management
No electives
M.A. in Counseling Psychology (Combined MFT/LPCC/Latinx Emphasis, 91.5 or 93 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
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CPSY 276 Professional Orientation, Ethics and Law in Counseling (1.5 units)
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 300 Career Development and Life Planning
CPSY 302 Formal and Informal Assessment in Career Development
CPSY 308 Multidisciplinary Responses to Crises, Emergencies, and Disasters (1.5 units)
CPSY 311 Psychology of Marriage and Couples Counseling
CPSY 315 Family Therapy
CPSY 317 Therapeutic Interventions with Children
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing
CPSY 320 Substance Use and Addictions: Assessment and Treatment
CPSY 321 Dual Diagnosis: Assessment and Treatment (1.5 units)
CPSY 323 Psychopharmacology
CPSY 324 Biological Basis of Behavior (1.5 units)
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 361 Special Topics in Multicultural Psychotherapy (1.5 units)
CPSY 333 (three consecutive quarters beginning in the fall) Counseling Practicum: LPCC
Plus Latinx Emphasis courses:
CPSY 360 Latinx Psychology
CPSY 362 Individual Counseling Skills with Latinx Clients
CPSY 364 Interventions with Latinx Families and Children
CPSY 366 Spanish-Based Interviewing and Assessment (optional: Fluency in Spanish required)
No electives
M.A. in Counseling Psychology (MFT/LPCC/LGBTQ+ Emphasis, 91.5 units)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Relationships
CPSY 214 Evidence Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 276 Professional Orientation, Ethics and Law in Counseling (1.5 units)
CPSY 291 Counseling for Grief Loss and Trauma
CPSY 300 Career Development and Life Planning
CPSY 302 Formal and Informal Assessment in Career Development
CPSY 308 Multidisciplinary Responses to Crises, Emergencies, and Disasters (1.5 units)
CPSY 311 Psychology of Marriage and Couples Counseling
CPSY 315 Family Therapy
CPSY 317 Therapeutic Interventions with Children
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 319 Clinical Assessment: Testing
CPSY 320 Substance Use and Addictions: Assessment and Treatment
CPSY 321 Dual Diagnosis: Assessment and Treatment (1.5 units)
CPSY 323 Psychopharmacology
CPSY 324 Biological Basis of Behavior (1.5 units)
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 361 Special Topics in Multicultural Psychotherapy (1.5 units)
CPSY 333 (three consecutive quarters beginning in the fall) Counseling Practicum: LPCC
Plus LGBTQ+ Emphasis courses:
CPSY 213 Foundations of LGBTQ+ Psychology
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CPSY 230 Psychotherapy with Lesbian, Gay, Bisexual, and Sexually Expansive Clients
CPSY 332 Psychotherapy with Transgender and Gender-Diverse Clients
No electives
Self Designed M.A. in Counseling Psychology 90 units -- (THIS DOES NOT LEAD TO A LICENSE
ELIGIBILITY)
Core courses plus:
CPSY 211 Human Sexuality
CPSY 212 Psychology of Human Relationships
CPSY 214 Evidence Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 227 Counseling Process and Skills
CPSY 291 Counseling for Grief, Loss and Trauma
CPSY 311 Psychology of Marriage and Couples Counseling
CPSY 315 Family Therapy
CPSY 318 Clinical Assessment I: Diagnosis
CPSY 320 Substance Use and Addictions: Assessment and Treatment
CPSY 328 Clinical Assessment II: Issues in Child Diagnosis
CPSY 331 Field Experience (two consecutive quarters beginning in the fall)
Plus 31.5 Elective units
COURSE REQUIREMENTS: APPLIED PSYCHOLOGY and COUNSELING DEGREE PROGRAMS (45
UNITS)
M.A. in Applied Psychology(No Emphasis, 45 units)
Core courses plus:
CPSY 331 Field Experience
Plus 24 Elective units
M.A. in Applied Psychology (Correctional Emphasis, 45 units)
Core courses plus:
CPSY 331 Field Experience
Plus Correctional Emphasis courses:
CPSY 243 Delinquent, At-Risk, and Nonconventional Youth
CPSY 244 Correctional Psychology
CPSY 245 Transitional Treatment and Vocational Planning
Plus 15 Elective units
M.A. in Applied Psychology (Health Emphasis, 45 units)
Core courses plus:
CPSY 331 Field Experience
Plus Health Emphasis courses:
CPSY 291 Counseling for Grief, Loss and Trauma
CPSY 380 Positive Psychology and Health
CPSY 381 Health Psychology: Theory and Practice
CPSY 385 Stress and Stress Management
Plus 12 Elective units
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M.A. in Applied Psychology (Latinx Counseling Emphasis, 45 units)
Core courses plus:
CPSY 331 Field Experience
Plus Latinx Counseling Emphasis courses:
CPSY 360 Latinx Psychology
CPSY 362 Individual Counseling Skills with Latinx Clients
CPSY 364 Interventions with Latinx Families and Children
CPSY 366 (for Spanish speakers) Spanish-Based Interviewing and Assessment (optional)
Plus 15 Elective units (12 Elective units if CPSY 366 is taken).
M.A. in Applied Psychology (LGBTQ+ Counseling Emphasis, 45 units)
Core courses plus:
CPSY 331 Field Experience
Plus LGBTQ+ Emphasis courses:
CPSY 213 Foundations of LGBTQ+ Psychology
CPSY 230 Psychotherapy with Lesbian, Gay, Bisexual, and Sexually Expansive Clients
CPSY 332 Psychotherapy with Transgender and Gender-Diverse Clients
Plus 15 Elective units
M.A. in Counseling (No Emphasis, 45 units)
Core courses plus:
CPSY 212 Psychology of Relationships
CPSY 227 Counseling Process and Skills
CPSY 291 Counseling for Grief, Loss, and Trauma OR CPSY 320 Substance Use and Addictions
CPSY 331 Field Experience
Plus 15 Elective units
M.A. in Counseling (Correctional Emphasis, 45 units)
Core courses plus:
CPSY 212 Psychology of Relationships
CPSY 227 Counseling Process and Skills
CPSY 291 Counseling for Grief, Loss, and Trauma OR CPSY 320 Substance Use and Addictions
CPSY 331 Field Experience
Plus Correctional Emphasis courses:
CPSY 243 Delinquent, At-Risk, and Nonconventional Youth
CPSY 244 Correctional Psychology
CPSY 245 Transitional Treatment and Vocational Planning
Plus 6 Elective units
M.A. in Counseling (Health Emphasis, 45 units)
Core courses plus:
CPSY 212 Psychology of Relationships
CPSY 227 Counseling Process and Skills
CPSY 291 Counseling for Grief, Loss, and Trauma OR CPSY 320 Substance Use and Addictions *
CPSY 331 Field Experience
Plus Health Emphasis courses:
CPSY 291 Counseling for Grief, Loss and Trauma *
CPSY 380 Positive Psychology and Health
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CPSY 381 Health Psychology: Theory and Practice
CPSY 385 Stress and Stress Management
Plus 6 Elective units (3 Elective units if CPSY 320 taken)
* Students in the Health Emphasis may elect to take either 291 or 320. If 320, 291 is still required for completion of
the Health Emphasis. If 291 is taken, it counts both as a “Required” course and as an “Emphasis” course, but it does
not double count for units. The student must take an extra elective so that the unit total is 45.
M.A. in Counseling (Latinx Counseling Emphasis, 45 units)
Core courses plus:
CPSY 212 Psychology of Relationships
CPSY 227 Counseling Process and Skills
CPSY 291 Counseling for Grief, Loss, and Trauma OR CPSY 320 Substance Use and Addictions
CPSY 331 Field Experience
Plus Latinx Counseling Emphasis courses:
CPSY 360 Latinx Psychology
CPSY 362 Individual Counseling Skills with Latinx Clients
CPSY 364 Interventions with Latinx Families and Children
CPSY 366 (for Spanish speakers) Spanish-Based Interviewing and Assessment (optional)
Plus 6 Elective units (3 Elective units if CPSY 366 is taken)
M.A. in Counseling (LGBTQ+ Counseling Emphasis, 45 units)
Core courses plus:
CPSY 212 Psychology of Relationships
CPSY 227 Counseling Process and Skills
CPSY 291 Counseling for Grief, Loss, and Trauma OR CPSY 320 Substance Use and Addictions
CPSY 331 Field Experience
Plus LGBTQ+ Emphasis courses:
CPSY 213 Foundations of LGBTQ+ Psychology
CPSY 230 Psychotherapy with Lesbian, Gay, Bisexual, and Sexually Expansive Clients
CPSY 332 Psychotherapy with Transgender and Gender-Diverse Clients
Plus 6 Elective units
Sequencing of Classes
Students are recommended to take the following core courses in their first year of the program, completing as many
as possible before moving on to advanced courses:
CPSY 200. Psychology of Interpersonal Communications
CPSY 216. Psychology of Human Development
CPSY 218. Foundations of Psychotherapy and Personality
CPSY 220. Research Methods
CPSY 212. Psychology of Relationships
CPSY 214 Evidence-Based Approaches to Psychotherapy
CPSY 219 Psychology of Group Counseling (CPSY 219 has a lab group (CPSY 221) experience that must
be taken concurrently with enrollment in 219)
CPSY 227 Counseling Process and Skills
CPSY 231 Multicultural Counseling
CPSY 275 Ethical and Legal Issues
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Students are encouraged to meet with his/her advisor prior to registration periods to discuss course sequencing for
her/his specific program, track, and emphasis. Electives are not offered every quarter and should be taken when
available if students meet prerequisites. Note that first quarter classes are given at time of matriculation.
Note: Students are encouraged to take as much time as needed to complete the program, there is no need to rush.
The coursework is often demanding and psychologically evocative; therefore, it is advised that students go through
the program at a pace that is comfortable and provides him/her with the most personal and professional growth in
order to become the best possible clinician.
Advanced Specialty and Emphasis Classes
Several classes are offered only once each year or every other year. If you are in an emphasis program and the
course is offered annually, you should take the emphasis class when it is offered, because it may not re-occur for
several terms. Normally, required and core classes are offered every quarter (not counting summer). Normally,
classes with fewer than 10 students are canceled, except under special circumstances (e.g., necessary emphasis
classes).
Pre-Practicum (CPSY 330)
Students wishing to gain experience in counseling prior to qualifying for a practicum are encouraged to enroll in
“pre-practicum” field experience on a volunteer basis. In general, some field experience in counseling renders
students more attractive to potential practicum sites. This is a 1-unit course. The hours accumulated as
pre-practicum cannot be applied to the required 550 hours of practicum.
Guidelines for Pre-Practicum (CPSY 330):
1. Students must complete 18 units of academic training before accumulating hours (except for personal
therapy)
2. All experience hours must be under the supervision of a supervisor. A Supervisor is one who: has been
licensed minimally 2 year as MFT, LCSW, Psychologist, Psychiatrist; has not provided therapy services to
the trainee
3. Has a valid license; and complies with board regulations for supervisors
4. The trainee may be volunteer or paid (restrictions apply for paid work); no hours count for an Independent
Contractor
5. The site must be approved by the Department of Counseling Psychology Practicum Coordinator, prior to
beginning the experience. (see Licensing Requirements for more information).
*** LPCC students may not accumulate pre-practicum hours.
Mandatory Lab Group (221):
The lab group experience (221) associated with Psychology of Group Counseling (CPSY 219) is a 1.5 unit course
required of all counseling students as a part of CPSY 219. This small lab group experience must be taken
simultaneously with the CPSY 219 class.
CPSY 200 and CPSY 218 are prerequisites for CPSY 219 and CPSY 221. CPSY 220 is strongly recommended.
Lab groups are conducted on campus by licensed professional leaders and advanced student assistants. The groups
are interpersonally-oriented and are ungraded. They are designed to facilitate personal growth and exploration, as
well as to provide the experience of the small-group process. The directed group experience is an opportunity to
encounter individual issues that promote or inhibit counseling skills. The lab groups are not to be considered group
therapy. Lab groups are offered each quarter.
MFT Practicum Prerequisites:
CPSY 200. Psychology of Interpersonal Communications
CPSY 212. Psychology of Relationships
CPSY 216. Psychology of Human Development
CPSY 218. Foundations of Psychotherapy and Personality
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CPSY 219. Psychology of Group Counseling
CPSY 221 Lab Group (1.5 units)
CPSY 220. Research Methods
CPSY 227. Counseling Process and Skills
CPSY 231. Multicultural Counseling
CPSY 275. Ethical and Legal Issues
CPSY 311. Psychology of Marriage Counseling
CPSY 315. Family Therapy
CPSY 317. Therapeutic Interventions with Children
CPSY 318. Clinical Assessment I: Diagnosis
CPSY 328. Clinical Assessment II: Issues in Child Diagnosis
Practicum experiences (CPSY 331 for 45-unit programs or CPSY 333 for 90-unit programs) should be taken during
the student’s final year in the program. Students who intend to qualify for the California State Licenses in Marriage
and Family Therapy or Licensed Professional Clinical Counseling will need to complete three quarters of
MFT/LPCC Practicum (333), beginning the sequence in the fall quarter of their last year. Students must keep the
same date, time and instructor for all three quarters.
Before beginning a practicum experience, the student must submit a certificate of malpractice insurance to the
practicum coordinator.
ETHICAL PRINCIPLES
The counseling psychology faculty and staff adhere to “Ethical Principles of Psychologists” as adopted by the
American Psychological Association. Relevant “Ethical Principles” for the CPSY program include:
1. Responsibility
2. Competence
3. Moral and legal standards
4. Public statements
5. Confidentiality
6. Welfare of the consumer
7. Professional relationships
8. Assessment techniques
9. Research with human participants
A copy of “Ethical Principles of Psychologists” is available from the Department of Counseling Psychology.
SELF-DISCLOSURE
The professional-training philosophy of the Counseling Psychology Department is predicated on the belief that the
process of becoming an effective therapist must in part address the person of the therapist him/herself. Indeed, in the
practice of counseling, the person of the counselor is a major component in the healing process. As a
counselor-in-training, self-reflection is a necessary and required part of the training that helps students better
understand and empathize with their future clients’ experience. Such reflection is a significant component of one’s
personal and professional development as an effective and sensitive instrument of change. Thus, it is customary that
in the Counseling Psychology Master’s Program’s classes at SCU, students are regularly assigned work that involves
self-disclosure and personal study of the content of that self-disclosure. In courses and program related activities, in
oral and/or written assignments, students are expected to reflect on their past and present personal experiences.
We respect students’ rights to confidentiality and do not require that any particular or specific information be
disclosed. Moreover, we do not evaluate students’ progress in the program based on the disclosure of any specific
information (except as mandated by ethical codes or law). It is our experience that this philosophy and related
formats in our classes provide a rich educational experience, involving more aspects of student experience than do
standard lectures or written material that do not include the person of the therapist-in-training.
In addition, although the CPSY program does not require individual or group therapy of students, the faculty
strongly recommends that students engage in psychotherapy as part of their training. To assist in this effort, the
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department maintains a list of qualified therapists who work with students at a reduced fee. The Santa Clara
University Counseling Center also provides services to students seeking assistance for specific needs. The
Counseling Center costs are included in student fees.
COMPREHENSIVE EXAMINATION
All Master of Arts candidates are required to pass the comprehensive examination. This written comprehensive
examination is typically taken during the last or next to the last quarter of study in the program (summer session
excluded), or after all required courses, with the exception of practicum experience, have been completed. The
purpose of the comprehensive exam is to facilitate a meaningful synthesis of the various concepts and experiences
provided in the program.
THESIS
A small number of students, particularly those who will pursue a doctoral degree may do a thesis. Students who
complete a thesis do not have to take the comprehensive exam. See the University website for directions for
completing the thesis. (http://www.scu.edu/library/info/policies/thesis.cfm#steps)
EXIT SURVEY
All graduating students are asked to complete a brief exit survey to help us to continually upgrade the program.
DEPARTMENT OF COUNSELING PSYCHOLOGY COURSE DESCRIPTIONS
Courses offered specifically for education students are listed in the Department of Education section of the bulletin;
however, some counseling psychology courses are cross-referenced with education.
200. Psychology of Interpersonal Communications
The foundation course for all CPSY programs, this course provides a laboratory setting in which students master
basic skill sets that are fundamental for effective communication, advanced counseling and therapy. Among the
basic skills essential to counseling psychology are the cultivation of attention, learning to ask questions,
paraphrasing and encouraging, reflecting feeling and meaning, confrontation and empathy. The course allows
students the opportunity to create, discover and/or examine and expand their personal counseling style through deep
investigation of both self and the professional literature. A primary focus is on being more conscious and intentional
in interpersonal communication and subsequently in the counseling process. Prerequisite: None (3 units)
205. Community Based Learning
This course is designed on a community based learning model and is intended to expose students to a variety of
social issues that affect individuals and families of low socio-economic status: poverty, deprivation, inadequate
housing, access to health care, access to education, and other salient issues. A variety of sites, schools, community
pantries, homeless shelters, soup kitchens, etc. are available for the student to choose. The student is expected to
assist in these sites as they are asked. This is not a therapy-based practicum and students do not provide any
counseling services. Students are expected to participate in their site for 4 hours per week and attend a 90-minute
weekly reflection period. Prerequisite: None (3 units)
211. Human Sexuality
This course provides information and perspective to future therapists regarding biological, developmental,
behavioral, emotional, and cultural aspects of human sexuality. It is principally clinical in focus: reading materials,
classroom experiences and discussions are used to augment students’ knowledge of human sexual functioning, both
potential and problematic, and to expand students’ comfort with their future role as therapists to couples and
individuals. Prerequisite: 212 or 216. (3 units)
212. Psychology of Relationships
The focus of this course is relationships: how human beings develop as relational beings; how they orient toward
themselves and toward others in relationship; how they orient in the therapeutic relationship; how their relational
templates may be the focus of therapeutic intervention. Study is focused on the formation and dynamics of
interpersonal relationships in the individual, family, and couples. Study also includes traditional and nontraditional
relationships. Prerequisite: 200 or 216. (3 units)
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213. Foundations of LGBTQ+ Psychology
This course provides counseling psychology students with an opportunity to familiarize themselves with issues
likely to be encountered when working with LGBT clients. Students will confront their own beliefs and feelings
about same sex relationships and how these might affect their clinical work. Teaching methodology will include
lecture, readings and discussions, case studies, experiential exercises, testimonies of LGBTQ+ persons, and films.
Prerequisite: 200. (3 units)
214. Evidence-Based Approaches to Psychotherapy
This course focuses on research and clinical techniques related to evidence-based practice in psychotherapy. It
includes instruction on methodology, analysis, and synthesis of research on the efficacy and outcomes of
psychotherapy interventions, as well as training in evidence-based counseling techniques from a variety of
theoretical perspectives, including cognitive, behavioral, person-centered, and psychodynamic. Students gain an
understanding of how those techniques should be implemented with a variety of disorders and psychosocial issues.
Prerequisite: None. (3 units)
215. Psychology of Childhood
Explores the psychological world of the child from infancy through adolescence from a developmental perspective
with a particular focus on attachment/object relations theory. Examines processes associated with healthy
psychosocial adjustment, case conceptualization and treatment approaches. Prerequisite: 200. (3 units)
216. Psychology of Human Development
This course offers a developmental approach to the entire human life cycle from childhood through old age, with
focus on significant transitions and passages. Includes coping with change in the personal, social, and transpersonal
domains and how it has an impact on human growth and development. Prerequisite: None. (3 units)
218. Foundations of Psychotherapy and Personality
This course offers a comprehensive review of fundamental concepts in personality theories and their applications to
counseling and psychopathology, with special focus on explicating the relationship between theory and practice. Key
elements, concepts, and techniques associated with major theories of counseling are examined; identifying the
strengths and limitations of each of the major theories, as well as commonalities and divergences among them. The
course will help students formulate an initial personal theory of counseling from which to build as they evolve
through the program. Exploration of Psychoanalytic, Humanistic, Cognitive, Behavioral, Systems and multi-cultural
theory and technique are among the course foci. Prerequisite: None. (3 units)
219. Psychology of Group Counseling
This course is an introduction to small-group dynamics. Techniques of small-group leadership and experiential
involvement in group process. The phases of natural group development and ethical, professional leadership are
examined. Primary focus is on process-oriented, especially closed-ended groups. Lab group required concurrently or
prior. Prerequisites: 200 and 218; 221 is a co-requisite; 220 is strongly recommended as a prerequisite. (3 units)
220. Research Methods
Fundamentals of research and statistics in analyzing research in counseling and psychotherapy are addressed in this
course. There is an emphasis on the review, evaluation and interpretation of research literature, particularly in the
areas of child development and counseling, and marital and family therapy. Discussion of formulations of research
proposals and theses are included. Prerequisite: None. (3 units)
221. Group Counseling Lab
This lab is an experiential application of the theories and principles learned in 219. This lab is taken concurrently
with 219. Prerequisites: 200 and 218; 220 strongly recommended. (1.5 units)
227. Counseling Process and Skills
Intensive focus on the development of individual counseling skills through readings, discussion, experiential
exercises, and feedback on skill development. Reviews of videotaped interviews enhance self-observation skills and
understanding of therapeutic processes. Prerequisites: 200 and 218. (3 units)
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228. Advanced Counseling Process and Skills
This course is an intensive skill-building class presenting an integrative model of individual therapy. Theory and
interventions are based on process experiential (Emotion-Focused Therapy) and interpersonal (Time-Limited
Dynamic, Control Mastery) approaches. The class offers students opportunities to (a) learn and practice strategies
and techniques for working with process dimensions of therapy, (b) learn a wide range of therapy markers and the
specific interventions recommended for each of them, (c) gain experience as counselors in supervised therapy
mini-sessions, (d) practice advanced therapy skills during class, and (e) receive extensive feedback on their
counseling skills. The class is particularly useful for students just before or during their practicum experience.
Prerequisites: 200, 218 and 227. (3 units)
230. Psychotherapy with Lesbian, Gay, Bisexual, and Sexually Expansive Clients
This course is designed to provide a comprehensive overview of psychotherapy with lesbian, gay and bisexual
clients. Students will be introduced to a variety of clinical issues when working with lesbian, gay and bisexual
clients, including heterosexism and homophobia, minority stress, coming out, trauma, developmental and health
concerns, sexuality, relationships and parenting issues. Students will also learn the relevant clinical skills in working
with this population through experiential exercises, role plays, live demos, video sessions analysis, and skills
practice. Students will be asked to explore how their own backgrounds, experience and biases may impact their
therapeutic work with lesbian, gay and bisexual clients. (3 units)
231. Multicultural Counseling
This class addresses the evaluation of the various models of psychotherapy as they relate to diverse populations and
the influence of the mores and values of various ethnically and culturally diverse populations upon the counseling
process. Within-group differences associated with culture, acculturation, and identity development are explored in
depth. Self-exploration of racial/ethnic perceptions, attitudes, and experiences, as well as perceptions of gender,
privilege, SES, class, and other issues are included. Review and evaluation of contemporary examples of
multicultural research are discussed. Prerequisites: 200 and 218. (3 units)
243. Delinquent, At-Risk, and Nonconventional Youth: Trauma and Effects
Topics include: Concepts and characteristics of child and adolescent delinquency, including the effects of trauma,
violence and abuse; gangs; substance abuse; teenage parenthood; and dropout, anti-social, and nonconventional
behavior; Introduction to the treatment of these issues, including correctional education, special education, juvenile
justice, and social welfare systems as well as effective practices for counselors, including crisis, safety, and weapons
management among others. Prerequisite: None. (3 units)
244. Correctional Psychology
This course includes principles and procedures of correctional psychology and correctional education, including
current research on best practices. Discussion of prosocial development and skills, functional assessment and
curriculum, correctional psychology, criminal justice, vocational programs, aggression reduction, prejudice
reduction, life skills training, comprehensive systems, and treatment planning. Examination of therapeutic
approaches and model programs are addressed. Prerequisite: None. (3 units)
245. Transitional Treatment and Vocational Planning
Topics include: Program planning, treatment planning, effective transitions, and vocational planning for delinquent,
at-risk, and nonconventional youth. Coordinating planning, existing processes (IEP, IFSP, ILP, ITP), and promoting
future success; Functional assessment and intervention, program identification, placement, and support; Vocational
education programs, training options, assessment, and instruments; Job development, recruiting, placement, and
support; Impact of disability, criminality, lifestyle, and cognitive distortion; and Thinking processes, distortions, and
retraining. Prerequisite: None. (3 units)
264. Object-Relations Therapy
This course is an introduction to the central ideas and processes involved in the object-relations approach to
psychotherapy. Critical concepts such as projective identification, transference/countertransference, the holding
environment, internal objects, transitional phenomena, the therapeutic matrix, etc. are explored and practiced.
Readings from the British school (Klein, Winnicott) and American (Ogden) are blended with clinical practice and
discussion. Prerequisites: 212, 216, 218 and 227. (3 units)
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265. Cognitive Behavior Therapy
This course provides a “hands-on” approach to understanding the basic tenets of cognitive behavioral therapy
(CBT). Beginning with a comprehensive review of the fundamental concepts and research supporting CBT, students
will learn about and practice cognitive behavioral therapy through didactic lectures, experiential learning, readings,
group discussion, videos, and role plays. A primary focus in this class is practical applications of CBT, including
relaxation training, activity scheduling, and development of treatment plans for diverse populations. Prerequisites:
200 and 218; 214 recommended. (3 units)
266. Counseling the Adolescent
The adolescent as studied from developmental, sociological, and psychological perspectives, with special emphasis
on counseling strategies and action techniques appropriate to this critical transition age. Prerequisite: 200 and 216.
(3 units)
275. Ethical and Legal Issues in Counseling
Study of professional, legal, and ethical issues that emerge in marriage and family counseling, psychotherapy, and
private practice; understanding values as a method of critical thinking and behavioral analysis. Students confront
such issues as confidentiality, clients’ rights, mediation, as well as child, spousal/partner, and elder abuse.
Prerequisites: 200 and 218. (3 units)
276. Professional Orientation, Ethics, and Law in Counseling
This course addresses the study of licensing law and process, regulatory laws that delineate the profession’s scope of
practice, strategies for collaboration, and advocacy processes needed to address institutional and social barriers that
impede access, equity, and success for clients. Prerequisites: 275. (1.5 units).
280. Psychology of Aging and the Family
This course is an overview of the research on adult development, with an emphasis on large-sample longitudinal
studies. Concepts and definitions of adulthood are explored. Primary emphasis is on the clinical utility and
integration of stages of adulthood and both their empirical parameters and those presented in the world’s great
mythologies and contemplative traditions. Focus on identification and assistance with the transitional challenges of
middle and late adulthood. Finally, theories of aging and issues that concern the elderly; dynamics and complexity of
intergenerational families; social responses to aging and concerns of the extended family are integrated into practical
counseling models for individual, family, and group therapy. Prerequisite: 200 and 216. (3 units)
282. Gestalt Therapy for Individuals and Couples
The theory and techniques of Fritz Perls and the Gestalt school are included with an emphasis on applications to
family, individual, and couple counseling. Prerequisites: 200 and 218. (3 units)
283. Theory and Practice of Jungian Psychotherapy
Jung’s classical model of the psyche is employed as the organizing focus for study of the basic theoretical concepts
of complex theory, ego, Self, persona, shadow, anima/animus, archetype, collective unconscious, transcendent
function, and the process of individuation. All classes are built around case material and illustrated with images from
clients’ dreams and drawings. Exercises are used as an opportunity for students to become acquainted with Jungian
emphasis on the proper symbolic attitude in the therapist, and the appropriate clinical use of the Jungian methods of
amplification, active imagination, word association, and typology. Prerequisites: 200 and 218. (3 units)
285. Person-Centered Therapy
Carl Rogers’ contribution to psychotherapy is explored, with emphasis on developing essential qualities of healing
(e.g. empathy, congruence, unconditional positive regard) and exploring the research literature, from Rogers’ early
contributions to more modern theoretical developments. Prerequisites: 200 and 218. (3 units)
288. Existential Psychotherapy
Among the major theories of psychotherapy, Existential Psychotherapy holds a place that both blends with other
approaches and stands distinctly apart. Focused on the personal experience of meaning, this form of psychotherapy
explores the inner world as the client creates it. Beginning with the thinking of Viktor Frankl, the course focuses
primarily on the American approaches to existential therapy. Constructs employed include the centrality of choice,
the tension between the fear of the unknown (freedom) and the stagnation of the status quo (security), the salience of
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the here-and-now experience of self and the therapist use of self. Although a theory class, significant portions of the
class are clinical and pragmatic; exploring existential psychotherapy in film, demonstration and experimentation.
Prerequisites: 15 units including CPSY 227. (3 units)
291. Counseling for Grief, Loss and Trauma
This course explores psychological issues and skills in counseling people coping with loss, grief, and
life-threatening illness, and other traumatic circumstances. Topics include: current theory and research on coping
with and resilience to grief, loss, and trauma; assessment and therapeutic interventions with individuals and families;
cultural and spiritual dimensions; the evolving philosophy and practice of hospice and palliative care; stress
management for the therapist. The applicability of these concepts and skills to everyday psychotherapy practice is
emphasized. Prerequisite: 200. (3 units)
298. Psychology and Spirituality
This course includes a comparative study of various Eastern and Western themes and schools of spirituality and an
in-depth exploration of the implications and relationship of these views to counseling psychology. Topics include:
the nature of the human person and criteria for assessing a person’s spiritual-psychological health and growth; stages
of development; teachings on how to guide or work with another; and views on such themes as authentic love,
humility, guilt, and discernment. Prerequisite: 200. (3 units)
300. Career Development and Life Planning
Topics include: Overview of the career development field, focusing on current career development and decision
theory; Applications of theory across various settings (industry, clinics, schools, rehabilitation, etc.).;Exploration of
changing concepts of work and career and Examination of the meaning and spirituality of work, and of “calling,”
conscious life planning and lifestyle choices. Prerequisite: None. (3 units)
302. Formal & Informal Assessment in Career Development
Topics in this course include: Familiarity with, and use of, current career assessment instrumentation; Evaluation of
leading instruments; selection criteria governing use of instruments according to client needs; Interpretation of
individual and group assessment data; and Practice in completing the career counseling interview, including
appropriate assessment and interpretation. Course includes an approved, individualized, formal career assessment to
be completed either prior to or concurrent with 302. Prerequisite: 300. Recommended: 319. (3 units) NOTE:
Required for 90-unit LPCC or 90-unit LPCC/MFT Track.
306. Sex Therapy
This course provides an introduction to the theory and practice of sex therapy, including sexual physiology, sexual
response cycles, sexual disorders, sexual assessment and treatment, and diversity in sexual expression. Also covers
the fundamentals of AASECT certification and professional code of conduct. Prerequisite: 211. (3 units)
308. Counseling for Crisis, Emergency, and Disaster
This course explores psychological issues and skills in counseling people facing crisis, emergency, and disaster.
Topics include: theory and research on the effects of emergency and disaster; assessment strategies;
multidisciplinary responses to crisis, emergency, and disaster; and principles of intervention for individuals in crisis
or confronting emergency and disaster situations. Prerequisites: 200, 291. (1.5 units)
310. Independent Study
Supervised course of study initiated by the student. A written proposal and course syllabus must be submitted to the
Dean’s Office by the end of the first week of the term in which the course will be conducted. The proposal must be
approved with signatures from the faculty member of record and the Department Chair. Note: Only Full-time
faculty members may direct an independent study. (1-6 units)
311. Psychology of Marriage and Couples Counseling
This course is an introduction to methods, theories, and techniques of premarital, marital, sexual, and divorce
counseling. Initial focus is on normal relational development, followed by characteristic methods of intervention
with relationship difficulties in a primary dyadic relationship. Couple relationships within the cultures most common
in California are explored and integrated with the more generic foci. This class includes considerable media and
experiential components. Prerequisites: 212 and 227. (3 units)
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315. Family Therapy
This course is an introduction to systems theory (e.g., Structural, Bowenian, Strategic) and procedures appropriate to
working with families. Opportunity to practice counseling with simulated families is included. Prerequisites: 212
and 227. (3 units)
317. Therapeutic Interventions with Children
A broad range of therapeutic interventions with children and families are presented, with a particular focus on play
therapy. Case conceptualization, diagnostic formulation, and issues related to treatment planning are addressed. The
influence of class, culture and ethnicity on the assessment/treatment process is explored. Prerequisite: 200 and 216.
(3 units)
318. Clinical Assessment I: Diagnosis
This course is a study of the therapeutic decision-making process in the context of psychopathology and the clinical
setting with emphasis on the recognition, classification, understanding, and diagnosis of abnormal behavior.
Traditional DSM diagnostic categories are studied, including psychotic disorders, mood disorders, anxiety
disorders, obsessive-compulsive disorders, sleep disorders, neurocognitive disorders, and personality disorders.
Prerequisites: 218 and 220. (3 units)
319. Clinical Assessment: Testing
Emphasis on diagnosis and clinical judgment, including such issues as type of impairment, degree of impairment,
predictability, and treatment plan, as well as sources of error judgment and how these errors are minimized. The use
of individual, couple, and family assessment techniques, projective tests, personality inventories, and other
instruments in a professional setting. Prerequisites: 220, 318 and 328. (3 units)
320. Substance Use and Addiction: Assessment and Treatment
This course focuses on substance use, the nature of addiction, , and treatment strategies in both individual and group
psychotherapy modalities. Included are various clinical approaches to treatment; coordination of treatment with
12‐step programs; co‐occurrence of substance use with other disorders; understanding the stages of recovery; and
working with adolescents. Prerequisite: None. (3 units)
321. Dual Diagnosis: Assessment and Treatment
This course covers the complexities and interactions in the diagnosis and treatment of DSM psychological disorders
in the presence of co-occurring substance use disorders. Prerequisite: 320. (1.5 Units )
323. Psychopharmacology
This is an introductory course designed for those without biological or medical training to provide a firm basis in
practical neurophysiology and psychopharmacology. Course foci include the structure and functions of the nervous
system, interactions of other organ systems, principles of pharmacodynamics and pharmacokinetics. The material is
presented from a clinical orientation with illustrative case examples. Boundaries of practice and practical issues of
assessment and referral are covered in depth. Prerequisites: 218, 318, 328. Can be taken concurrently with
practicum. (3 units)
324. Biological Basis for Behavior
This course examines the biological basis for neonatal to early childhood development and behavior. Emphasis is
placed on an understanding of the positive and negative effects of environment on early brain development and their
sequelae in later life, including development and behavior in adolescence, adulthood and old age. Prerequisites: 216
and 218. (1.5 units)
325. Child-Centered Play Therapy
This course will provide students with the foundational knowledge of the central components of Child-Centered
Play Therapy. Much of the work of the Play Therapist is to help children make sense of difficult life experiences.
Accordingly, this course will place special emphasis on the ways Child-Centered Play Therapy is uniquely suitable
to meet the emotional and psychological needs of child clients. Students will be tasked with learning the core skills,
competencies and methods of non-directive Play Therapy, as well as building greater awareness of skills of
maintaining the therapeutic relationship and therapeutic space. By the end of this course, students will be able to
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evidence knowledge, understanding and competence in Child-Centered Play Therapy intervention skills and
effective provision and analysis of a non-directive Play Therapy intervention. Prerequisites: 216, 218, and 317.
326. Early Childhood/Infant Mental Health
This course offers a relational, developmental, and cross-disciplinary perspective on the functioning of infants,
toddlers, preschoolers, and their caregivers. Students will learn about the diagnostic system and cultural formulation
for young children, the DC:0-5. The course will offer a survey of key thinkers and theoretical influences on this
sub-specialty (attachment theory, affect regulation theory, parent-child relationship competencies), and the rationale
behind some current approaches to observation, assessment and treatment. This class will also introduce conceptual
and experiential components of reflective practice, a core tool for working with this population. Practical tools for
developmental and diagnostic screening will be introduced as well as an orientation to cross-disciplinary systems
and community resources for children birth to age 5. Prerequisites: 216 and 317.
328. Clinical Assessment II: Issues in Child Diagnosis
This course is a study of the therapeutic decision-making process in the context of psychopathology and the clinical
setting with an emphasis on clinical and diagnostic issues in working with children and youth. Traditional DSM
diagnostic categories are studied, including neurodevelopmental disorders, eating disorders, disruptive behavior
disorders, substance use and addictive disorders, and disorders related to trauma. Prerequisites: 218, 220 and 318. (3
units)
329. School-Based Mental Health: Theory and Practice
This course is an introduction to school-based mental health, intended to increase knowledge of the ins-and-outs of
school culture and how to work effectively as a mental health counselor in school settings. Content will include a
review of ethical guidelines for working with students, teachers, parents, administrators, and other professionals, as
well as plenty of practical tools for providing direct (e.g. mental health counseling) and indirect services (e.g.
consultation). Special topics addressed will include crisis response, violence/bullying prevention, social and cultural
diversity, and special education laws and practice. Prerequisites: 318, 328. (3 units)
330. Introduction to Counseling Practicum (Pre-Practicum)
This course is for students who have completed 18 units and want to gain pre-practicum hours of experience. The
focus of the class is the initial counseling experiences for MFT track students. The class involves both field
placement and ten hours of seminar/consultation class meeting and meets California MFT licensing requirements for
practicum hours. Students will coordinate site placements through the Practicum Director. Topics include
assessment, diagnosis, treatment planning, case management, cultural competency and counseling interventions.
Prerequisites include CPSY 200, 216, 218, and 275 (others may be determined by placement). One unit per term.
May be taken up to three times. (1 unit)
331. Field Experience
Supervised field experiences in community services such as juvenile probation, mental health, community colleges,
etc. To be taken in the second half of the 45-unit degree program, after completion of the counseling core. Weekly
seminars for consultation and discussion with a supervisor on such topics as case management and evaluation,
referral procedures, ethical practices, professional and client interaction, confidential communication, and
inter-professional ethical considerations. Arrangements with the site must be made before the beginning of course.
Enrollment of 331 is typically very small. Meetings with professors are individual and ongoing. Prerequisites: Six
core courses and permission of instructor. (3 units per term; 6 units required)
332. Psychotherapy with Transgender and Gender-Diverse Clients
In this course students will develop clinical skills to work effectively with Transgender and Nonbinary clients (i.e.,
Gender Nonconforming, Genderqueer, Intersex and others exploring alternative expressions of gender and
sexuality). The course will address terminology, the damaging effects of misgendering, and will also support
students in learning how to demonstrate respect and allyship with gender nonconforming clients. Readings,
discussions, experiential exercises, case studies, and feedback on skills development will be components of this
class. Prerequisite: 213 or permission of instructor (3 units)
333. Counseling Practicum
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Supervised counseling experience designed specifically to meet California MFT and LPCC licensing requirements.
Weekly seminars for consultation and discussion with a licensed supervisor on such topics as case management and
evaluation, systems of care, community resources, advocacy issues, referral procedures, ethical practices,
professional and client interaction, confidential communication, and documentation, among other issues.
Prerequisites: Six core classes; 212, 219, 221, 227, 311, 315, 317, 318, 328, and permission of instructor. Must
begin in the Fall quarter. (3 units per term; 9 units required)
351. Advanced Seminar in Family Therapy
For students who have completed CPSY 315, and 317 and wish to participate in advanced training in brief family
therapy. Students will receive intensive training in conducting strength-based parent counseling (C.A.R.E. Parent
Therapy). In addition, students will have the opportunity to conduct brief counseling with a parent(s) at a local
community clinic. Recommended for students interested in family and child therapy, and short-term approaches to
treatment. Prerequisites: 218, 315. Recommended: 317. (3 units)
352. Gender and Counseling Psychology
The major purpose of this course is for students to learn about gender issues within the field of counseling
psychology from a multicultural and feminist perspective. Students will gain essential knowledge and techniques to
work with developmental gender issues in diverse settings. In building on their extant multicultural competency,
students will cultivate greater knowledge, awareness, and skills to provide culture-and gender-sensitive clinical
practice. This course will help students recognize the ways in which gender issues and socialization affect men,
women, and non-binary experiences and identities in an evolving and multicultural society. Prerequisites: CPSY
231. (3 units)
360. Latinx Psychology
Designed to enhance the knowledge and skill components of their multicultural training (CSPY 231), with a specific
focus on Latinx cultures. An overview is offered of the Latinx experience within a socio-political and psycho-social
context, and implications for therapeutic interventions are explored. Topics covered include: culture and personality,
acculturation and ethnic self-identification, gender role socialization, influence of family and other systems,
educational achievement, religion and spirituality, traditional healing practices, immigration and diversity within the
Latinx population. Prerequisite: 231 or permission of instructor. (3 units)
361. Special Topics in Multicultural Psychotherapy
This course examines special topics in multicultural psychotherapy (e.g. Latinx access to health care services;
related topics of health care access and advocacy, and health education programs). (1.5 Units)
362. Individual Counseling Skills with Latinx Clients
Development of counseling skills within a cultural context. An examination is provided of how the counseling
process is affected by cultural dynamics and counselor/client variables. Students will learn how to use cultural
variables to help develop empathy and a strong working alliance with Latinx clients. Discussion, demonstration and
application of various therapeutic and treatment approaches. Feedback and supervision provided for specific skill
development. Prerequisite: 200. Recommended: 231. (3 units)
364. Interventions with Latinx Families and Children
This course offers specific information on “therapy techniques” with Latinx family members. The importance of
setting for the “therapy” is examined. An enhanced understanding is proffered from common experiences Latinx
families have with various systems of care including schools, hospitals, community mental health agencies, and
social service agencies. Within this framework, applied therapy techniques for children and families are examined.
A strength-based, systems approach will be used to guide our discussions. Prerequisite: 200. Recommended: 231
and 360. (3 units)
366. Spanish-Based Interviewing and Assessment
Course conducted completely in Spanish. Emphasis will be placed on conducting client interviews, assessments,
making recommendations, and providing instructions in Spanish. Other topics include: use of advanced-level
Spanish in job/field-related language contexts and discussion of field-related articles and theories. Prerequisite: 200
and fluency in Spanish. (3 units)
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380. Positive Psychology and Health
Introduction to positive psychology, the empirical study of what leads humans to develop and flourish. Introduces
theory, research and applications, exploring the implications of positive psychology for our understanding of health
and illness. Topics include: What is health? Wholeness? Wellness? What makes people happy? How do you help
people not merely survive, but thrive? How do we foster stress-related growth? What is the role of spirituality in
health? What are positive psychological interventions? Students are encouraged to think critically about what it
means to be healthy, and to reflect on personal experiences related to health and illness. Prerequisites: 200 and 218.
(3 units)
381. Health Psychology: Theory and Practice
This course is an introduction to health psychology theory, research, and practice, with a special focus on health
promotion and health behavior change. Topics include: models of health and illness; biopsychosocial factors in
illness; personality, health, and coping; social support and health; health assessment; models and strategies for health
behavior change, including Prochaska’s stage model and motivational interviewing; issues and preventions with
specific health behaviors; and health promotion in the workplace and other settings. Prerequisite: None (3 units)
385. Stress and Stress Management
This course is an introduction to conceptual models of chronic stress in home, work, and community environments.
Particular attention is paid to methods and programs to assess, as well as alter, chronic stress. Emphasis is placed on
the bio/psycho/ social factors in the etiology, maintenance, and modification of stress. Intervention methods are
demonstrated and practiced. Prerequisite: None. (3 units)
388. Mindfulness and Psychotherapy: Theory, Research and Practice
This course will focus on the construct of mindfulness and its applications to psychotherapy. An experiential and
academic understanding of mindfulness will be emphasized. The experiential component will involve training in
meditation and mindfulness practices. The academic component will involve rigorous examination of current
research on the applications of mindfulness in health care, as well as exploration of current theories of mindfulness
and its applications to clinical work. The intention of the course is to help students better understand the construct of
mindfulness and how it can be applied in clinical practice as a technique for clients, a theoretical frame for
therapists, and as a means of enhancing therapist skills, for example, empathy and attention. A final intention is for
students to explore the potential benefits of mindfulness for their own self-care and self-inquiry. Prerequisite: None.
(3 units)
389. Advanced Group Counseling
For students who have completed 219 and wish advanced training in group leadership procedures. This course
focuses on practices of group therapy, and on the complexities of parallel processes and the transference/
countertransference issues in groups. Both practical and academic approaches are taken; each student applies
classroom learning to an ongoing group process situation. Extensive use of videotape, role-playing, and hands-on
practice. The class includes a required one-day “marathon” group session. Recommended for students who expect to
do group counseling and therapy in their post-master’s employment. Prerequisites: 200, 218, 219. (3 units)
390. Advanced Seminar in Couples Therapy
This course is specifically designed to help students conceptualize and plan treatment for couples. The stress is on
issues of structured and non-structured interviewing, transference and countertransference, and family of origin.
Normally the class views and examines a “live case” or case scenarios through the term and/or class participation in
problem-solving couples’ difficulties and extensive case examples and role playing. Examination of divorce issues
and alternative lifestyles is included. Prerequisites: 212, 227 and 311. (3 units)
391. Hypnotic Techniques in Counseling and Therapy
This course is an introduction to hypnotherapeutic techniques in the therapy context. Students learn to induce trance
states and the appropriate application of these for therapeutic purposes. The course emphasizes ethical utilization in
both traditional and indirect hypnosis. The use of hypnosis as a part of psychotherapy is explored in depth. A
clinically oriented course; research and literature are used to support the clinical application of hypnosis for such
issues as pain control, memory retrieval, anesthesia, habit control, and direct therapy. Prerequisites: 227. Usually
taken on a pass/ fail basis. (3 units)
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395. Advanced Object Relations Seminar: Clinical Techniques
This is an advanced skill building course which addresses technique-related topics relevant to the growth and
development of the skilled Object Relations therapist. Course focuses in depth on different topics during different
terms. Topics range from developing a clinical stance, to uses of interpretation, working in the transference, working
with countertransference and projective identification, working with frame issues, working with the schizoid patient,
working with the narcissistic patient, the technical Winnicott, the technique papers of Freud, etc. Course will include
relevant readings, presentations of case material, and experiential clinical practice. Prerequisite: 264 or permission
of instructor. (3 units)
399. Thesis
Optional course; usually selected by candidates preparing for doctoral studies. The thesis should concern a
recognized problem in the student’s field of specialization, should make a scholarly contribution to the extant body
of knowledge in this area, and should review the principal sources of knowledge. Format should follow the
guidelines established by the American Psychological Association. Supervision and review of the thesis provided by
faculty member(s) designated by the chair of the Department of Counseling Psychology. Students may replace the
Comprehensive Examination with completion of an approved thesis. Requirements for thesis submission are
negotiated with the thesis faculty director. (1-6 units) See the university website for directions for submitting the
completed thesis. (http://www.scu.edu/library/info/policies/thesis.cfm#steps)
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Chapter 7: Department of Education
MISSION AND GOALS
The mission of the Department of Education is to prepare professionals of competence, conscience, and compassion
who will promote the common good as they transform lives, schools, and communities. Rooted in the Jesuit
tradition at Santa Clara University, the core values of reflective practice, scholarship, diversity, ethical conduct,
social justice, and collaboration guide both theory and practice.
Department of Education goals: The faculty, staff, and students in the Department of Education
• Make student learning our central focus
• Engage continuously in reflective and scholarly practice
• Value the diversity of California and our region
• Become leaders who model ethical conduct and a commitment to social justice
• Seek collaboration with others in reaching these goals
The Department of Education has two program areas: Teacher Education and Educational Leadership. These
programs offer a range of options including those that lead to recommendations for California teacher and
administrator credentials, certificate programs, and graduate degrees designed to meet the needs of prospective and
practicing teachers and administrators in PK-12 public, private, charter, and Catholic schools as well as leaders in
educational settings.
EDUCATION DEPARTMENT PROGRAMS:
Master of Arts in Teaching Degree + Teaching Credential (MATTC) Program for Future PK-12 Public School
Teachers in person and online.
PK-12 TEACHING CREDENTIAL PROGRAMS
The Master of Arts in Teaching + Teaching Credential (MATTC) prepares individuals to become effective,
equitable, and ethical teachers. This program fully integrates:
A. the professional coursework and clinical field experiences required by the California Commission on
Teacher Credentialing (CTC);
B. master’s-level expectations for academic rigor; and
C. focused engagement in, and consideration of, the ethical dimensions of teaching.
Students can select a one-year or two-year academic sequence for the traditional student-teaching or Intern-pathway
program. At the conclusion of MATTC, students earn both a Master of Arts in Teaching degree from Santa Clara
University and a recommendation for a California SB2042 preliminary multiple subjects (MS) or single subject (SS)
teaching credential.
Students in MATTC-MS (Multiple Subjects) are typically preparing for careers as elementary school teachers; their
coursework and clinical practice experiences help them learn how to teach multiple subjects to a group of diverse
learners in a self-contained classroom.
Students in MATTC-SS (Single Subject) are preparing for careers teaching a single subject to students at the middle
or high school level. MATTC-SS offers the preliminary single subject credential in these content areas: English,
foundational mathematics, science (general science, biology, chemistry, physics), social sciences, and world
languages (Spanish).
MATTC candidates have the option to attend all their courses in person, online (remote), or a combination of
in-person and online. Candidates will declare their preferred modality when applying to the program and commit to
take the coursework in their selected modality, with exceptions approved by the student’s academic advisor and
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contingent on space availability. Preference in enrollment will be given to the students selecting courses in their
selected modality.
Online Master of Arts in Teaching + Teaching Credential (OMATTC)
MATTC candidates opting for the online program will have the following residential requirements: Two residential
learning experiences with SCU faculty (one at the start of the program, and one mid-way through students’ final
year), as well as an in-person student teaching placement or internship with mentoring that would take place in the
students’ home area.
● Residential 1: This would be a four-day in-person retreat and learning experience. Students would complete the
2-unit EDUC 250: Ethics, Reflection and Diversity: Introduction to Teaching, engage in a variety of community
building and advising activities to get them started in the program, and provide opportunities to get to know the staff
and faculty who will support them through this program. This will take place before the start of the Fall Term.
● Residential 2: Midway through students’ second year in the two-year program, students will participate in a
three-day in person retreat and learning experience. The core focus of this meeting will be assessing students’
proficiency in a variety of teaching performance expectations, careful review with field supervisors of video
recordings of their work, and discussion, advising, and planning regarding any academic or teaching performance
issues that are emerging.
● Student teaching placement or internship. A key learning activity of our teacher preparation program is the
full-year practicum that students complete. Part-time EDUC Proposal to Academic Affairs Committee –April 2022
students complete this in their second year. Practicum must be in person at a public school, with the cooperation of a
Master Teacher who hosts the MATTC candidate in their classroom and the school’s Principal. SCU identifies and
contracts with a Field Supervisor that provides additional feedback and evaluations of the candidate’s teaching
performance. Field Supervisors will rely on an online system (e.g., GoReact) to conduct their observations and
provide feedback.
MATTC candidates opting for the in-person modality have the option to take no more than 30%
of their courses online, if space is available in those course sections.
MATTC candidates opting for the “hybrid” option (a combination of in-person and online) will be able to take 60%
of their courses in person and 40% online, in consultation with their academic advisor.
Bilingual Authorization
Accredited by the Commission on Teacher credentialing, the Bilingual Authorization in Spanish qualifies
credentialed, multiple and single subject teachers to provide Spanish language instruction in their content areas.
Students beginning the MATTC program with bilingual Authorization in Spanish (B-MATTC) will complete three
additional courses and complete their student teaching placement in a bilingual setting. Candidates who already
hold a multiple or single subject teaching credential will complete a four-course sequence, over four quarters.
Spanish language proficiency is required for all applicants through successful passage and submission of the Spanish
LOTE III (CSET).
Catholic Masters of Arts in Teaching
The Catholic Masters of Arts in Teaching (CatMAT) program is a two-year Master of Arts in Teaching specially
designed for current Catholic school teachers. The CatMAT program provides recently hired (and current) Catholic
school teachers academic preparation and development for the classroom; offers a pathway toward earning a
credential and a Master of Arts in Teaching, and creates opportunities for fellowship to develop among these
educators. Members of CatMAT enter the program in a cohort of teachers (n~15), with whom they would take the
majority of their courses over the two years of degree completion. To support the growth of professional fellowship
(which is so important to the identity development and learning of new teachers), CatMAT members are invited to
attend regular cohort-based community and spirituality events sponsored by ECP.
Abbreviated Route to the Preliminary Credential for Catholic School Teachers with Six or More Years of
Experience
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Teachers with six or more years of full-time Catholic school experience teaching a subject in which the CTC offers a
teaching credential may earn a preliminary multiple or single subject teaching credential without completing the
entire preliminary credential phase of the CatMAT block. Teachers who believe they are eligible for this credential
pathway should contact the Director of Teacher Education or the Director of Catholic Education.
Educational Leadership
The Educational Leadership program offers several programs for students interested in advancing their careers in
educational administration and other positions of leadership. Students are admitted to one of the following
programs:
• Preliminary Administrative Services Credential (PASC)
• Clear Administrative Services Credential (CASC)
• Masters of Arts in Educational Leadership
• PASC + Master of Arts in Educational Leadership
• Educational Doctorate (Ed.D.)
[SUMMARY DESCRIPTIONS OF EACH OF THESE PROGRAMS. COURSE LISTINGS GROUPED BY
PROGRAM]
Master of Arts in Educational Leadership
The Master of Arts degree in Educational Leadership requires the completion of a minimum of 45 units. This
program consists of a set of core, required courses and electives, both of which are outlined below. Students wishing
to complete their Preliminary Administrative Services Credential as part of the MA program have a longer set of
required courses. Those interested in pursuing careers in higher education leadership or social sector/non-profit
leadership will work closely with their advisor to choose electives from among the lists below and the other
offerings available in the School of University
Core curriculum for all MA in Educational Leadership students:
• EDUC 372 Communities, School & Critical Social Theory
• EDUC 360 Organizational Leadership: Leading Change and Culture
• EDUC 366 Community Leadership and Public Relations
• EDUC 365 Human Resource Development
• EDUC 428 Financial Management
• EDUC 369 Action Research
The Master of Arts degree in Educational Leadership consists of 45 units. There are two options within the
Educational Leadership degree program: 1) Candidates who are interested in leadership in educational systems
outside of school contexts must complete 10 required courses: EDUC 360, 362, 363, 365, 366, 367, 368, 369, or
490, 370 or 376, 428 and five approved electives for a total of 45 quarter units. 2) Candidates who plan to work in
K-12 Education the student will take 361, 364, 371, and 374.
Candidates who hold an appropriate prerequisite credential and are interested in pursuing their Preliminary
Administrative Services Credential should select the second option of California Preliminary Administrative
Services Credential and Master of Arts degree.
In order to be eligible for a Preliminary Administrative Services Credential and a Masters of Arts in Educational
Leadership, a student must complete 14 required courses: EDUC 360, 361, 362, 363, 364, 365, 366, 367, 368, 369 or
490, 370 or 376, 371, 371,428 and one approved elective for a total of 45 units. Students must be admitted to both
the credential and Master of Arts degree programs and meet the credential prerequisite requirements.
The Certificate in Catholic Education Leadership is open to those who wish to assume leadership positions in
Catholic Schools and is offered in cooperation with the Department of Catholic Schools in the Diocese of San Jose.
To earn this certificate the students must complete ten courses: EDUC 360, 361, 362, 363, 365, 366, 368, 370, or
376, 371, and 428. Upon completion of the certificate
The Master of Arts Degree in Educational Leadership with the Preliminary Administrative Services Credential
addresses all of the California Administrator Performance Expectations and authorizes qualified individuals to work
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as school principals or central office administrators in public, private, charter or Catholic schools. At the conclusion
of the program, participants who have secured employment as administrators qualify immediately for the
preliminary administrative services credential. Program completers who are not employed in administrative
positions receive recommendations for a Certificate of Eligibility. The Certificate is exchanged for a preliminary
administrative services credential upon employment as an administrator.
CERTIFICATES IN EDUCATION
Certificate in Alternative and Correctional Education
The Certificate program in Alternative and Correctional Education is a unique curriculum jointly offered by the
departments of Education and Counseling Psychology. This program offers specialized training for teachers,
counselors, or administrators wishing to increase their professional effectiveness with students who are in alternative
and correctional education settings. The certificate program requires 12 units of coursework (4 courses), submission
of a portfolio, and completion of supervised fieldwork.
DEPARTMENT OF EDUCATION COURSE DESCRIPTIONS
MATTC Course Descriptions: Multiple Subject Courses
221M. Effective Teaching for Students with Disabilities in TK-12
Effective Teaching for Students with Disabilities provides multiple and single subject teaching credential candidates
with an introduction to creating positive and effective, inclusive, instructional environments for all learners,
including students with disabilities. This course introduces the candidates to a range of strategies for learning about
their student's background knowledge, experiences, and interests and for identifying their academic, language, and
social skill levels. Focused on the use of effective, inclusive teaching practices that enable all students to be
successful, the course develops candidates’ ability to plan and implement flexible, standards-based instruction that
will enable every student to learn every day. This course includes a study of types of disabilities according to IDEA
2004 and California rules and regulations, criteria for identification for special education services, as well as an
examination of the types of services provided in response to student needs. Candidates examine the population of
students included for special education services, the continuum of services available, and different models of service
delivery. (3 units)
250. Ethics, Diversity, Reflection: Introduction to TK-12 Teaching
This intensive five-day course orients credential candidates to the MATTC preliminary teaching credential program
and to the teaching profession. Emphasis is placed on providing opportunities for candidates to learn and practice
the inquiry, thinking, and reflection skills that are the foundation for teachers’ ongoing professional development
throughout their careers. (2 units)
251. Technology for Elementary Teachers
This course is designed to acquaint teacher credential candidates with learning theories, practices, hardware,
software applications, and web resources that are useful in integrating technology into the daily practice of K-12
teachers. The course meets the requirements identified in the technology standard for teacher preparation for the
State of California. The guiding philosophy for the course is Constructivism, instantiated in the design of
collaborative, project-based learning activities that capitalize on the full potential of educational technologies.
Students will be expected to fully engage in classroom exercises, group projects, and small-group and whole-class
discussions on the assigned readings. (3 units)
252. Social Foundations in TK-12 Education
The goal of this course is to examine the historical, social, philosophical, and legal foundations of American
education. We explore the impact of these various influences on the current state of education, as well as consider
the future of education in a diverse society. This course provides an opportunity to reflect on our roles as educators
and the manner in which we will work to improve the educational experience for all students. (3 units)
253. Typical and Atypical Development & Learning in TK-12
Drawing on both developmental and educational psychology, this course examines theories and patterns of learning,
development, and individual differences as they relate to teaching practices and educational programs. Students
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apply theories of cognitive, physical, social/emotional, and motivation to learning contexts among children and
youth. (3 units)
257. English Language Development in Elementary Schools
This course is designed to provide knowledge of the linguistic and cultural aspects of developing English language
proficiency. Students develop an understanding of the theory and methods of teaching linguistically diverse learners,
including models for designated and integrated English language development as well as sheltering strategies to
make content more accessible. (3 units)
258. Developing Positive Classroom Cultures–Elementary
This course will explore the importance of establishing a positive structured learning environment by developing a
successful classroom management model that is consistent with the California Standards for the Teaching
Profession. Topics will include, but not be limited to, the following: motivation, managing time and physical space,
and establishing rules and routines. (3 units)
259A. Elementary Mathematics Methods I
This course is Part 1 of a two-course sequence in elementary mathematics teaching methods. This sequence is
designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in
elementary schools. Through assigned readings, classroom discussions, content-rich mathematics activities, and
assignments that require data collection in your field placement, you will be supported as you make sense of how to
approach the profession of teaching. Through thinking about ourselves as teachers, examining classroom culture and
structure, and conducting clinical interviews on number concepts, we will set the stage for our development as
elementary mathematics teachers. (3 units)
259B. Elementary Mathematics Methods II
This course is Part 2 of a two-course sequence in elementary mathematics teaching methods. This sequence is
designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in
elementary schools. Through assigned readings, classroom discussions, content-rich mathematics activities, and
assignments that require data collection in your field placement, you will be supported as you make sense of how to
approach the profession of teaching. By examining classroom culture and structure, and evaluating, designing, and
implementing math lessons, we will set the stage for our development as elementary mathematics teachers. (3 units)
261. Teaching Reading in Elementary School
This course enables credential candidates to develop awareness and understanding of current theories and best
practices of comprehensive, balanced reading instruction in elementary school settings. Candidates will learn how to
adapt instruction to meet the needs of individuals based on their cultural, linguistic, and experiential backgrounds
and their specific needs as learners. Focused attention will be given to the nature of reading difficulties and
principles of diagnosis and assessment. Content presented in this course prepares candidates for the Reading
Instruction Competence Assessment (RICA). This course is required of all multiple subject teaching credential
candidates. (3 units)
262. Teaching Language Arts in Elementary Schools
A study of language arts teaching strategies, with a focus on teaching writing to students in grades K-8, including
English learners and students with special needs. Focused attention is given to techniques for integrating literature
and language arts instruction with science and social studies content. (3 units)
263. Elementary Methods in Social Studies and Visual Performing Arts
In this course, multiple subject credential candidates learn how to design, implement, and evaluate standards-based
social science lessons and how to integrate content from the California content standards for visual and performing
arts, and the California Common Core. The course emphasizes mastery of instructional strategies that create
opportunities for all students, including English learners and students with special needs, to read and write about
how to use social studies for social justice and how to incorporate the visual and performing arts as ways to express
and visually represent meaningful learning. Topics include working with curriculum frameworks and content
standards, developing curriculum units, and planning lessons that maximize the learning of all students. (3 units)
264. Elementary Methods in Science, Health, and Physical Education
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This course is designed to assist multiple subject credential candidates in developing the skills necessary to design
and carry out science, health, and physical education instruction, demonstrations, and laboratory experiences for
students in elementary and middle school programs. We will build on current research and best practice in order to
foster science learning in K-8 students. The process of creating content, developing curriculum, and applying
standards to generate meaningful lessons are emphasized with an additional area of emphasis being placed on
assessment and collaboration. Scientific inquiry, project-based instruction (PBI), Common Core integration, and
Next Generation Science Standards (NGSS) will be emphasized along with best practices in the STEM model. (3
units)
265. Assessing Elementary Student Learning
This course is designed to help future and current teachers of culturally and linguistically diverse elementary school
students to understand, develop, and implement a range of effective, practical strategies for assessing and
documenting the academic achievement of their students, including English Learners, students with
identified/unidentified exceptionalities, and students eligible for a free or reduced-price; develop the skills and habits
of mind necessary to use assessment results to plan effective instruction for every student; learn how to present and
discuss assessment results with other education professionals and with students’ parents. (3 units)
231A. Ethical Reflective Practicum in Elementary Schools I
This class is the first in a series of four field experience courses designed to introduce teacher credential candidates
to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (2 units)
231B. Ethical Reflective Practicum in Elementary Schools II
This class is the second in a series of four field experience courses designed to introduce teacher credential
candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main
focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.
This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives.
The seminar, in combination with classroom observations, will provide students the opportunity to discuss
instructional strategies and methodologies, as well as problems and issues in public education. It will also provide
classroom-based support while students complete the Teacher Performance Assessments (TPAs). (4 units)
231C. Ethical Reflective Practicum in Elementary Schools III
This class is the third in a series of four field experience courses designed to introduce teacher credential candidates
to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (6 units)
231D. Ethical Reflective Practicum in Elementary Schools IV
This class is the fourth in a series of four field experience courses designed to introduce teacher credential
candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main
focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.
This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives.
The seminar, in combination with classroom observations, will provide students the opportunity to discuss
instructional strategies and methodologies, as well as problems and issues in public education. It will also provide
classroom-based support while students complete the Teacher Performance Assessments (TPAs). (6 units)
231E. External School Practicum
This class is the first in a series of four field experience courses designed to introduce teacher credential candidates
to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
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clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (4 units)
231I. Ethical Reflective Practicum for Interns I
This class is the first in a series of four field experience courses designed to introduce intern credential candidates to
curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (2 units)
231I. Ethical Reflective Practicum for Interns II
This class is the second in a series of four field experience courses designed to introduce intern credential candidates
to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (4 units)
231I. Ethical Reflective Practicum for Interns III
This class is the third in a series of four field experience courses designed to introduce intern credential candidates to
curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (6 units)
231I. Ethical Reflective Practicum for Interns IV
This class is the fourth in a series of four field experience courses designed to introduce intern credential candidates
to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (6 units)
MATTC Course Descriptions: Single Subject Courses
221M. Effective Teaching for Students with Disabilities in TK-12
Effective Teaching for Students with Disabilities provides multiple and single subject teaching credential candidates
with an introduction to creating positive and effective, inclusive, instructional environments for all learners,
including students with disabilities. This course introduces the candidates to a range of strategies for learning about
their student's background knowledge, experiences, and interests and for identifying their academic, language, and
social skill levels. Focused on the use of effective, inclusive teaching practices that enable all students to be
successful, the course develops candidates’ ability to plan and implement flexible, standards-based instruction that
will enable every student to learn every day. This course includes a study of types of disabilities according to IDEA
2004 and California rules and regulations, criteria for identification for special education services, as well as an
examination of the types of services provided in response to student needs. Candidates examine the population of
students included for special education services, the continuum of services available, and different models of service
delivery. (3 units)
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231E. External School Practicum
This class is the first in a series of four field experience courses designed to introduce teacher credential candidates
to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (4 units)
231I. Ethical Reflective Practicum for Interns I
This class is the first in a series of four field experience courses designed to introduce intern credential candidates to
curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (2 units)
231I. Ethical Reflective Practicum for Interns II
This class is the second in a series of four field experience courses designed to introduce intern credential candidates
to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (4 units)
231I. Ethical Reflective Practicum for Interns III
This class is the third in a series of four field experience courses designed to introduce teacher credential candidates
to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (6 units)
231I. Ethical Reflective Practicum for Interns IV
This class is the fourth in a series of four field experience courses designed to introduce teacher credential
candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main
focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.
This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives.
The seminar, in combination with classroom observations, will provide students the opportunity to discuss
instructional strategies and methodologies, as well as problems and issues in public education. It will also provide
classroom-based support while students complete the Teacher Performance Assessments (TPAs). (6 units)
275. Ethics, Diversity, Reflection: Introduction to TK-12 Teaching
This intensive five-day course orients credential candidates to the MATTC preliminary teaching credential program
and to the teaching profession. Emphasis is placed on providing opportunities for candidates to learn and practice
the inquiry, thinking, and reflection skills that are the foundation for teachers’ ongoing professional development
throughout their careers. (2 units)
276. Technology for Secondary Teachers
This course is designed to acquaint teacher credential candidates with learning theories, practices, hardware,
software applications, and web resources that are useful in integrating technology into the daily practice of K-12
teachers. The course meets the requirements identified in the technology standard for teacher preparation for the
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State of California. The guiding philosophy for the course is Constructivism, instantiated in the design of
collaborative, project-based learning activities that capitalize on the full potential of educational technologies.
Students will be expected to fully engage in classroom exercises, group projects, and small-group and whole-class
discussions on the assigned readings. (3 units)
277. Social Foundations of Education in TK-12
The goal of this course is to examine the historical, social, philosophical, and legal foundations of American
education. We explore the impact of these various influences on the current state of education, as well as consider
the future of education in a diverse society. This course provides an opportunity to reflect on our roles as educators
and the manner in which we will work to improve the educational experience for all students. (3 units)
278. Typical and Atypical Development & Learning in TK-12
Drawing on both developmental and educational psychology, this course examines theories and patterns of learning,
development, and individual differences as they relate to teaching practices and educational programs. Students
apply theories of cognitive, physical, social/emotional, and motivation to learning contexts among children and
youth. (3 units)
282. English Language Development in Secondary Schools
This course is designed to provide knowledge of the linguistic and cultural aspects of developing English language
proficiency. Students develop an understanding of the theory and methods of teaching linguistically diverse learners,
including models for designated and integrated English language development as well as sheltering strategies to
make content more accessible. (3 units)
283. Developing Positive Classroom Cultures–Secondary
This course will explore the importance of establishing a positive structured learning environment by developing a
successful classroom management model that is consistent with the California Standards for the Teaching
Profession. Topics will include, but not be limited to, the following: motivation, managing time and physical space,
and establishing rules and routines. (3 units)
285 – 292. Secondary Content-Specific Methods Blocks
These courses are designed to enable single-subject credential candidates to develop the pedagogical content
knowledge necessary to teach their specific academic subject effectively to all students. Special attention is paid to
developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all
students equitable access to curriculum content. All single subject credential candidates are required to take the
Methods I and Methods II block in the content area aligned with the credential they are seeking (3 units per course)
285A. Secondary English Methods I
285B. Secondary English Methods II
286A. World Languages Methods I
286B. World Languages Methods II
287A. Secondary Mathematics Methods I
287B. Secondary Mathematics Methods II
288A. Secondary Science Methods I
288A. Secondary Science Methods II
289A. Secondary Social Sciences Methods I
289B. Secondary Social Sciences Methods II
294A. Adolescent Literacy Development I
This course presents research-based principles for effective literacy instruction in secondary school settings.
Students will explore theories, major trends, and principles in the field of literacy that render effective instruction for
particular purposes and reflective of student needs and strengths. Attention will be given to what, why, when, and
how specific components of literacy are taught to promote communicative, reading, and writing competence in
linguistically diverse classrooms and for individuals within a broad range of experiential and ability levels. (3 units)
294B. Adolescent Literacy Development II
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This course focuses on reading as a tool for learning from printed texts. Candidates learn to use a range of
instructional strategies that enable students— including students with foundational skill deficits, students who are
English language learners, and advanced learners—to develop confidence, awareness, and control when applying
themselves independently to the demands of reading in all content areas. (3 units)
296. Assessing Secondary Student Learning
This course is designed to help you understand, integrate, and skillfully apply the principles of assessment. You will
be taught how to develop assessments that align well with your lesson objectives and provide information about
what your students have learned. Overall, this course will help you to understand the principles of assessments,
construct valid assessments of student learning, recognize the strengths and limitations of various assessment types,
and learn about the legal and ethical implications of the use of assessment data. At the end of this course, you will be
able to develop, administer, and score a range of sound formative and summative assessments that will help all your
students learn. (2 units)
230A. Ethical Reflective Practicum in Secondary Schools I
This class is the first in a series of four field experience courses designed to introduce teacher credential candidates
to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (2 units)
230B. Ethical Reflective Practicum in Secondary Schools II
This class is the second in a series of four field experience courses designed to introduce teacher credential
candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main
focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.
This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives.
The seminar, in combination with classroom observations, will provide students the opportunity to discuss
instructional strategies and methodologies, as well as problems and issues in public education. It will also provide
classroom-based support while students complete the Teacher Performance Assessments (TPAs). (4 units)
230C. Ethical Reflective Practicum in Secondary Schools III
This class is the third in a series of four field experience courses designed to introduce teacher credential candidates
to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the
clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar
will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in
combination with classroom observations, will provide students the opportunity to discuss instructional strategies
and methodologies, as well as problems and issues in public education. It will also provide classroom-based support
while students complete the Teacher Performance Assessments (TPAs). (6 units)
230D. Ethical Reflective Practicum in Secondary Schools IV
This class is the fourth in a series of four field experience courses designed to introduce teacher credential
candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main
focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.
This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives.
The seminar, in combination with classroom observations, will provide students the opportunity to discuss
instructional strategies and methodologies, as well as problems and issues in public education. It will also provide
classroom-based support while students complete the Teacher Performance Assessments (TPAs). (6 units)
304. Teaching Performance Assessment Assistance and Support
This course is designed to support multiple or single subject credential candidates on the preservice pathway in the
successful completion of the California Commission on Teacher Credentialing Teaching Performance Assessment
(TPA) requirement. This course may be taken multiple times for credit. (1 unit)
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Bilingual Authorization Courses
246. Bilingual Seminar in TK-12 Education
This, designed only for those seeking the Bilingual Authorization through the In-Service pathway, the course
continues discussions about bilingual methods and foundations as well as begins to provide insights into the Latina/o
language practices and culture. In-Service Bilingual Teacher candidates gather information about the role and place
of both languages at their school site, gather evidence as to the cultural and historical context of the Latino
community that they serve as well as sharpen their bilingual methodologies. (3 units)
247B. Latinx Language and Culture
This course is designed to enable students to develop an awareness and understanding of the traditions, roles, status,
and communication patterns of Latina/os as practiced in the United States and their country of origin. Students will
acquire skills to discern patterns of cultural relationships among Latina/os in the US and CA. Students will also
acquire a deep understanding of the historical, political, economic, religious, and educational factors that impact the
acculturation of Latina/os in the U.S. and California. An emphasis will be to view Latina/os country of origin's
various factors (demographic, language use, immigration patterns) and how they impact settlement in California. (3
units)
248B. Bilingual Foundations in TK-12 Education
This course is designed to enable students to develop an awareness and understanding of foundational issues of
Bilingual Education and bilingualism. Students learn about the legal and legislative foundations of bilingual
education in the United States. Histories and policies that have shaped bilingual education in the US are also a focus
of the course. Students learn to apply knowledge of the cognitive effects of bilingualism and biliteracy to
instructional plans. Tenets of bilingualism are reviewed, including the Common Underlying Proficiency construct to
understand the transferability of skills, understanding, and strategies from primary to the target language. Students
develop skills to promote authentic parent participation to ensure parents are viewed as a critical resource toward
ensuring strong bilingualism and biliteracy development. NOTE: course is taught in Spanish. (3 units)
249B. Bilingual Methods in TK-12 Education
This course focuses on the methodology of instructing students in Spanish and English in K-12 settings. The course
addresses issues related to content scaffolding, biliteracy development, and assessment of emergent bilinguals.
Focuses attention is given to first and second language development, including the interrelationship between
reading, writing, speaking, and talking and the linguistic structure of both the English and Spanish languages.
Students also develop an understanding of the historical policies, program types, and understanding of the diverse
types of bilingual programs in the US. This course is required of all Bilingual MATTC candidates and must be taken
concurrently with enrollment in an ethical reflective practicum or a full-time teaching position in a bilingual
Catholic school. (3 units)
 
Catholic Master of Arts in Teaching (CATMAT) & Excellence in Catholic Education Leadership (ExCEL)
Courses
221ME. Effective Teaching for Students with Disabilities
This course provides multiple and single subject teaching credential candidates with an introduction to creating
positive and effective, inclusive, instructional environments for all learners, including students with disabilities. This
course introduces the candidates to a range of strategies for learning about their student's background knowledge,
experiences, and interests and for identifying their academic, language, and social skill levels. Focused on the use of
effective, inclusive teaching practices that enable all students to be successful, the course develops the candidates’
ability to plan and implement flexible, standards-based instruction that will enable every student to learn every day.
This course includes a study of types of disabilities according to IDEA 2004 and California rules and regulations,
criteria for identification for special education services, as well as an examination of the types of services provided
in response to student needs. Candidates examine the population of students included for special education services,
the continuum of services available, and different models of service delivery. (3 units)
250E. Ethics, Diversity, Reflection: Intro K-12
This intensive five-day course orients credential candidates to the MATTC preliminary teaching credential program
and to the teaching profession. This course provides students with historical background into the mission of Catholic
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education in the U.S. and introduces them to the social, ethical, and legal implications of teaching in Catholic
schools. (2 units)
251E. Catechesis
While most Catholic school teachers are receiving training in catechesis through their diocese, rarely is such training
integrated with critical pieces of pedagogical, psychological, and social theories. The purpose of this course is to
help Catholic school teachers approach the teaching of religion in a way that reflects and builds upon their
knowledge of classroom instruction, human and spiritual development, and theories of learning so that teachers’
efforts to inspire and inform students’ faith can make a lasting impact. (3 units)
258E. Developing Positive Classroom Cultures–Elementary
This course will explore the importance of establishing a positive structured learning environment by developing a
successful classroom management model that is consistent with the California Standards for the Teaching
Profession. Topics will include, but not be limited to, the following: motivation, managing time and physical space,
and establishing rules and routines. (3 units)
275E. Ethics, Diversity, Reflection: Intro K-12
This intensive five-day course orients credential candidates to the MATTC preliminary teaching credential program
and to the teaching profession. This course provides students with historical background into the mission of Catholic
education in the U.S. and introduces them to the social, ethical, and legal implications of teaching in Catholic
schools. (2 units)
283. Developing Positive Classroom Cultures–Secondary
This course will explore the importance of establishing a positive structured learning environment by developing a
successful classroom management model that is consistent with the California Standards for the Teaching
Profession. Topics will include, but not be limited to, the following: motivation, managing time and physical space,
and establishing rules and routines. (3 units)
290E. Ignatian Pedagogy
Before more formal methods were used to generate and test the efficacy of instructional practices, members of the
Society of Jesus and their acolytes crafted particular traditions of teaching—forged by centuries of classroom
experience—that helped to inspire faith and reason in their students across the globe. The purpose of this course is to
examine these traditions of teaching in light of current pedagogical and learning theories so that today’s lay Catholic
school teachers can better appreciate and apply them to their own professional practices. (3 units)
EDUC 295E. Assessment of Student Learning in Private Schools
This course is designed to help you understand, integrate, and skillfully apply the principles of assessment. You will
be taught how to develop assessments that align well with your lesson objectives and provide information about
what your students have learned. Overall, this course will help you to understand the principles of assessments,
construct valid assessments of student learning, recognize the strengths and limitations of various assessment types,
and learn about the legal and ethical implications of the use of assessment data. At the end of this course, you will be
able to develop, administer, and score a range of sound formative and summative assessments that will help all your
students learn. (3 units)
Educational Leadership Courses
360. Organizational Leadership: Leading Change and Culture
This course explores current issues with regard to organizational culture and change. Topics to be explored include
how organizational culture influences such things as making staffing decisions, using data-driven professional
development, understanding the barriers to organizational reform, managing and changing culture, understanding
governance structures for public and private schools and other organizations, and creating principles of equity,
diversity, inclusivity, and accountability as well as researching future educational visions. (3 Units)
361. Instructional Leadership
This course focuses on curriculum planning, implementation, and evaluation; and meeting the needs of a diverse
learning community through content, social climate, instructional strategies, and the role of the learner. Current
93
movements in curriculum and instruction and the use of technology in the curriculum as an educational tool are
studied; assessment and issues related to supervision, program evaluation, program development, implementation,
staff development, and support services are considered. The course includes hands-on as well as
theoretical/analytical sides of redefining curriculum; the role of staff, parents, students, and the community at large
in curriculum development and planning are considered. (3 units)
363. Ethics, Law, and Governance
The focus of this course is the examination of the issues of education, law, and morality and the ways in which the
law, by its very nature, cannot be separated from ethics and morality. Theories of law and of the relationship
between education and other social and ethical values are reviewed. The ability of leaders to have a better
understanding of the law and the politics associated with the governance and the ability to assist people to work
through moral dilemmas associated with the law are considered. Cross-cultural communications, desegregation,
special education law, anti-discrimination law, credentialing laws, assignment authorization, and schools as a
political system also are examined. (3 units)
364. Leadership Field Lab: Using Data to Inform School Improvement and Promote Equity
This course is one of three leadership learning experiences centered on an approved and supervised embedded job
experience based on The California Teacher Commission (CTC) California Administrator Performance Assessment
(CalAPA) requirements for CYCLE #1. The focus of this field lab is the use of data to inform practice. Students will
be guided in theories of data-informed practice and in developing an understanding of the equity issues facing
schools and districts within California. Students will develop an equity-focused question to explore and will work
with the field site or district to acquire the data necessary to explore and understand that issue in their local context.
Having used data to identify an area of need regarding educational equity in their site or district, students will
develop a plan for addressing that equity issue and leading change. This course is built around weekly reflections
and skill-building, data collection, and analysis to inform school or organization improvement and promote equity.
(3 Units) [ONLY OPEN TO STUDENTS ENROLLED IN THE ADMINISTRATIVE SERVICES CREDENTIAL,
OR BY PERMISSION OF INSTRUCTOR]
365. Human Resource Development
This course prepares future administrators with theory, knowledge, skills, and sensibilities to attract, select, and
develop personnel; create policies and conditions to retain the best, and provide opportunities for their growth and
advancement to enhance the quality of education for students. This course draws from the substantial literature on
the management of human resources, organizational development, human relations, professional development, and
other areas of study relevant to the purposes of this course. (3 units)
366. Community Leadership and Inclusive Schools
This course is designed to provide access to foundational and contemporary research in the areas of community
leadership and creating more inclusive schooling environments. We will examine a variety of ways community
groups and schools are promoting the active engagement of participants to improve education – whether that be
parents, teachers, community residents, students, or the public at large. In that context, we also examine efforts to
foster collaborations among and between a wide array of stakeholders in education, including community
organizations, school personnel, school system administration, unions, the business community, faith institutions,
civil rights organizations, and youth, including undocumented youth. We will also examine the role of political
organizing in addressing structural and racial inequalities in education in America, and consider the ways that
education organizing strengthens broader community-building efforts. (3 Units)
367. Leadership Field Lab: Supporting Teacher Learning: Communities of Practice
This course is an application of course work to fieldwork in collaboration between a school district and the
University. Participation in significant experiences designed to facilitate the practical application of learning and
knowledge, interaction with administrators, teachers, business people, and others to experience situations or
conditions including ethical and legal issues, supervision, counseling, instruction, management, and needs of the
individual. Supervised experiences and seminars in the application of the school administration including effective
program design and implication. This course is the second of three leadership learning experiences centered on an
approved and supervised embedded job experience based on The California Teacher Commission (CTC) California
Administrator Performance Assessment (CalAPA) requirements for CYCLE #2. This course focuses on
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co-facilitating, collaborative professional learning within a community of practice for the purpose of improving
teaching and student learning. (3 units)
368. Social Impact Organizations: From Design to Impact
Topics and activities in this course include the gathering of comparative information and results through program
evaluation; placement of results within the context for judgment, size, and worth; ways in which evaluation results
can be made more credible through careful choice of the design including research and theories associated with a
program; creating a systematic evaluation of a program and developing pragmatic steps to establish improvements;
and the ability to read and interpret test scores. (3 units)
369. Action Research
The course features a spectrum of activities that focus on research, planning, theorizing, learning, and development
in the resolution of a problem(s). It includes an understanding of the principles of qualitative research principles, the
dynamics associated with diversity and change, and the need to study problems that are relevant in real settings
while systematically inquiring, making hypotheses, and testing these hypotheses. Used as a vehicle for empowering
teachers and learners. It includes approaches to scholarly inquiry. (3 units)
370. Leadership Field Lab: Supporting Teacher Growth
This course is one of three leadership lab learning experiences centered on approved and supervised embedded job
experiences or field placement in educational or nonprofit leadership. The course is built around reflection and
skill-building, monthly seminars, and culminates in a field project and candidate evaluation. The candidate develops
skills in the full range of leadership and management skills for forming sustainable organizations that serve their
intended communities. Leadership Cycle 3 focuses on coaching an individual teacher to strengthen teaching
practices and improve student learning and/or well-being. Within the cycle of investigating, planning, acting, and
reflecting, you will familiarize yourself with coaching and observation practices at the school; identify a volunteer
teacher whom you will coach; and conduct a full coaching cycle, including a pre-observation meeting, a focused
classroom observation to collect CSTP-related evidence of practice, and a post-observation meeting. Throughout
this leadership cycle, you will reflect on your strengths and areas for professional growth as a coach and an
equity-minded leader. The candidate engages in both learning from and serving the organization's community
stakeholders. This lab extends and applies knowledge and skills developed in previous courses taken during the
degree program. (3 Units) [ONLY OPEN TO STUDENTS ENROLLED IN THE ADMINISTRATIVE SERVICES
CREDENTIAL, OR BY PERMISSION OF INSTRUCTOR]
371. Trauma-Informed Leadership
This course is designed to help students preparing to be public school administrators develop personal insights,
interpersonal skills, and management practices for leading diverse, inclusive programs and organizations with a
focus on trauma-informed educational practices and English Language Learner (ELL) programs. This course will
introduce students to the core concepts (general theory and foundational knowledge), informing evidence-based
assessment and intervention for traumatized children and adolescents. Strength-based practice will be highlighted. (3
units)
372. Communities, Schools & Critical Social Theory
This course examines the links between schools and the social structure—the social, economic, and political factors
that have shaped conditions in urban schools and communities. For instance, the socioeconomic context of urban
schools provides an important examination of the role of schooling in a stratified society and provides the theoretical
grounding for the course. Critical Social Theories of race/ethnicity, class, gender, and culture will be utilized as
frameworks through which to explore the development and current conditions of urban communities, schools, and
society. (3 Units)
373. Using Data to Drive Organizational Change and Innovation
Leaders of all organizations are increasingly asked to identify and utilize data to shape planning, decision-making,
and inform the leader's understanding of the organization, and its impact, and strategically plan for the future.
Intrinsic to leading colleges and organizations is leading culture and change. In this course, students will explore
how to frame questions, identify data, and use that data to set goals and move programs, organizations, schools, or
95
colleges forward. This course will primarily serve students in higher education or other social enterprise
organizations. (3 units)
374. Organizational Culture
Current trends and issues in administration; strategic planning; politics and economics of education; effective
administration/effective leadership; restructuring; emerging concepts and actions; influences affecting
administration; analysis of power vs. powerlessness; influences on presentation. (3 units)
375. Leading for Diversity, Equity, and Inclusion
This course focuses on the role of diversity, equity, and inclusion across the PreK–higher educational system. The
course will provide both historical and contemporary examination of how diversity, equity, and inclusion practices
have evolved and shaped the U.S. educational system. Throughout the course, students will explore theories of
diversity, equity, and inclusion (e.g., race, ethnicity, culture, ability, etc.) to discuss the current landscape,
organizational successes, and shortcomings, and future needs of educational leaders to address institutional and day
to day problems of practice. (3 Units)
376. Technology to Enhance Leadership
This course enables the educational leader to develop the ability to make informed decisions about appropriate
technologies for school use, and understand the importance and role of multimedia technologies for instructional
support, administrative decision-making, and management of data in schools. It further helps the administrator to
use computers and other technologies in the performance of their responsibilities, and to define, develop, and
demonstrate standards of ethics for technology and the use of technology in the schools. (3 units)
378. Design Thinking for Leaders
Design thinking is a human-centered approach to problem-solving which focuses on understanding people’s needs
and embraces a philosophy of experimentation, creativity, and collaboration. Design thinking can be used to address
organizational and educational challenges at all levels, from day-to-day to more complex problems. Design thinking
provides a process and techniques for educational leaders to reframe challenges to create solutions in K-12, higher
education, and nonprofits. With a focus on deeply understanding people's needs, design thinking has the potential to
give voice to those whose voices might often be overlooked in educational and various organizational settings. This
team- and the project-based course will introduce the process and methods of design thinking and offer ways for
educational leaders to be intentional and collaborative when designing solutions to a wide range of challenges. In
this course, students will further develop skills related to empathy, idea generation, prototyping, and testing ideas to
identify and address a problem of practice in their respective contexts. (3 units)
379. Improving Post-Secondary Educational Outcomes: Equity Challenges and Opportunities
This course will provide a theoretical and empirical overview of educational issues pertinent to racially minoritized
groups in the U.S. Special emphasis will be placed on understanding the separate and intersecting effects of race,
class, gender, and immigrant status on racially minoritized groups’ educational attainment and achievement. The
course will also provide a critical understanding of how historical, social, political, and economic forces impact on
racially minoritized groups with regard to their experience in the PreK through higher educational systems. (3
Units)
391. Mindfulness for Educational Leaders
No matter where you are going in the future, you will likely participate in groups and organizations that will
consistently ask or expect you to lead. The best leader is authentic, has integrity, is self- and other-aware, and acts
with this awareness firmly in mind. Good leaders act mindfully with respect for the people and the world around
them. This course explores your development as a mindful leader today—and tomorrow—focusing inward and
outward, reflecting on where you have come from and where you are going, what type of world you want to live in,
and what your relationships with others are like, and how you can be an effective leader. We will engage this topic
through active class involvement with mindfulness practices, numerous written assignments, lots of “good
conversation” in which you raise issues important to you, many in-class activities and exercises, and exploration of
the leadership of people known to you and whom you admire in the world. (3 Units)
411. Contemporary Issues in Higher Education
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Possible topics include The organization and purpose of higher education; Who governs the university (trustees,
administration, faculty); Funding of public higher education; The role of community colleges; The liberal arts,
professional programs, and commoditization; The changing professoriate (adjunct and contingent faculty); Student
issues (cost, debt, and careers); Accountability, assessment, and accreditation; The role of technology in instruction
(online and blended learning); and Issues of Academic Freedom. (3 Units)
428. Financial Management
Financial Management is an introduction to resource allocation, management, and reporting in schools and nonprofit
institutions. The course focuses on the budget process, nonprofit and government accounting and finance,
information technology, and property management. The course then considers school funding models, site planning,
as well as reporting, and other requirements. School business management is situated in the economics of the school
enterprise, explores the role of innovation and entrepreneurship, and applies these concepts to the development of
business models and plans. (3 Units)
Doctor of Education in Social Justice Leadership Courses
247B: Latinx Language and Culture
This course is designed to enable students to develop an awareness and understanding of the traditions, roles, status,
and communication patterns of Latinx as practiced in the United States and their country of origin. Students will
acquire skills to discern patterns of cultural relationships among Latinx in the US and CA. Students will also acquire
an understanding of the historical, political, economic, religious, and educational factors that impact the
acculturation of Latinx in the US and CA. An emphasis will be to view Latinx countries of origin various factors
(demographic, language use, immigration patterns) and how these impact settlement in CA. (3 units)
221M: Effective Teaching for Students with Disabilities
Effective Teaching for Students with Disabilities provides multiple and single subject teaching credential candidates
with an introduction to creating positive and effective, inclusive, instructional environments for all learners,
including students with disabilities. This course introduces the candidates to a range of strategies for learning about
their student's background knowledge, experiences, and interests and for identifying their academic, language, and
social skill levels. Focused on the use of effective, inclusive teaching practices that enable all students to be
successful, the course develops candidates’ ability to plan and implement flexible, standards-based instruction that
will enable every student to learn every day. This course includes a study of types of disabilities according to IDEA
2004 and California rules and regulations, criteria for identification for special education services, as well as an
examination of the types of services provided in response to student needs. Candidates examine the population of
students included for special education services, the continuum of services available, and different models of service
delivery. (3 Units)
247B: Latinx Language and Culture (Taught in Spanish for fluent speakers)
Este curso está organizado para preparar maestros a desarrollar un entendimiento y conciencia vital de las
tradiciones, papeles, estatus y patrones de comunicación de la comunidad Latina y los aspectos culturales de lo que
se practica día a día en los Estados Unidos y en sus países de origen. Los estudiantes de este curso adquirirán las
habilidades para entender los patrones de relaciones entre las distintas comunidades Latinas en los Estados Unidos
con énfasis en el Estado de California y sus raíces históricas. Igualmente los estudiantes obtendrán un entendimiento
más profundo de los aspectos históricos, políticos, económicos, religiosos, y factores educativos que impactan el
proceso de actualización de Latinos en relación con la cultura dominante de los Estados Unidos. Un gran énfasis
será examinar más detalladamente los factores culturales de los países de origen y cómo influyen los patrones
culturales (demográficos, uso del idioma, patrones de inmigración etc.) de las poblaciones en California.(3 Units)
253: Typical & Atypical Development & Learning
Drawing on both developmental and educational psychology, this course examines theories and patterns of typical
and atypical development as they relate to teaching practices and educational programs. Students apply theories of
cognitive, physical, and social/emotional motivation to learning contexts among children, youth, and early
adulthood. (3 units)
277: Social Foundations in TK-12 Education
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The goal of this course is to examine the historical, social, philosophical, and legal foundations of American
education. We explore the impact of these various influences on the current state of education for students with
disabilities, as well as consider the future of education in a diverse society. This course provides an opportunity to
reflect on our roles as educators and the manner in which we will work to improve the educational experience for all
students, particularly students with disabilities. (3 Units)
360: School Leadership: Leading Culture and Change
This course explores current issues with regard to organizational culture and change. Topics to be explored include
how organizational culture influences such things as making staffing decisions, using data-driven professional
development, understanding the barriers to organizational reform, managing and changing culture, understanding
governance structures for public and private schools and other organizations, and creating principles of equity,
diversity, inclusivity, and accountability as well as researching future educational visions. (3 Units)
361: Instructional Leadership
This course focuses on curriculum planning, implementation, and evaluation; and meeting the needs of a diverse
learning community through content, social climate, instructional strategies, and the role of the learner. Current
movements in curriculum and instruction and the use of technology in the curriculum as an educational tool are
studied; assessment and issues related to supervision, program evaluation, program development, implementation,
staff development, and support services are considered. The course includes hands-on as well as
theoretical/analytical sides of redefining curriculum; the role of staff, parents, students, and the community at large
in curriculum development and planning are considered. (3 units)
363: Ethics, Law & Governance in PreK - 12 Schools
The focus of this course is the examination of the issues of education, law, and morality and the ways in which the
law, by its very nature, cannot be separated from ethics and morality. Theories of law and of the relationship
between education and other social and ethical values are reviewed. The ability of leaders to have a better
understanding of the law and the politics associated with the governance and the ability to assist people to work
through moral dilemmas associated with the law are considered. Cross-cultural communications, desegregation,
special education law, anti-discrimination law, credentialing laws, assignment authorization, and schools as a
political system also are examined. (3 units)
364: Leadership Field Lab: Using Data to Improve Instruction and Promote Equity
This course is one of three leadership learning experiences centered on an approved and supervised embedded job
experience based on The California Teacher Commission (CTC) California Administrator Performance Assessment
(CalAPA) requirements for CYCLE #1. The focus of this field lab is the use of data to inform practice. Students will
be guided in theories of data-informed practice and in developing an understanding of the equity issues facing
schools and districts within California. Students will develop an equity-focused question to explore and will work
with the field site or district to acquire the data necessary to explore and understand that issue in their local context.
Having used data to identify an area of need regarding educational equity in their site or district, students will
develop a plan for addressing that equity issue and leading change. This course is built around weekly reflections
and skill-building, data collection, and analysis to inform school or organization improvement and promote equity.
(3 Units) [ONLY OPEN TO STUDENTS ENROLLED IN THE ADMINISTRATIVE SERVICES CREDENTIAL,
OR BY PERMISSION OF INSTRUCTOR]
365: Human Resource Development
This course prepares future administrators with theory, knowledge, skills, and sensibilities to attract, select, and
develop personnel; create policies and conditions to retain the best, and provide opportunities for their growth and
advancement to enhance the quality of education for students. This course draws from the substantial literature on
the management of human resources, organizational development, human relations, professional development, and
other areas of study relevant to the purposes of this course. (3 units)
366: Community Leadership and Inclusive Schools
This course is designed to provide access to foundational and contemporary research in the areas of community
leadership and creating more inclusive schooling environments. We will examine a variety of ways community
groups and schools are promoting the active engagement of participants to improve education – whether that be
parents, teachers, community residents, students, or the public at large. In that context, we also examine efforts to
98
foster collaborations among and between a wide array of stakeholders in education, including community
organizations, school personnel, school system administration, unions, the business community, faith institutions,
civil rights organizations, and youth, including undocumented youth. We will also examine the role of political
organizing in addressing structural and racial inequalities in education in America, and consider the ways that
education organizing strengthens broader community-building efforts. (3 Units)
367: Leadership Field Lab: Supporting Teacher Learning: Communities of Practice
Leaders of all organizations are increasingly asked to identify and utilize data to shape planning, decision-making,
and inform a leader's understanding of the organization, and its impact, and strategically plan for the future. Intrinsic
to leading colleges and organizations is leading culture and change. In this course, students will explore how to
frame questions, identify data, and use that data to set goals and move programs, organizations, schools, or colleges
forward. This course will primarily serve students in higher education or other social enterprise organizations. (3
Units) [ONLY OPEN TO STUDENTS ENROLLED IN THE ADMINISTRATIVE SERVICES CREDENTIAL, OR
BY PERMISSION OF INSTRUCTOR]
369: Action Research
The course features a spectrum of activities that focus on research, planning, theorizing, learning, and development
in the resolution of a problem(s). It includes an understanding of the principles of qualitative research principles, the
dynamics associated with diversity and change, and the need to study problems that are relevant in real settings
while systematically inquiring, making hypotheses, and testing these hypotheses. Used as a vehicle for empowering
teachers and learners. It includes approaches to scholarly inquiry. (3 units)
370: Leadership Field Lab: Supporting Teacher Growth
This course is one of three leadership lab learning experiences centered on approved and supervised embedded job
experiences or field placement in educational or nonprofit leadership. The course is built around reflection and
skill-building, monthly seminars, and culminates in a field project and candidate evaluation. The candidate develops
skills in the full range of leadership and management skills for forming sustainable organizations that serve their
intended communities. Leadership Cycle 3 focuses on coaching an individual teacher to strengthen teaching
practices and improve student learning and/or well-being. Within the cycle of investigating, planning, acting, and
reflecting, you will familiarize yourself with coaching and observation practices at the school; identify a volunteer
teacher whom you will coach; and conduct a full coaching cycle, including a pre-observation meeting, a focused
classroom observation to collect CSTP-related evidence of practice, and a post-observation meeting. Throughout
this leadership cycle, you will reflect on your strengths and areas for professional growth as a coach and an
equity-minded leader. The candidate engages in both learning from and serving the organization's community
stakeholders. This lab extends and applies knowledge and skills developed in previous courses taken during the
degree program. (3 Units) [ONLY OPEN TO STUDENTS ENROLLED IN THE ADMINISTRATIVE SERVICES
CREDENTIAL, OR BY PERMISSION OF INSTRUCTOR]
371: Trauma-Informed Leadership
This course is designed to help students preparing to be public school administrators develop personal insights,
interpersonal skills, and management practices for leading diverse, inclusive programs and organizations with a
focus on trauma-informed educational practices and English Language Learner (ELL) programs. This course will
introduce students to the core concepts (general theory and foundational knowledge), informing evidence-based
assessment and intervention for traumatized children and adolescents. Strength-based practice will be highlighted. (3
units)
373: Using Data to Drive Organizational Change & Innovation
Leaders of all organizations are increasingly asked to identify and utilize data to shape planning, decision-making,
and inform the leader's understanding of the organization, and its impact, and strategically plan for the future.
Intrinsic to leading colleges and organizations is leading culture and change. In this course, students will explore
how to frame questions, identify data, and use that data to set goals and move programs, organizations, schools, or
colleges forward. This course will primarily serve students in higher education or other social enterprise
organizations. (3 units)
375: Leading for Diversity, Equity & Inclusion
99
This course focuses on the role of diversity, equity, and inclusion across the PreK-higher educational system. The
course will provide both historical and contemporary examination of how diversity, equity, and inclusion practices
have evolved and shaped the U.S. educational system. Throughout the course, students will explore theories of
diversity, equity, and inclusion (e.g., race, ethnicity, culture, ability, etc.) to discuss the current landscape,
organizational successes, and shortcomings, and future needs of educational leaders to address institutional and day
to day problems of practice. (3 Units)
379: Improving Post-Secondary Educational Outcomes: Equity Challenges and Opportunities
This course will provide a theoretical and empirical overview of educational issues pertinent to racially minoritized
groups in the U.S. Special emphasis will be placed on understanding the separate and intersecting effects of race,
class, gender, and immigrant status on racially minoritized groups' educational attainment and achievement. The
course will also provide a critical understanding of how historical, social, political, and economic forces impact
racially minoritized groups with regard to their experience in the PreK through higher educational systems. (3 Units)
382: Student Development Theory for Higher Education
This course provides an introduction to theories of student development and the application of said theories to
student affairs practice and understanding of U.S. college student experiences and outcomes. The course will focus
on adult learning and development and provide leaders and aspiring leaders in higher education with a deeper
understanding of how colleges and universities can utilize understandings of development to inform academic and
co-curricular supports to address student needs and improve student performance, retention, and graduation.
Particular attention will be given to the ways that a deeper understanding of student development can further the
social justice goals of leaders who seek to improve the academic outcomes of students who have been less
well-served in their institutions. (3 Units)
391: Mindfulness for Educational Leaders
No matter where you are going in the future, you will likely participate in groups and organizations that will
consistently ask or expect you to lead. The best leader is authentic, has integrity, is self- and other-aware, and acts
with this awareness firmly in mind. Good leaders act mindfully with respect for the people and the world around
them. This course explores your development as a mindful leader today—and tomorrow—focusing inward and
outward, reflecting on where you have come from and where you are going, what type of world you want to live in,
and what your relationships with others are like, and how you can be an effective leader. We will engage this topic
through active class involvement with mindfulness practices, numerous written assignments, lots of “good
conversation” in which you raise issues important to you, many in-class activities and exercises, and exploration of
the leadership of people known to you and whom you admire in the world. (3 Units)
368: Social Impact Organizations: From Design to Impact
376: Leading Technologically Enhanced Learning in Schools
This course will provide educational leaders with an opportunity to explore learning in the contemporary,
technologically-enhanced world. How should the “encyclopedia in our pocket” change the content and process of
teaching and learning in our classrooms? What do contemporary students need to learn, what are the ways they
should learn, and how can we assess that learning in the 21st century? In this course, leaders are asked to explore
and rethink their assumptions about what kids should learn in school and how we should structure everything from
our classrooms, and our support services, to our school day. (3 Units)
378: Design Thinking for Leaders
This hands-on and team- and project-based course offers students new ways to be intentional and collaborative when
designing solutions to a wide range of challenges. Students will explore the design thinking process in multiple
projects, working in diverse teams to solve real-world challenges. Key principles of design thinking include being
human-centered, prototype-driven, collaborative, and mindful of the process. Topics include need finding, human
factors, visualization, rapid prototyping, team dynamics, and storytelling and storyboarding, to mention just a few.
This course is an invitation to rediscover your creativity and experiment with the design process in a joyful and open
way. It will be an opportunity for you to enhance your skills and empower you to create innovative solutions that are
meaningful and will make a difference. It will energize you to tackle challenges differently and you will experience
how Design Thinking can add a new perspective to your leadership. (3 Units)
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379: Improving Postsecondary Outcomes
This course will provide a theoretical and empirical overview of educational issues pertinent to racially minoritized
groups in the U.S. Special emphasis will be placed on understanding the separate and intersecting effects of race,
class, gender, and immigrant status on racially minoritized groups’ educational attainment and achievement. The
course will also provide a critical understanding of how historical, social, political, and economic forces impact on
racially minoritized groups with regard to their experience in the PreK through higher educational systems. (3
Units)
380: Human Development for Social Impact: Addressing Social Inequality
Social change begins with the development and transformation of individuals. This class offers an in-depth
understanding of the role of leadership in the nonprofit and social sector, including models, strategies, and practices
that the student can adopt and apply in their day-to-day practice of leading social impact work. The course addresses
a shift in the paradigm of change
leadership that recognizes that leaders are more effective when they stand within, not beyond, the system they are
working to impact. Using this as a basis, the course explores theories and models of leadership and their application
to one’s own leadership style and ways of working with teams, organizations, and communities. (3 Units)
394: Social and Emotional Well-Being in Schools and Communities
Using a socio-emotional framework this course will help future educational leaders to understand and respond to the
educational opportunity gaps that exist in public schools and how to counteract them. This course will examine the
opportunity gaps in PreK-20 education for low-income Latino, Native American, and African-American students.
Further, we will examine theoretical lenses, research studies, case studies, policies, and practices that promote the
maintenance and reproduction of the opportunity gap as well as those that seek to eliminate the opportunity gap. In
particular, structural issues related to the financing of public education, resource allocations, culture and language,
poverty, segregation, school choice, high stakes accountability, and teachings and learning environments will be
emphasized. (3 Units)
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Chapter 8: Affiliated Programs
Excellence in Catholic Education and Leadership (ExCEL)
The ExCEL Program is a grant-funded program by The Sobrato Family Foundation and is a partnership between
The Sobrato Family Foundation, Santa Clara University, the Diocese of San Jose (DSJ), and schools within the
diocese. ExCEL combines teaching and service to provide an opportunity for recent faith-driven college graduates to
become highly qualified teachers for our underserved students in kindergarten through 12th-grade Catholic schools
in Silicon Valley. ExCEL is a member of the University Consortium of Catholic Education. The foundation of
ExCEL is based on four principles: service through teaching, community, spirituality, and technology.
Service through Teaching Community
This three-year program provides a pathway for outstanding candidates to teach in their own K–12 classrooms while
taking courses needed to earn a Master of Arts in Teaching degree. ExCEL teachers are employed by the Diocese of
San Jose to teach in local diocesan schools. As diocesan employees, they receive relevant benefits and salaries
similar to other employees. While in the program, each ExCEL teacher is assigned an instructional coach and a
mentor teacher. Upon completion of the program, teachers are eligible for a multiple subject or single subject
California teaching credential.
Community
ExCEL teachers create a community in the classroom and live in a community with their teaching peers outside of
the classroom. ExCEL seeks participants who desire a strong community experience and will actively work towards
personal and professional growth in partnership with their peers. Students live rent-free in graduate student housing
practicing sustainability and simple living in our Jesuit tradition. Teachers support each other as they undertake their
classroom teaching assignments.
Spirituality
Drawing on our Jesuit tradition of balancing lives of contemplation and action, teachers are expected to proactively
attend to their spiritual lives through formal and informal practices. Teachers participate in retreats, workshops,
seminars, and weekly and monthly activities whose purpose is spiritual growth and development.
Technology in Education
All ExCEL teachers receive technology training and a certificate from the Academy of Blended Learning. Through
our work with Apple and the School of Engineering, ExCEL teachers utilize the resources of Silicon Valley to learn
the best practices in technology, STEM, and robotics.
ExCEL teachers apply and are admitted to the School of Education as ExCEL applicants and follow a specialized
program within the MATTC program. ExCEL accepts applications from November 1st through January 31st and
programs begin in June.
Semilla Teacher Fellowships
The word “semilla” means “seed” in Spanish. The Semilla Teacher Fellowship takes its name in reference to the
beginning development of teacher candidates. The fellowship provides assistance to students pursuing the MATTC
with preparation to work effectively with students from diverse backgrounds, particularly Latina/o children and
youth.
Students who apply to the fellowship must agree to the following:
• Successfully complete a minimum of 18 units of coursework at the East San Jose campus (courses to be
determined)
• Provide community service at the East San Jose campus during the time of enrollment in MATTC (30
hours)
• Enroll in a student teaching placement at a school identified as a high-needs school
• Successfully complete the MATTC program and be awarded a teaching credential from the State of
California
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• Teach for two years post-degree/post-preliminary credential in a high-need school that is predominantly
comprised of an underserved Latina/o student population within four years of completing the MATTC
program
• Attend monthly meetings with the director of Semilla Fellowships during the MATTC program
This scholarship only applies to the tuition associated with the MATTC program from Santa Clara University’s
Department of Education. Students are responsible for payment of the tuition costs not included in the fellowship
and all fees.
The Jerry Smith Coaching for Life Leadership Academy
The Jerry Smith Coaching for Life Leadership Academy is an initiative within the School of Education and
Counseling Psychology. It is designed to teach leadership training and life skills to coaches, athletes, parents,
teachers, and sports and business leaders. The Academy carries out its work by facilitating educational seminars and
workshops in the Santa Clara University and Bay Area communities.
Since its inception, the Coaching for Life Academy has hosted educational seminars on Santa Clara’s campus. The
Academy has also traveled to schools, business organizations, and conferences to provide workshops for business
leaders, coaches, and athletes.
Professional Development Programs Risk Conference
The School of Education and Counseling Psychology offers a variety of professional development programs for
students, alumni, and the community. These programs include offerings for education and counseling psychology
professionals. In addition, courses are offered for current and prospective School of Education and Counseling
Psychology students, including Health Education for Teachers and CBEST/CSET preparation courses. Participation
in continuing education programs and workshops does not indicate admission to any Santa Clara University degree
or credential program.
Risk Conference
Reflective Innovation for Sustainability and Knowledge (RISK) is a series of summer workshops for educators
designed as a collaborative learning experience for Catholic high school teachers.
Innovations in Catholic Education
Academy for Blended Learning
The Academy for Blended Learning (ABL) is a one- to two-year professional development program designed to
transform teachers and administrative leaders’ understanding of how to expertly blend face-to-face instruction and
technology effective teaching in the classroom. Workshop topics include technology basics, data analysis, and
advanced technology management from an administrator perspective.
Academy of Church Leadership
The Academy of Church Leadership (ACL) is intended for lay and ordained leaders in Catholic Parochial parish,
institutional, and diocesan settings. The Academy’s professional development coursework occurs over two to three
years and is designed to achieve and acknowledge competence using in the Catholic Standards for Excellence
adopted by the National Leadership Roundtable on Church Management.
21st Century Leadership Initiative
The Leadership Initiative will plan and launch a unified program of training and support services for Catholic
schools and parishes, and for the charter, private, and public schools in which the larger Bay Area Catholic
community participates. This initiative will bring the school’s educational leadership degree and certificate
programs, as well as Catholic innovations, blended learning, and church management efforts together to create and
support a pipeline of effective, innovative school leaders who are data-driven decision-makers in the Diocese of San
Jose, across the wider region including charter, public, and private education providers, and in collaboration with
partner Catholic universities in the region and across the nation.
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Chapter 9: Campus Life
Santa Clara students are encouraged to participate in extracurricular activities as part of their total development. The
primary educational objective in supporting student activities and organizations is to foster a community that is
enriched by men and women of diverse backgrounds, wherein freedom of inquiry and expression enjoys high
priority.
The following sections describe various aspects of student life and services.
CAMPUS MINISTRY
Campus Ministry is composed of people who are committed to spiritual and personal growth. Its mission is to foster
the spiritual life of our students.
• In support of the University’s mission to the “development of the whole person,” Campus Ministry offers a
variety of programs and pastoral presence to support that development, particularly the spiritual and
personal aspects.
• Campus Ministry provides a welcoming environment where faith may be explored, discovered, and
developed; a place where there is always someone to talk to about anything; and a place where people meet
for small groups, prayer, reflection, and learning.
• More than 400 students attend weekly worship, and even more students are involved in Campus Ministry
programs. In addition to eight full-time campus ministers, there are also resident ministers living in
residence halls on campus.
What does Campus Ministry have to offer?
• Worship: Three Sunday liturgies in the Mission Church, daily noon Mass in the Mission, University
celebrations, prayer services, and ecumenical (Christian) and interfaith services throughout the year.
• Leadership opportunities: Campus Ministry offers paid internships in the areas of Christian diversity,
communications, faith formation, graduate students, interfaith ministry, liturgy, prayer, and retreats. The
internships encourage students to develop their interests and skills in ministry.
• Retreats: Santa Clara students are offered a number of retreat experiences over the course of the academic
year. Offerings include a silent retreat, Search retreats, an Ignatian retreat, and retreats for first-year
students and seniors. Retreats are offered to persons of all faiths.
• Reflection groups: Campus Ministry runs the Christian Life Community program, which places students
in small groups for weekly prayer and reflection. It also oversees interfaith dinner discussions, weekly
Bible study, and Residential Learning Community (RLC) small groups.
• Faith formation: Campus Ministry offers several opportunities for students to learn, reflect, and grow in
regard to their faith through Scripture reflection, forums and presentations, and Sacraments of Initiation.
• Social justice awareness and action: Campus Ministry provides students with a variety of opportunities to
respond to the Gospel call to actively live out a faith that does justice. Some key focus areas include
participation in the annual Ignatian Family Teach-in for Justice; simple meals, action, education, and
reflection about current events.
Is Campus Ministry for everyone?
Yes! We welcome the participation of anyone interested in spiritual and personal growth, regardless of faith
tradition. This is a time for learning about yourself and our world, and we hope we can accompany you in that
exploration.
REGISTERED STUDENT ORGANIZATIONS
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Counseling Psychology Graduate Student Association (GSA)
The purpose of the GSA is to provide a forum in which all interested students can increase their involvement with
the University, the school, the department, and fellow students. The goal of the organization is to support counseling
psychology graduate students in their needs and growth. All graduate students in the Counseling Psychology
program are members of GSA.
Education Graduate Student Association (SAGE)
The Student Association for Graduate Education (SAGE) exists as a student-run and student-funded branch of the
University governance structure. All graduate education students are members of SAGE.
The elected SAGE board members represent, advocate for, and act on behalf of the collective graduate education
student body. In order to enhance the missions of the University and of the school, the purpose of SAGE is to enrich
the student educational experience and facilitate a community conducive to personal and professional growth,
supportive of scholarly pursuits, and committed to social justice and inclusive excellence.
In pursuit of these goals, SAGE actively promotes improved communication between students, alumni,
administration, faculty, and staff; provides educational and professional development opportunities; and coordinates
social and networking opportunities.
CHARTERED STUDENT ORGANIZATIONS
KSCU
KSCU is a student-run, non-commercial radio station on 103.3 FM. The program format features primarily
independent music, including indie rock, punk, ska, jazz, blues, and reggae. Students may get involved with the
radio station as staff members or as volunteer DJs, office assistants, fundraisers, or sound technicians.
Multicultural Center (MCC)
The Multicultural Center (MCC) is the multicultural programming body and racial/ethnic advocacy voice for the
campus community. The MCC also supports nine cultural registered student organizations including: the Asian
Pacific Student Union (APSU), Barkada (Filipino), Chinese Student Association (CSA), Igwebuike (Black/Pan
African), Intandesh (South Asian), Japanese Student Association (JSA), Ka Mana’o O Hawai’i, MEChA-El Frente
(Latino/a), and the Vietnamese Student Association (VSA). Membership in any of these student organizations is
open to the entire Santa Clara community.
STUDENT RESOURCES AND SERVICES
Listed below are some of the many service centers established to meet the needs of students. Each center provides a
variety of programs to encourage personal growth.
The Career Center
The Career Center provides students with a variety of services and resources to encourage self-discovery, provide a
meaningful vocational journey, and educate them about the continuous process of career and life development.
Students explore their majors and career choices with counselors to reflect on attributes such as personality, skills,
interests, and values and learn to represent those attributes effectively on resumes, in cover letters, during interviews,
and throughout the life of their careers. The Career Center offers a variety of programs and services each year,
including career fairs, employer information sessions, classes and workshops on career strategies, resume writing
and interview webinars, internship workshops, mock interviews, and appointments with career counselors. A critical
piece of educating for life is on- and off-campus student employment positions, internships, cooperative education
placements, and volunteer opportunities. Positions are posted through the Career Center’s BroncoLink online job
listing and are accessible to students via eCampus. The Career Center also disseminates information through its Web
presence including Facebook, BroncoLink, and LinkedIn. For undergraduate students interested in pursuing
graduate study, the Career Center offers a Resource Guide to Graduate School on its website.
COWELL HEALTH CENTER
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The Cowell Center promotes a holistic approach to students’ physical, emotional, psychological, and/or
interpersonal well-being. The Center’s counseling and medical staffers are available when students believe that their
well-being is being compromised in any way. Through Counseling and Psychological Services (CAPS), Student
Health Services (SHS), Santa Clara University Emergency Medical Services (SCU EMS), and Student Health
Insurance, the Cowell Center has a wealth of health and wellness resources to support students as they navigate the
academic rigors at Santa Clara University.
Counseling and Psychological Services
Counseling and Psychological Services (CAPS) is staffed with psychologists who strive to promote, enhance, and
support students’ emotional and interpersonal well-being through a range of mental health services offered within a
safe and confidential environment. Individual counseling, couples counseling, group counseling, and
psycho-educational programs are available. In counseling, students work on a wide range of psychosocial and
developmental issues such as depression, anxiety, interpersonal problems, disturbed sleep, eating behaviors,
acculturation, academic motivation, homesickness, family concerns, intimacy, and sexuality. All students are eligible
for up to 10 counseling sessions per academic year; the first six (6) sessions are free, with a nominal fee assessed for
sessions seven (7) through ten (10).
Student Health Services
Student Health Services (SHS) is staffed with a physician, physician assistant, nurse practitioners, registered nurses,
and medical assistants. A psychiatrist, registered dietician, and physical therapy assistant are available on a part-time
basis. SHS provides high-quality services such as primary medical care, physicals, diagnosis and treatment of illness
and injuries, immunizations, gynecological examinations, a limited in-house pharmacy, and medical referrals to
specialists when needed. Medical visits to the Cowell Health Center, Student Health Services, range from $10 to $50
per visit for all students. Visit fees are in addition to all other nominal associated fees such as the cost of
medications, lab/blood tests, and/or supplies. Visits to the Cowell Health Center, Counseling and Psychological
Services, range in cost from no charge to $100 per visit for all students. For further information, see the Cowell
Health Center website at www.scu.edu/cowell. When SHS is closed, an advice nurse is available by phone for
students both on campus (extension 4880) and off-campus (408-554-4880). A volunteer student emergency medical
group, SCU Emergency Medical Services (EMS), is also available to take care of medical emergencies on campus.
The health center is closed from mid-June to mid-August.
OFFICE OF ACCESSIBLE EDUCATION
The Office of Accessible Education has been designated by the University to ensure access for all undergraduate and
graduate students with disabilities to all academic programs and campus resources. The goal is to support students
with medical, physical, psychological, attention deficit, and learning disabilities to participate fully in campus life,
its programs, and activities. Emphasis is on growth and individual achievement through the provision of academic
accommodations, support services, self-advocacy skill training, and disability-related educational programming for
the campus community. Reasonable accommodations are provided to minimize the effects of a student’s disability
and to maximize the potential for success. A student may voluntarily register with the Office of Accessible
Education by completing the online registration form and providing documentation of his or her disability, after
which proper accommodations will be determined and implemented by the University.
INFORMATION RESOURCES
Information Technology
Undergraduate students are supported by a variety of computing services at Santa Clara University. Students will
receive an SCU Network ID that provides access to multiple accounts. Students also have access to a ubiquitous
high-speed campus, wired and wireless network, as well as a connection to the Internet via the University’s 10 GB
connection.
Students may use the network to access their Gmail and Google Apps account, Camino learning support system,
SmartPrint, SCU ePortfolio, Zoom web conferencing, endpoint protection/antivirus software, and wireless access.
SCU email is used by the University as one of the communication channels to send official notifications to
undergraduate students and is also used as a frequent communication tool between and among faculty and students.
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Students are therefore urged to use their SCU email address as their primary email and check their accounts
periodically to avoid missing important communications.
Students have access to administrative information and services at all times through the eCampus portal
(ecampus.scu.edu). eCampus services include the ability to view class schedules and course history; run degree
progress reports; request enrollment verification; enroll for classes (add, drop, swap); view exam schedules, grades,
and unofficial transcripts; request official transcripts; review financial accounts; and maintain personal information
such as addresses, phone numbers, alternate email addresses, and emergency contacts; and enroll in Campus Alert,
the University’s emergency notification system. Students who register for Campus Alert should keep their
emergency contact information current in eCampus to ensure notifications are appropriately received.
The University provides over 150 PC and Mac workstations in the Learning Commons with a variety of software
packages to support both general computing needs and multimedia production. Technology help and assistance are
available at the Information Technology help desks in the Learning Commons approximately 18 hours per day, most
days. Free guest wireless access is also available for students visiting friends and family.
Media Services
Media Services offers a broad range of audio, digital video, Web, graphics, and multimedia resources and services.
All students have access to equipment and services for class use, class-related projects, and co-curricular use. Media
Services supports technology in classrooms, conference rooms, and campus events spaces; the Camino Learning
Management System, Zoom web conferencing, and Digication ePortfolio applications; and multimedia and digital
video production.
University Library
Library resources, which can be accessed within the library and remotely, include an online catalog (OSCAR), more
than 200 general and subject-specific databases, research guides for many subjects, and some specific classes, “Ask
a Librarian” 24/7 reference services, and LINK+ interlibrary loan program.
The library’s collections have grown to more than 927,763 volumes, including approximately 15,877 e-books, and
subscriptions to more than 133,237 magazines, journals, and newspapers; over 1,500 are in electronic format.
Because the library is a depository for the United States and California government documents, more than 600,000
government documents are available online, in print, or in other physical formats. Additionally, the library houses
more than 900,000 microforms, hundreds of historical photographs, more than 5,000 maps, and over 20,000
audio/visual items.
INTERNATIONAL STUDENTS AND SCHOLARS
The International Students and Scholars Program (www.scu.edu/globalengagement/international-students/) is a
program in the Global Engagement Office. The program provides assistance to graduate international students with
support related to visas, intercultural and academic adjustment, and general support for their transition to, and
continued success in, their studies on campus and in post-graduation employment.
U.S. immigration regulations are complex and change frequently. The University strives to maintain a website that is
both current and helpful, however, Santa Clara University is not responsible for students maintaining lawful
immigration status; this is the responsibility of the student. Further, resources and links do not constitute an
endorsement by Santa Clara University.
WRITING CENTER
The HUB Writing Center (www.scu.edu/hub/) offers drop-in writing support to graduate students as well as
workshops in public speaking, revising and editing, developing personal statements and cover letters, and grammar
basics. The Writing Center also offers students the opportunity to become HUB writing partners and to participate in
independent studies or research projects.
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OFFICE FOR MULTICULTURAL LEARNING
The mission of the Office for Multicultural Learning is to coordinate, collaborate, and promote cross-campus
programming and related initiatives for the purposes of enhancing Santa Clara University’s goals for diversity and
inclusive excellence and providing a welcoming campus climate.
The Office for Multicultural Learning serves as a campus-wide resource for information about multicultural issues
and diversity. It offers multicultural learning experiences that educate the campus to respect and honor differences,
promote dialogue and interactions among individuals from different backgrounds, and support collaborative efforts
between the University and the local community.
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Chapter 10: Student Conduct Code
STUDENT CONDUCT CODE
All members of the University community have a strong responsibility to protect and maintain an academic climate
in which the fundamental freedom to learn can be enjoyed by all and where the rights and well-being of all members
of the community are protected. To this end, certain basic regulations and policies have been developed to govern
the conduct of all students as members of the University community. Copies of the Student Handbook, which
includes the Student Conduct Code, and information about the policies and procedures regarding the student judicial
system are available from the Office of Student Life. For the most current information on the student conduct code
and all policies and procedures regarding the student judicial system, please refer to the Office of Student Life
website at www.scu.edu/osl. The Student Handbook and the Student Code of Conduct can be found on the website
(www.scu.edu/osl/student-handbook/). Please refer to the Handbook online.
Note: Students who are alleged to have violated the Student Conduct Code may be subject to disciplinary action
and, if applicable, may also be subject to criminal prosecution.
If there is a disagreement between a policy in the department and a policy in the school, the school policy applies. If
there is a disagreement between a University policy and a school policy, the University policy applies.
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Chapter 11: University Policies
STUDENT FREEDOM OF EXPRESSION
If there is a disagreement between a policy in the department and a policy in the school, the school policy applies. If
there is a disagreement between a University policy and a school policy, the University policy applies. Freedom of
expression at Santa Clara University implies the right of students to present ideas in the spirit of developing
knowledge and pursuing truth. Examples of freedom of expression are debates, speeches, symposia, public posting
of signs and handbills, petitioning, dissemination of printed matter, and the invitation of guest speakers to address
the University community. The exercise of freedom of expression implies the freedom to associate with other
members of the University community, to form registered student organizations, and to participate in activities
sponsored by those organizations. The University shall not, without due cause, impair or abridge the right of
exercise of freedom of expression beyond the regulation of time, place, and manner of that expression.
Copies of the full text of the Santa Clara University Student Freedom of Expression policy are available in the
Office of Student Life, Benson Center, Room 205.
LIABILITY AND PROPERTY INSURANCE
Except by expressed arrangement with the University, the University’s insurance does not cover students’ liability or
students personal property. Students may wish to seek the services of their personal insurance agent to arrange for
such coverage.
POLICY ON DISCRIMINATORY AND SEXUAL HARASSMENT
Nondiscrimination Policy
Santa Clara University prohibits discrimination on the basis of race, color, ethnicity, ancestry or national origin,
religion or religious creed, age (over 40), sex, gender expression, gender identity, sexual orientation, marital status,
registered domestic partner status, veteran or military status, physical or mental disability (including perceived
disability), medical condition (including cancer related or genetic characteristic), pregnancy (includes childbirth,
breastfeeding, and related medical conditions), or any other protected category as defined and to the extent protected
by law in the administration of its educational policies, admissions policies, scholarships and loan programs,
athletics, or employment-related policies, programs, and activities; or other University administered policies,
programs, and activities. Additionally, it is the University’s policy that there shall be no discrimination or retaliation
against employees or students who raise issues of discrimination or potential discrimination or who participate in the
investigation of such issues.
The Director of Equal Opportunity and Title IX coordinates and oversees the prompt response, impartial and
thorough investigation, and equitable and timely resolution to all instances of discrimination and harassment, sexual
harassment, and other forms of sexual misconduct involving students, faculty, and staff. The Director also tracks
incidents and trends involving sexual misconduct and serves as the principal contact for government and external
inquiries regarding civil rights compliance and Title IX. Inquiries about this policy or to report an incident of
discrimination, harassment, retaliation, or sexual misconduct should contact:
Belinda Guthrie
Director of Equal Opportunity and Title IX
Office of Equal Opportunity and Title IX
Santa Clara University
Loyola Hall, Suite 140
425 El Camino Real
Santa Clara, CA 95050
(408) 554-3043
www.scu.edu/title-ix/
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Title IX of the Education Amendments of 1972
Title IX is a federal civil rights law that prohibits discrimination based on the sex or gender of students and
employees in educational institutions that receive federal financial assistance. Title IX states that: “No person in the
United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected
to discrimination under any education program or activity receiving federal financial assistance.” Title IX promotes
equity in academics and athletics programs and activities and prohibits all forms of sex and gender-based
discrimination, including sexual harassment and sexual violence.
Title IX also prohibits discrimination against a student based on pregnancy, childbirth, false pregnancy, termination
of pregnancy, or recovery from any of these conditions. Students may request adjustments and accommodations
based on pregnancy needs or on a pregnancy-related complication for as long as the student’s doctor deems the
accommodation to be medically necessary. Requests for pregnancy-related accommodations should be directed to
Disabilities Resources at 408-554-4109 or to the Director of Equal Opportunity and Title IX, Loyola Hall, Suite 140,
408-551-3043.
Section 504 of the Rehabilitation Act of 1973 and Americans with Disabilities Act (ADAAA)
Santa Clara University is committed to ensuring equal treatment and educational opportunity for students with
disabilities, including those with learning disabilities, ADHD, chronic health conditions, traumatic brain injuries,
hearing impairments, physical disabilities, psychological disorders, visual impairments, and other health
impairments in compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities
Act (ADAAA). Students with disabilities who are registered with the SCU Disabilities Resources (DR) office may
be qualified to receive accommodations, auxiliary aids, or services based on supporting documentation. To register
with DR, contact the Director at (408) 554-4109 or [email protected].
Gender-Based Discrimination and Sexual Misconduct Policy
Santa Clara University is committed to providing an environment free of gender-based discrimination, including
sexual harassment, sexual misconduct, sexual violence and assault, relationship (dating and domestic) violence, and
stalking. The University provides resources and reporting options to students, faculty, and staff to address concerns
related to gender-based discrimination and sexual misconduct prohibited by Title IX and University policy, and,
through training and education, works to prevent its occurrence. The University seeks to provide a consistent,
caring, and timely response when sexual and gender-based misconduct occurs within the University community.
When the University becomes aware of allegations of sexual misconduct, it will take prompt and effective action.
This action may include an initial assessment of safety and well-being, implementing interim remedies at no cost to
the complainant for protection and support, discussing how the complainant wishes to proceed, initiating an
investigation, and identifying appropriate avenues for resolution. The University’s response will be overseen by the
Director of Equal Opportunity and Title IX.
The University’s Gender-Based Discrimination and Sexual Misconduct Policy applies to all students, faculty, and
staff, and includes any individual regularly or temporarily employed, studying, living, visiting, or serving in an
official capacity at Santa Clara University (including volunteers and contractors). The policy applies to both
on-campus and off-campus conduct and to online actions that have a potential or actual adverse impact on any
member of the University community, of which substantially interferes with a person’s ability to participate in
University activities, or which could affect a substantial University interest or its educational mission. For more
information about reporting, response, and adjudication, please see the University’s Gender-Based Discrimination
and Sexual Misconduct Policy or contact the Director of Equal Opportunity and Title IX, www.scu.edu/title-ix.
What Constitutes Consent
The University adheres to California’s definition of affirmative consent for sexual activity. Affirmative consent
means affirmative, conscious, and voluntary agreement to engage in sexual activity. Since individuals may
experience the same interaction in different ways, it is the responsibility of each party to determine that the other has
consented before engaging in the activity.
For consent to be valid, there must be a clear expression in words or actions that the other individual consented to
that specific sexual conduct. Reasonable reciprocation can be implied. For example, if someone kisses you, you can
kiss them back (if you want to) without the need to explicitly obtain their consent to being kissed back.
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Consent can also be withdrawn once given, as long as the withdrawal is reasonably and clearly communicated. If
consent is withdrawn, that sexual activity should cease. Consent to some sexual contact (such as kissing or fondling)
cannot be presumed to be consent for other sexual activity (such as intercourse). A current or previous intimate
relationship is not sufficient to constitute consent.
Consent is based on the totality of the circumstances evaluated from the perspective of a reasonable person in the
same or similar circumstances, including the context in which the alleged incident occurred and any similar previous
patterns that may be evidenced. The question of whether the responding party should have known of the reporting
party’s incapacity is an objective inquiry as to what a reasonable person, exercising sober judgment, would have
known, in the same or similar circumstances.
Consent is not voluntary if forced or coerced. Force is the use of physical violence or physical imposition to gain
sexual access. Force also includes threats, intimidation (implied threats), and coercion that is intended to overcome
resistance or produce consent Coercion is unreasonable pressure for sexual activity. Sexual activity that is forced is,
by definition, non-consensual, but non-consensual sexual activity is not necessarily forced. Silence or the absence of
resistance alone is not consent. Consent is not demonstrated by the absence of resistance. While resistance is not
required or necessary, it is a clear demonstration of non-consent.
A person cannot consent if they are unable to understand what is happening, are asleep, or are unconscious for any
reason. A person violates this policy if they engage in sexual activity with someone they know to be, or should know
to be, physically or mentally incapacitated. This policy also covers a person whose incapacity results from a
temporary or permanent physical or mental health condition, involuntary physical restraint, or the consumption of
incapacitating drugs or alcohol. Incapacitation occurs when someone cannot make rational, reasonable decisions
because they lack the capacity to give knowing/informed consent (e.g. to understand the “who, what, when, where,
why, or how” of their sexual interaction).
Incapacitation is determined through consideration of all relevant indicators of an individual’s state and is not
synonymous with (under the) influence, impairment, intoxication, inebriation, blackout, or being drunk. It is not an
excuse that the responding party was intoxicated and, therefore, did not realize the incapacity of the reporting party.
Reporting Options
There are confidential and non-confidential reporting options available. Confidential Resources include on and
off-campus mental counselors, health service providers, local rape crisis counselors, domestic violence resources,
and members of the clergy and chaplains. Confidential on-campus resources include CAPS, Cowell Center,
408-554-4501; Wellness Center, 862 Market Street, 408-554-4409; and members of the clergy or chaplains.
Confidential means that what a reporting party shares will not be communicated with anyone else unless except in
extreme cases of the immediacy of threat or abuse of a minor.
Reporting to Law Enforcement
For immediate, emergency assistance or to report a crime of sexual violence, including sexual assault,
domestic/intimate partner violence, and stalking students, contact the Santa Clara Police Department, dial 911, or
contact Campus Safety Services at 408-554-4444.
Reporting to the University
To report an incident to the University, students may:
• Report directly to the Director of Equal Opportunity and Title IX
• Report online at https://www.scu.edu/title-ix/reporting/
• Report anonymously using EthicsPoint at www.scu.edu/hr/quick-links/ethicspoint/
Other campus reporting options: Students may report incidents and seek support from other University officials,
including:
• The Office of Student Life
• The Office of Residence Life (including Community Facilitators, Resident Directors, Assistant Resident
Directors, Neighborhood Representatives, and Assistant Area Coordinators)
• Spirituality Facilitators
• The Office of Housing
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• Athletics and Recreation
• The Center for Student Leadership,
• The Drahmann Center
• Disabilities Resources
• The Career Center and
• Campus Ministry
These University resources are required to report incidents to the Director of Equal Opportunity and Title IX, who
will oversee the investigation and resolution process. At the time a report is made, a complainant does not have to
decide whether or not to request or participate in an investigation or University resolution process.
DRUG-FREE POLICIES
It is the goal of Santa Clara University to maintain a drug-free workplace and campus. The unlawful manufacture,
distribution, dispensation, possession, and/or use of controlled substances or the unlawful possession, use, or
distribution of alcohol is prohibited on the Santa Clara University campus, in the workplace, or as part of any of the
University’s activities. This includes the unlawful use of controlled substances or alcohol in the workplace even if it
does not result in impaired job performance or in unacceptable conduct.
The unlawful presence of any controlled substance or alcohol in the workplace and campus itself is prohibited. The
workplace and campus are presumed to include all Santa Clara premises where the activities of the University are
conducted.
Violations will result in disciplinary action up to and including termination of employment for faculty and staff or
expulsion of students. A disciplinary action may also include the completion of an appropriate rehabilitation
program. Violations may also be referred to the appropriate authorities for prosecution.
SMOKE-FREE CAMPUS
Santa Clara University has adopted a smoke-free and tobacco-free policy on the University campuses in Santa Clara
and Berkeley. Smoking means inhaling, exhaling, burning, or carrying any lighted or heated tobacco product, as well
as smoking substances that are not tobacco, and operating electronic smoking devices and other smoking
instruments. “Tobacco product” means all forms of tobacco, including but not limited to cigarettes, cigars, pipes,
hookahs, electronic smoking devices, and all forms of smokeless tobacco.
The sale and advertising of tobacco products and tobacco-related products also are prohibited. “Tobacco-related”
means the use of a tobacco brand or corporate name, trademark, logo, symbol, motto, or selling message that is
identifiable with those used for any brand of tobacco products or company that manufactures tobacco products.
SEXUAL ASSAULT AND MISCONDUCT REPORTING PROTOCOL
Purpose Statement
Santa Clara University seeks to provide a consistent, caring, and timely response when sexual assaults occur within
the University community. The University prohibits any non-consensual physical contact of a sexual nature,
including sexual assault and sexual misconduct. Sexual assault or misconduct can occur between people of different
genders or of the same gender. (For definitions of sexual assault and sexual misconduct, see the “Definitions”
section in this chapter.)
The following procedures were created to:
• Facilitate the recovery of a sexual assault victim/complainant by providing prompt and compassionate
support services
• Create a campus environment that both expedites and encourages the prompt reporting of sexual assaults or
misconduct against students
• Facilitate the apprehension of assailants when such assaults are committed and/or process cases through the
campus judicial system
• Establish and cultivate a climate of community involvement in sexual assault or misconduct prevention
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• Increase the safety of the campus community
• Ensure accurate reporting of crime statistics
Students are encouraged to report all instances of sexual assault or misconduct. Victims/complainants who have
engaged in alcohol or other drug use at the time of the assault will not be subject to disciplinary action for such use.
Every effort will be made to ensure that students are informed of rights and resources, including options for
reporting through the University or the appropriate police department.
Campus Sexual Assault Victims’ Bill of Rights
In compliance with the Campus Sexual Assault Victims’ Bill of Rights, sexual assault and misconduct
victims/complainants have the right to be informed:
1. About notifying appropriate law enforcement authorities with the assistance of University personnel if
requested
2. About existing on- and off-campus counseling, mental health, or other services
3. That the University will change academic and living situations after an alleged report if those changes are
requested by the victim/complainant and are reasonably available
4. That the victim/complainant and the accused are entitled to the same opportunities to have others present
during a University disciplinary proceeding
5. About the outcome of the University disciplinary proceeding
The rights specified in items 1 through 3 are applicable to any victim/complainant regardless of whether the accused
is a student at Santa Clara University.
Sexual Assault Reporting Protocol for Student Victims
If you are the victim of an assault, your personal safety is most important. You are encouraged to go to a safe place if
you are somewhere you do not feel comfortable. If you are comfortable, share what has occurred with someone you
trust. Sharing as much specific information as you can remember with this individual may help in the event that you
decide you want to report the assault to University officials and/or the police.
Preserve Evidence
Do what you can to preserve any evidence, even if you are not certain you want to file a report with the police
department or the University. Preserving evidence now will give you the options should you decide to report later. It
is best for any physical evidence to be collected within the first 24 hours.
If you can avoid it, do not wash your face or hands, bathe, brush your teeth, drink or eat, douche, or change clothes.
If you must change your clothes, place each garment in a separate paper (not plastic) bag.
On- and Off-Campus Counseling Services
You are encouraged to seek out the support of family, friends, and/or a counselor. We encourage you to make an
appointment at Counseling and Psychological Services (CAPS), located in Cowell Health Center, 408-554-4172. If
you do not want to wait, you can request to see the on-call counselor for the day. Except in cases when students are
under the age of 18, CAPS is not required to report incidents of sexual assault or misconduct.
The YWCA Rape Crisis Hotline is available as a resource and support for you. The confidential hotline is open 24
hours a day/7 days a week and can be reached at 408-287-3000. You do not need to be in crisis in order to contact a
counselor from the hotline. Counselors on the hotline are trained to help rape victims and offer support and
information about legal, medical, and mental health resources. The hotline is also available to anyone providing
support to a victim of sexual violence.
Physical Health
If you are the victim of an assault, you should be examined by a doctor as soon as possible for injuries you may not
be able to see. You might also want to preserve evidence this way. Under certain circumstances, medical health care
providers are required to report crimes such as sexual assault to the police.
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If you are interested in an evidence exam, go to Santa Clara Valley Medical Center located at 751 S. Bascom Avenue
in San Jose, CA. This is the forensic medical facility in the area. They are a specially trained nursing facility. If you
want to have an evidence exam conducted, go to the emergency room and tell them you have been sexually
assaulted. If you would like, Campus Safety Services can arrange at no cost for transportation to Santa Clara Valley
Medical Center. Campus Safety Services can be contacted at 408-554-4441.
You can have a medical-only (non-evidence) exam to treat cuts, infections, and internal injuries. It is important to
know that you will lose the opportunity to collect evidence at this time. Before making this decision, consider
talking to a rape crisis counselor through the YWCA Rape Crisis Hotline at 408-287-3000.
Cowell Health Center provides pregnancy, STD testing, or baseline HIV testing. Cowell Health Center does not
prescribe emergency contraception and does not collect evidence.
Campus Advocate and Academic and Living Accommodations
The Office of Student Life, located in Benson Center, Room 205, or at 408-554-4583, can assist you by informing
you of (1) your rights, (2) on- and off-campus resources, (3) reporting options, and (4) your options through the
University Judicial System. The on-campus resources include the Campus Advocate program. A campus advocate is
a trained staff or faculty member who is available to support you through the University reporting process.
You can also choose to request assistance with academic and living accommodations. The person you meet with will
also inform you about the law enforcement reporting process and your options regarding filing a criminal complaint.
More detailed information about University and local resources are available through the Office of Student Life.
Reporting Options
If you decide to report, you will be asked to give a detailed account of what has occurred. This can be a difficult
process and you are encouraged to bring a friend or advocate for support. YWCA advocates can support you with
off-campus proceedings and Campus Advocates can assist you with on-campus proceedings.
Filing a Police Report
If you are interested in filing a police report, call 911 for an immediate response, or call the police department in the
city where the assault occurred. If the assault occurred in the city of Santa Clara, contact the Santa Clara Police
Department, located at 601 El Camino Real or at 408-615-4700. An officer can meet you at your residence or
somewhere else on campus such as at the Campus Safety Services office. Part of the investigation and with your
permission may include a medical exam at Santa Clara Valley Medical Center (see the previous “Physical Health”
section for more details). You have a legal right to have a YWCA advocate present during your interviews and
interactions with the police department. The YWCA is the recognized advocate provider for Santa Clara County.
Filing a report with the police does not necessarily mean prosecution will occur. If you do not want to call the police,
you can call a friend to take you to a hospital or go to Cowell Health Center for a referral.
Filing a University Report
You can begin the process of filing a report through any of the following departments:
• Campus Safety Services: Call Campus Safety Services at 408-554-4444 to file a report involving another
student, even if the assault occurred off-campus. Campus Safety can also connect you to the appropriate
police department to file a report.
• Office of Student Life: Call the Office of Student Life at 408-554-4583 (located in Benson Center, Room
205) to schedule an appointment or report to the office to request a same-day appointment. You may simply
state that you want to meet with a Student Life staff member to discuss a “student welfare matter.” The
Office of Student Life will introduce you to a Campus Advocate if you agree to meet with one, who can
support you through the campus reporting process, explain the resources available to you, including the
University Judicial System, and if applicable, arrange for you to file a report with Campus Safety Services.
• Office of Affirmative Action: In addition to contacting the Office of Student Life or Campus Safety
Services, if the assailant is a staff or faculty member, you can also report the incident to the Office of
Affirmative Action at 408-554- 4178 (located in Loyola Hall). Faculty/staff should report any assault
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committed by another member of the University community to the Office of Affirmative Action, not the
Office of Student Life.
Understanding Who at the University is Mandated to Report Instances of Sexual Assault or Misconduct
The University seeks to provide accurate and timely information to the campus community related to public safety.
Faculty and staff are encouraged to consult with the Office of Student Life about accessing campus resources to
support student victims.
Note: In cooperation with the Santa Clara Police Department to provide for the safety and welfare of the community,
the University notifies the Santa Clara Police Department of reports of sexual assault or misconduct. The Office of
Student Life and/or Campus Safety Services will assist you with this process or will provide the report on your
behalf. You may choose to either participate or not participate in a criminal investigation. If you choose not to
participate, it is highly unlikely the police will file criminal charges.
Mandated Reporters
Faculty and staff who have significant responsibility for student and campus activities are required to inform
Campus Safety Services of allegations of sexual assault or misconduct reported by students. When this happens,
Campus Safety Services will notify the Office of Student Life. If preferred, faculty and staff can contact the Office
of Student Life to assist with the process of notifying Campus Safety Services. University personnel who are
mandated reporters include, though not limited to, the Office of Student Life, Residence Life [including community
facilitators (CFs) and assistant resident directors (ARDs)], residence ministers, Housing, Athletics and Recreation,
Center for Student Leadership, Drahmann Center, Disability Resources, Career Center, Campus Ministry, and
Campus Safety Services.
Licensed medical professionals, such as those in Cowell Health Center, are required by law to notify law
enforcement if they have reason to believe or know that a patient has been sexually assaulted.
Supervisors of student employees are required to report to the Office of Affirmative Action allegations of sexual
assault or misconduct that happened in the context of employment.
Not Mandated to Report
Unless there is a statutory duty to do so, University personnel who are not mandated reporters include pastoral
(clergy) and professional counselors when acting in those roles, faculty who do not advise student groups, and
clerical or support staff.
Anonymous Reporting for Statistical Purposes
Staff, faculty, and students who are not mandated reporters are encouraged to report instances of sexual assault or
misconduct to the Office of Student Life. These reports can be made without identifying the victim. In such
instances, the report of the incident will be included in the University’s Annual Disclosure of Crime Statistics. The
Office of Student Life staff will provide to the reporting person resources and information about how to file a
campus judicial report and a police report should the victim decide to do so.
University Response to Sexual Assault and Sexual Misconduct
As authorized by the Board of Trustees and the University president, the vice provost for student life or designee
will adjudicate a charge of sexual misconduct or assault under the Student Conduct Code, Section 7: Nonconsensual
physical contact of a sexual nature such as sexual misconduct, sexual assault, and rape. The University’s definitions
of sexual assault and sexual misconduct are explained in this section and are the standards by which the University
holds its students accountable. The University reserves the right to review all student conduct that occurs on- and
off-campus when such behavior is inconsistent with the Student Conduct Code.
Violations of the Student Conduct Code do not necessarily constitute violations of the law. A report of sexual assault
or misconduct filed with the University is evaluated according to University standards through a University process
and is separate from a criminal investigation. Any sanction within the full range of disciplinary action, including
expulsion, may be imposed upon a student who is found responsible for committing sexual assault or misconduct.
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Disciplinary sanctions for findings of sexual misconduct or assault will be imposed regardless of whether the
nonconsensual sexual activity was preceded or followed by consensual sexual activity.
The use of alcohol or other drugs can blur the distinction between consensual and non-consensual sexual activity. If
the accused person knew or reasonably should have known that the victim was incapable of providing consent due
to the use of alcohol or another drug, the accused person is in violation. The accused person’s use of alcohol or other
drugs does not diminish his or her responsibility for committing the sexual misbehavior.
DEFINITIONS
Act referenced in the terms below includes but is not limited to sexual intercourse, sodomy or sexual penetration
with an inanimate object, the touching of a person’s intimate parts (defined as genitalia, groin, breast or buttocks, or
clothing covering them), or compelling a person to touch his or her own, or another person’s intimate parts without
consent.
Coercion means compelling another person to do something through emotional or physical pressure, threats, or other
forms of intimidation. Real or perceived power differentials between individuals also may create an atmosphere of
coercion that can significantly impair the ability to consent.
Consent means mutually understandable words or actions that demonstrate a voluntary agreement to engage in
mutually agreed-upon sexual activity. Consent must be informed, active, and freely given. Consent is invalidated
when it is forced, coerced, or nullified by a person’s incapacitation, including being under the influence of alcohol or
another drug. Non-action is a response that does not constitute active or affirmative consent.
In reviewing a report of sexual misconduct or assault, consent is a critical factor in determining whether there is a
violation of Section 7 of the Student Conduct Code. It is the responsibility of individuals to engage only in mutually
agreed-upon sexual activity and it is the responsibility of the person initiating sexual activity to obtain consent.
Sexual assault occurs when the act is intentional and is committed by (a) physical force, violence, threat, or
intimidation; (b) ignoring the objections of another person; (c) causing another’s intoxication or impairment through
the use of drugs or alcohol; or (d) taking advantage of another person’s incapacitation, state of intimidation,
helplessness, or another inability to consent.
Sexual misconduct occurs when the act is committed without intent to harm another and where, by failing to
correctly assess the circumstances, a person believes unreasonably that consent was given without having met
his/her responsibility to obtain consent. Situations involving physical force, violence, threat, or intimidation fall
under the definition of sexual assault, not sexual misconduct, and will be treated as such. Sexual misconduct or
assault can occur between people of different genders or of the same gender. In some cases, consensual sexual
activity occurs before an assault or after an assault.
COMPUTING RESOURCES POLICIES
The computing and other electronic resources at SCU are provided solely for the support of students and employees
in the pursuit of their scholarly or required academic activities, and for conducting the business of the University.
General guidelines for use of computing, communication, and electronic resources on campus are based upon
principles of etiquette, fairness, and legality. In using these resources at SCU, community members are expected to
be respectful of other individuals’ ability to enjoy equal access to the resources, refrain from malicious or annoying
behavior, and abide by state and national laws, including those related to intellectual property and copyright. More
details are available in the University’s Network and Communications Policies and Guidelines accessible at
www.scu.edu/technology/policies-standards-procedures/network-and-communications-policies-and-guidelines/ or
from Information Technology.
POLICY FOR WITHDRAWAL FOR HEALTH REASONS/EMERGENCIES
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Students may experience an illness, injury, or psychological condition herein referred to as a health condition, which
significantly impairs their ability to function successfully or safely in their roles as students. In these instances, time
away from the University for treatment and recovery can restore functioning to a level that will enable them to
return to the University.
The purpose of this policy is to set forth the procedures for student withdrawals from the University for reasons of
health and/or safety. The University has designated four categories relating to enrollment status. They differ
according to who initiates the action, whether it is voluntary or not, and the re-enrollment procedures.
Students who withdraw under this policy are strongly encouraged to either purchase or continue purchasing the
tuition insurance plan. See the Tuition Insurance Plan section in this chapter for more details about this plan.
The vice provost for student life or designee, in consultation with the appropriate mental and medical health
professionals, Office of the Dean, and other staff as deemed necessary, is responsible for the implementation of this
policy.
HEALTH WITHDRAWAL CATEGORIES
A. Health Withdrawal and Re-enrollment
A student who has a health condition that temporarily precludes continued enrollment, other than the conditions
described in items B, C, and D, can choose to withdraw from the University. The process of withdrawing for health
reasons is the same as that of withdrawing for any other personal reason with the intention of returning to the
University. The student is responsible for using standard procedures and for notifying the University in writing when
withdrawing and re-enrolling in the University. A student who drops all of his/her courses is not withdrawn from the
University. During an academic quarter, a student who takes a health withdrawal, as defined in this section, is
subject to the University Tuition Refund Policy.
B. Conditional Health Withdrawal and Re-enrollment
If the student’s health condition substantially threatens the welfare of self or others or the student’s behavior
significantly disrupts the integrity of the University’s learning environment, the University may recommend
professional evaluation and treatment, withdrawal from on-campus housing, and/or withdrawal from the University.
Conditions for re-enrolling in the University are established and documented at the time of the withdrawal. If the
student does not agree to the recommendation, the University reserves the right to implement such action without
the consent of the student (see item C in this section).
A conditional health withdrawal may apply to:
• Students who are deemed to be a danger to themselves or others. Danger to self or others is here defined to
include but is not limited to, any danger of suicide, self-mutilation, accident, or assault which necessitates
unusual measures to monitor, supervise, treat, protect, or restrain the student to ensure his/her safety and the
safety of those around him/her.
• Students whose behavior is severely disruptive to others. Disruptive is here defined to include but is not
limited to behavior that causes emotional, psychological, or physical distress to students, faculty, or staff
above that normally experienced in daily life and/or impacts the integrity of the University’s learning
environment. Such disruption may be in the form of a single behavioral incident or somewhat less severe
but persistent disruption over an extended period.
• Students (a) who refuse or are unable to cooperate with the recommended assessment and/or treatment,
and/or (b) whose behavior or physical condition suggests a disorder, such as an eating disorder, which is
likely to deteriorate to the point of permanent disability, disfigurement, impairment, or dysfunction without
such assessment and/or treatment. When the standard assessment is impossible because of the student’s
resistance, indirect behavioral observations may constitute the basis for such judgment.
Advantages of a conditional health withdrawal:
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• The time away from the University will allow the student to focus on his/her health without the additional
responsibilities associated with being a student.
• The student can seek the most appropriate professional treatment and resources without the constraints
imposed by remaining enrolled at the University.
• The student may be granted grades of “W” (withdrawn) in all enrolled classes, even if the normal deadline
for a “W” has passed.
The student may be eligible for a tuition refund for the quarter less any applicable financial aid. A student who lives
on campus may be eligible for a room and board refund based upon the date the student officially checks out of the
on-campus residence in accordance with Residence Life and Housing procedures. See the Tuition Refund section in
this chapter for more details.
Re-enrollment procedure
When the student is ready to be considered for re-enrollment, the student should contact the vice provost for student
life or designee according to the written conditions for re-enrollment and provide appropriate documentation of
sustained behavioral change, and satisfactory resolution of the initial condition that gave rise to the withdrawal,
including compliance with the conditions of re-enrollment. The student must be assessed by an appropriate
professional: a licensed psychologist or psychiatrist if evaluating mental health concerns or a licensed physician if
the evaluation is regarding other medical concerns. Further, all providers must be unrelated to the student and must
have specialty/credentials appropriate for the condition of concern. The off-campus health care professional will be
asked to provide a written evaluation of the student’s current health status, the nature of the treatment, and provide
recommendations regarding:
• The student’s readiness to return to the academic and co-curricular demands of University life
• The student’s readiness to live in the on-campus residential community
• Ongoing treatment, academic accommodations, or testing needs
• Any conditions or restrictions that the University should impose
The vice provost for student life or designee may consult with the director of Health and Counseling Services,
Office of the Dean, and any other appropriate University departments. The vice provost for student life or designee
will either initiate the re-enrollment process or deny the student’s request and specify when the next request for
re-enrollment will be considered, as well as the conditions that must be met for re-enrollment.
Once approved for re-enrollment by the vice provost for student life or designee, a student may re-enroll without
further permission if the student was in good academic standing prior to leaving the University, does not have any
outstanding financial obligations with the University, is returning to the same college or school, and is returning
within five years of the date of the withdrawal. Students who do not meet these conditions must seek permission to
re-enroll from the dean of Academic Support Services.
C. Involuntary Health Withdrawal and Re-enrollment
This policy is meant to be invoked only in extraordinary circumstances when a student is unable or unwilling to
request a voluntary withdrawal, and such a withdrawal may be necessary to protect the safety of that student and/or
others, or the integrity of the University’s learning environment. If a student does not agree to comply with the
University’s recommendation to withdraw voluntarily,
1. The vice provost for student life or designee will:
• Consult, as may be appropriate and feasible, with representatives from the Office of Student Life,
Counseling and Psychological Services and Cowell Health Center, Residence Life, the Drahmann Advising
Center, Office of the Dean, the student’s professors, and other individuals or departments.
• Seek, if appropriate and feasible, the cooperation and involvement of the parents or guardians of the
student. The decision to notify a student’s family members will be weighed carefully against the student’s
privacy rights. The student’s parents or guardians may be contacted without the expressed consent of the
student if it is perceived necessary to protect the welfare of the student or other individuals.
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• Review, if feasible, with the student the reasons why an involuntary health withdrawal is being considered,
provide an opportunity for the student to respond to the reasoning, and assert his/her reasons as to why
withdrawing is not necessary and/or appropriate
2. In the event that the student is incapable of responding on his/her own behalf due to his/her condition or if the
student is choosing not to respond to inquiries or directives of the University, the University reserves the right to
withdraw the student without the voluntary consent of the student or the parent or guardian. The terms of the
withdrawal may include denying the student permission to be on property owned or controlled by the
University.
3. The student will receive written notice of the final decision, including the conditions for re-enrollment if the
student is withdrawn.
4. The student may be granted grades of “W” (withdrawn) in all enrolled classes, even if the normal deadline for a
“W” has passed.
5. The student may be eligible for a tuition refund for the academic term less any applicable financial aid. If the
student lives in University housing, the student will be eligible for a room and board refund based upon the date
s/he officially checks out of the on-campus residence in accordance with Residence Life and Housing
procedures. See the Tuition Refund section of this chapter for more details.
6. If the decision includes a requirement for the student to obtain off-campus health care as a condition of
re-enrollment, the student must give signed consent for the off-campus health care professional and the director
of Health and Counseling to communicate about the nature of the problem that led to this action by the
University, a complete description of the University’s concerns, and the scope of the resources that the
University offers. This communication should occur prior to the beginning of the student’s treatment to ensure
that there is clarity regarding the medical and/or psychological problems that need to be addressed.
Appeal Process
A student who is involuntarily withdrawn from the University may appeal this decision. If an appeal is denied, the
decision is final and no further appeal is permitted. The student must submit the appeal and the reason(s) why the
appeal should be granted within three business days of notice of the involuntary withdrawal. The student must
submit the appeal and the reasons supporting the appeal to the vice provost for student life. In the event, the vice
provost for student life is the person who made the decision to involuntarily withdraw the student, the provost or the
provost’s designee will hear the appeal. On appeal, the decision will be upheld if there is sufficient evidence that the
student’s health condition substantially threatens the welfare of self or others, or the student’s behavior significantly
disrupts the integrity of the University’s learning environment. The decision on the appeal will be communicated to
the student within three business days of the day the appeal was submitted.
During the duration of the appeal process, the student will be placed on interim emergency health restriction (see
item D below). If the student does not submit an appeal, the involuntary health withdrawal will be implemented at
the conclusion of the three business day period to submit an appeal.
Re-enrollment Procedure
A student who is involuntarily withdrawn from the University under this policy may be considered for re-enrollment
by following the same re-enrollment procedure specified in item B.
D. Interim Emergency Health Restriction
If, for reasons pertaining to a health condition, a student’s behavior poses an immediate and direct threat to self or
others, or an immediate disruption to the integrity of the University’s learning environment, the vice provost for
student life or designee may suspend the student from the University or restrict the student’s access to the University
campus, University housing, services, and activities, as appropriate, for an interim period before a final
determination of the matter. If the student is placed on interim emergency health restriction at the discretion of the
vice provost for student life or designee, the student will not be permitted to attend classes, participate in class in any
way, or be on University-owned or -controlled property.
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This decision will be based upon a review of the available information that may include, if possible, speaking with
the student regarding the matter. The vice provost for student life or designee may seek the cooperation and
involvement of the student’s parents or guardians. The decision to notify a student’s family members will be
weighed carefully against the student’s privacy rights. The student or family member, if appropriate and feasible,
will be notified of the interim emergency health restriction as well as the subsequent process in making a final
determination regarding the student’s enrollment status.
The interim emergency health restriction will remain in effect until a final decision has been made. The vice provost
for student life or designee will review relevant available information related to the student’s behavior and health,
and provide, if possible, an opportunity for the student to meet with him/her. The standards for making the decision
are whether the student’s health condition substantially threatens the welfare of self or others or the student’s
behavior significantly disrupts the integrity of the University’s learning environment. The vice provost for student
life or designee will document the findings of the review process and the recommendations and will notify the
student in writing accordingly. If the student is withdrawn, the student will be informed of the conditions that must
be met for re-enrollment.
TUITION REFUND
Students who are placed on conditional health withdrawal or involuntary health withdrawal are eligible to receive
only one tuition refund under the Policy for Withdrawal for Health Reasons during their academic tenure at the
University. Any student who receives a tuition refund under this policy must meet re-enrollment conditions before
the student will be permitted to return to the University.
TUITION INSURANCE PLAN
The student is strongly encouraged to purchase the University’s tuition refund insurance prior to the beginning of the
quarter and to maintain the insurance through the remainder of his/her enrollment. Students are eligible to receive
only one tuition refund under the Policy for Withdrawal for Health Reasons. This is applicable even in the event that
the tuition insurance plan excludes coverage for a student’s condition. The student is responsible for reviewing the
terms and conditions of the insurance plan including those pertaining to coverage and exclusions.
NONDISCRIMINATION POLICY
Santa Clara University prohibits discrimination and harassment on the basis of race, color, religious creed, sex,
gender, sexual orientation, religion, marital status, registered domestic partner status, veteran status, age, national
origin or ancestry, physical or mental disability, medical condition including genetic characteristics, or any other
consideration made unlawful by federal, state, or local laws in the administration of its educational policies,
admissions policies, scholarships and loan programs, athletics, or employment-related policies, programs, and
activities or other University-administered policies, programs and activities.
Additionally, it is the University’s policy that there shall be no discrimination or retaliation against employees or
students who raise issues of discrimination or potential discrimination of those who participate in the investigation
of such issues.
The University will provide reasonable accommodations for the known physical or mental limitations of an
otherwise qualified individual with a disability under the law.
Inquiries regarding equal opportunity policies, the filing of grievances, or requests for a copy of the grievance
procedures covering discrimination and harassment complaints should be directed to the Office of EEO and Title IX.
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APPENDIX
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Academic Accreditations
UNIVERSITY ACCREDITATION
Western Association of Schools and Colleges (WASC)
Senior College and University Commission
985 Atlantic Avenue, Suite 100
Alameda, CA 94501
510-748-9001
SPECIALIZED ACADEMIC ACCREDITATIONS
American Association of Museums
ABET Inc.
American Bar Association
American Chemical Society
Association of American Law Schools
Association of Theological Schools
Association to Advance Collegiate Schools of Business–Accounting
Association to Advance Collegiate Schools of Business
California Board of Behavioral Sciences Accredited Marriage and Family Therapists
California State Commission on Teacher Credentialing
State Bar of California
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Board of Regents
Chair: Risë Jones Pichon
Vice Chair: Kathryn K. Chou
Scot D. Asher Michael Heffernan Michael B. Nicoletti
Wendy N. Barnes Laurie J. Hernandez Cynthia B. Nimmo
Marie E. Barry Latanya N. Hilton Guisselle V. Nuñez
Richard Bastiani Catherine T. Horan-Walker Christine A. O’Malley
Lawrence P. Biggam Sean P. Huurman Kyle T.Y. Ozawa
Jacques A. Bolivar Therese A. Ivancovich Claude D. Perasso Jr.
Joseph R. Bronson David G. LeBaron Angela “Angie” Robbiano
Rudolf L. Brutoco John “Casey” McGlynn Julie M. Robson
Christi E. Coors Ficeli R. Donald McNeil Stephen E. Schott
Scott J. Cromie Anne M. Milligan Lisa J. Stevens
Michael B. Dachs Peter M. Moore John T. Torrey
Neil V. Datar Peter B. Morin Carolyn R. Von Der Ahe
Thalia D. Doherty James “Jim” J. Murphy Susan Wright
Gregory M. Goethals Larry T. Nally Patrick J. Yam
Kristina A. Grey Anne K. Naragon Christine Zanello
Mark A. Grey Bryan S. Neider Jason T. Zenk
Mary “Ginny” V. Haughey Michelle U. Nguyen Andrea D. Zurek
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Santa Clara University Senior Leadership
President's Cabinet
Julie H. Sullivan, Ph.D……………………………………………………………………………………..…President
Renee Baumgartner, Ph.D…………………………………………………………………………Director of Athletics
Alison M. Benders, Ph.D…………Vice President for Mission and Ministry and Executive Director, Ignatian Center
Michael P. Crowley, MBA…………………………………………...Vice President for Finance and Administration
T. Shá Duncan Smith, Ph.D.….………….…………………………..Vice President for Diversity, Equity & Inclusion
James C. Lyons, MPA…………………………………………………………Vice President for University Relations
Eva Blanco Masias, M.Ed. ………………………………………………Vice President for Enrollment Management
Molly A. McDonald, J.D. …………………………………….…………………………………………..Chief of Staff
Kate Morris, Ph.D. ……………………………………………Acting Provost and Vice Provost for Academic Affairs
Robert C. Owen, PH.D. ……………………………………………………………………..Chief Information Officer
John M. Ottoboni, J.D. ……………….…………Special Advisor to the Board of Trustees and Senior Legal Counsel
Jeanne Rosenberger, M.A. ………….……………………………Vice Provost for Student Life and Dean of Students
Ed Ryan, Ph.D. …………………….... Acting Provost and Vice Provost for Planning and Institutional Effectiveness
Office of the Provost
Kate Morris, Ph.D. …………………..…………….………… Acting Provost and Vice Provost for Academic Affairs
Ed Ryan, Ph.D. ……………………… Acting Provost and Vice Provost for Planning and Institutional Effectiveness
Toby McChesney, Ph.D. ……………………………………………………..…Vice Provost for Graduate Programs
Daniel Press, Ph.D. ……………………….……………………………………… Dean, College of Arts and Sciences
Ed Grier, B.A. .…………………………………….………………..……………… Dean, Leavey School of Business
Elaine Scott, Ph.D. …………………………….…………………………………………Dean, School of Engineering
Michael Kaufman, S.J. ………………………………………………………………………….. Dean, School of Law
Sabrina Zirkel, Ph.D. ………………………………………...Dean, School of Education and Counseling Psychology
Joseph G. Mueller, S.J. ……………………………………………………………….Dean, Jesuit School of Theology
Robert Owen, DPA……………………………….Vice Provost, Information Services, and Chief Information Officer
Jeanne Rosenberger, M.A. …………………………………………..Vice Provost, Student Life and Dean of Students
College of Arts and Sciences
David Press, Ph.D. …………………………………...……………………………………………………………Dean
John Birmingham, Ph.D. ……………………………....Associate Professor and Director, Center for Nanostructures
Kat Saxton, Ph.D. ……………….Associate Dean, Associate Professor, and Director of Individual Studies Program
Kathleen Villarruel Schneider, J.D., …………………………………………………………….Senior Assistant Dean
Rafael D. Ulate, M.A. …………………………………………..……………………………… Senior Assistant Dean
Lee Panich, Ph.D. …………………………………………..……………………………………. Chair, Anthropology
Andrea Pappas, M.A. …………………………………………..………………… Associate Professor, Anthropology
David C. Hess, Ph.D. …………………………………………..………………... Director of Biotechnology Program
Amelia Fuller, Ph.D. ……………………………………………………………...Chair, Chemistry and Biochemistry
Daniel W. Turkeltaub, Ph.D. …………….…………………………………. Associate Professor and Chair, Classics
Michael T. Whalen, MFA. ……………………………………………………………………. Chair, Communication
Phyllis Brown, Ph.D. …………………….………………………….…………………………………. Chair, English
Virginia Matzek, Ph.D. ………………….………………………………..Chair, Environmental Studies and Sciences
Amy Randall, Ph.D. …………………… .Chair, History and Associate Director for Center for Arts and Humanities
Frank A. Farris, Ph.D. ……………………………………………….…….Chair, Mathematics and Computer Science
Jimia Boutouba, Ph.D. ……………………………………………….……Chair, Modern Languages and Literatures
Bruno Ruviaro, DMA……………………………………………….…………………………………….Chair, Music
Scott LaBarge, Ph.D. …………………………………………..….………………………………...Chair, Philosophy
Betty A. Young, Ph.D. …………………………………………..………………………………………Chair, Physics
Gregory P. Corning, Ph.D. …………………………Chair, Political Science and Director of Asian Studies Program
Matthew Bell, Ph.D. …………………………………………..…………………………………….Chair, Psychology
Philip Boo Riley, Ph.D. ………………………………………………………………Interim Chair, Religious Studies
Enrique S. Pumar, Ph.D. ……………………………………………………………………………...Chair, Sociology
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Kimberly Hill, MFA …………………………………………….………………………….Chair, Theatre and Dance
Sharmila Lodhia, Ph.D. …………………………………………….…………….Chair, Women's and Gender Studies
Brett Johnson Soloman, Ph.D. …………………………………………..……………...Chair, Child Studies Program
Aparajita Nanda, Ph.D. ………………………………………………………………. Chair, Ethnic Studies Program
Jeffery Bo……………………………..…………………………………………..Director, Military Science Program
Christelle Sabatier, Ph.D. …………………………………………………………... Director, Neuroscience Program
Katherine Saxton, Ph.D. …………………………………………..……………….. Director, Public Health Program
Leavey School of Business
Ed Grier, B.A. ……………………………………….……………………………………….……………………Dean
George Chacko, Ph.D. ………………………………………….………………………………….Associate Professor
Helen Popper, Ph.D. ………………………………………….……………………………………………... Professor
Dennis Lanham, MBA ………………………………………….. Executive Director Silicon Valley Executive Center
Emily Wilcox, MBA………………………………. Assistant Dean, Strategic Initiatives and Deans Office Relations
Jo-Anne Shibles, M.A. …………………………………...Senior Assistant Dean, Undergraduate Business Programs
Jasmin Modi………………………………………….………………………….. Director, Finance & Administration
Siqi Li, Ph.D. ………………………………………….…………………………………………… Chair, Accounting
Dongsoo Shin, Ph.D. ………………………………………….……………………………………. Chair, Economics
Carrie Pan, Ph.D. ………………………………………….……………………………………………Chair, Finance
Barry Z. Posner, Ph.D. ………………………………………….…………………. Management & Entrepreneurship
Desmond Lo, Ph.D. ………………………………………….……………………………………….Chair, Marketing
Haibing Lu, Ph.D. ………………………………………….………………Chair, Information Systems and Analytics
School of Engineering
Elaine Scott, Ph.D. ………………………………………….……………………………Dean, School of Engineering
Aleksandar Zecevic, Ph.D. …………………………………..Co-Associate Dean for Mission, Culture, and Inclusion
Ruth E. Davis, Ph.D. ………………………………………….……………...Associate Dean, Undergraduate Studies
Christopher Kitts, Ph.D. …….……… Associate Dean, Research and Faculty Development; Professor and Program
Director for Robotics and Automation
David E. Clark, M.B.A., M.E. ….…………………………………….………………………... Senior Assistant Dean
Stephen A. Chiappari, Ph.D…………. Chair, Applied Mathematics; Co-Director for Center for Advanced Study and
Practice of Information Assurance
Zhiwen Zhang, Ph.D. ………………………………………….………………………………..Chair, Bioengineering
Ed Maurer, Ph.D. …………………………………………...Chair, Civil, Environmental, & Sustainable Engineering
Nam Ling, Ph.D. ………………………………………….………………... Chair, Computer Science & Engineering
Shoba Krishnan, Ph.D. ………………………………………….……….. Chair, Electrical & Computer Engineering
Paul Semenza, MPP …………………………………….Chair, Engineering Management & Leadership Department
Jessica Kuczenski, Ph.D. ……………………………………………………Director, General Engineering Program
Hohyun Lee, Ph.D. ………………………………………….………………………. Chair, Mechanical Engineering
Centers of Distinction
Donald Heider, Ph.D. ……………………………………….Executive Director, Markkula Center for Applied Ethics
Bridget Helms, Ph.D. ……………………………….. Executive Director, Miller Center for Social Entrepreneurship
Alison M. Benders J.D., Ph.D. ………..…………………...Executive Director, Ignatian Center for Jesuit Education
Administration and Finance
Michael P. Crowley, M.B.A.……………………………………….……Vice President, Finance and Administration
John E. Kerrigan, CFA………………………………………….…………………………….Chief Investment Officer
Enrollment Management
Eva Blanco Masias, M.Ed. ………………………………………….……Vice President for Enrollment Management
Becky Konowicz, B.A. ………………………………………….………………...Dean of Undergraduate Admission
Vacant..………………………………………….………………………….Dean of University Financial Aid Services
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University Relations
James C. Lyons, MPA ………………………………………….………………..Vice President, University Relations
Nancy T. Calderon, B.A. ……………………………………. Associate Vice President, Development Principal Gifts
Mike Wallace, B.A. ………………………………………….……….Assistant Vice President, Constituent Relations
Kathryn Kale, BSC………………………………………….……………..Assistant Vice President, Alumni Relations
Vacant………………………………………….………….Associate Vice President, Marketing and Communications
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Faculty
PROFESSORS EMERITI
JANICE CHAVEZ (2008)
Professor of Education, Emerita
B.A. 1975, M.A. 1977, Ph.D. 1982,
University of New Mexico
LESTER F . GOODCHILD (2006)
Professor of Education, Emeritus
B.A. 1970, University of St. Thomas and St. John
Vianney Seminary; M.Div. 1975,
St. Meinrad School of Theology; M.A. 1979, Indiana
University; Ph.D. 1986, University of Chicago
MARSHA K . SAVAGE (2000)
Professor of Education, Emerita
B.S. 1968, Sam Houston State University; M.Ed. 1985,
Ph.D. 1989, Texas A&M University
TOM V. SAVAGE (2000)
Professor of Education, Emeritus
B.A. 1963, Los Angeles Pacific College; M.Ed. 1968,
University of Washington; M.Ed. 1969, Whittier
College; Ph.D. 1972, University of Washington
JO ANN VASQUEZ (1972)
Associate Professor of Education, Emerita
B.A. 1966, Immaculate Heart College, Los Angeles;
M.A. 1970, Ph.D. 1973, Claremont Graduate School
SCHOOL OF EDUCATION AND COUNSELING PSYCHOLOGY FACULTY
CHERYL BOWEN (2005)
Senior Lecturer in Education
B.A. 197, M.A. 2001, San Jose State University; Ed.D.
2005, The University of San Francisco
MARCO BRAVO (2008)
Professor of Education
B.A. 1994, Santa Clara University; M.A. 1995,
Harvard University; Ph.D. 2003, University of
California at Berkeley
DAVID FELDMAN (2005)
J. Thomas and Kathleen L. McCarthy Professor of
Counseling Psychology
B.A. 1998, DePauw University; Ph.D. 2004, University
of Kansas
PEDRO HERNÁNDEZ-RAMOS (2001)
Associate Professor of Education
B.A. 1979, Universidad Iberoamericana, Mexico City;
Ph.D. 1985, Stanford University
HAROLD HOYLE (1996)
Senior Lecturer
B.S. 1984, Westmont College; M.S. 1986, San Diego
State University; Ph.D. 1994, Professional School of
Psychology
ARGELIA LARA (2022)
Assistant Professor of Education
B.A. 2001, California State University, Fresno; M.S.
2004, California State University, Fresno; Ph.D. 2014,
University of California, Los Angeles
DALE G. LARSON (1982)
Professor of Counseling Psychology Coordinator,
Health Psychology Emphasis
B.A. 1971, University of Chicago; M.A. 1975, Ph.D.
1977, University of California, Berkeley
JASMIN LLAMAS (2014)
Associate Professor of Counseling Psychology
B.S. 2006, M.A. 2009 Santa Clara University;
M.A. 2014, Ph.D. 2014, University of California, Santa
Barbara
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XIAOCHEN LUO (2020)
Assistant Professor of Counseling Psychology
B.S., B.A., 2010, Peking University
M.S. 2013 University of Groningen
M.A. 2015, Ph.D. 2019, Michigan State University
M. PRISCILLA MYERS (2001)
Senior Lecturer in Education
B.A. 1973, Colorado State University;
M.A. 1982, University of Colorado, Boulder; Ph.D.
1992, University of Texas, Austin
TERI QUATMAN (1994)
Associate Professor of Counseling Psychology
A.B. 1972, Occidental College; M.A. 1980,
M.A. 1981, Loyola Marymount University;
M.S. 1988, Ph.D. 1990, Stanford University
LUCILA RAMOS-SÁNCHEZ (2000)
Associate Professor of Counseling Psychology
Coordinator, Latino Counseling Emphasis
B.A. 1993, M.A. 1995, California State University,
Chico; Ph.D. 2000, University of California, Santa
Barbara
CLAUDIA RODRIGUEZ-MOJICA, (2015)
Assistant Professor of Education
B.S. 2005, University of California, Davis;
M.A. 2014, Ph.D. 2014, Stanford University
JERROLD L. SHAPIRO (1982)
Professor of Counseling Psychology
A.B. 1964, Colby College; M.A. 1967, Northwestern
University; Ph.D. 1970, University of Waterloo
SHAUNA SHAPIRO (2003)
Professor of Counseling Psychology
B.A. 1996, Duke University; Ph.D. 2002, University of
Arizona
KATHLEEN STOEHR (2015)
Associate Professor of Education
B.S. 1980 San Diego State University; M.B.A. 1998,
Pace University; M.S. 1999, Dominican University;
Ph.D. 2014, University of Arizona
KATHY SUN (2015)
Assistant Professor of Education
B.A. 2000, Ph.D. 2015, Stanford University
VIVIAN TAMKIN (2022)
Assistant Professor of Counseling Psychology
1997, BA, California State University, Northridge
2004, MA, Pacific Oaks COllege and Children's School
2009, PhD, Southern Illinois University, Carbondale
SHERRY WANG (2015)
Associate Professor of Counseling Psychology
B.A. 2006, Smith College; M.A. 2008, Ph.D. 2013,
University of Nebraska-Lincoln
CARY WATSON (2003)
Senior Lecturer
B.A. 1993, Duke University; M.A. 1998, Santa Clara
University; 2005, Ph.D. Stanford University
SABRINA ZIRKEL
Professor of Education, Dean
B.A. 1986, University of California, Berkeley; Ph.D.
1991, University of Michigan
129
Counseling Psychology Review (CPR) Form
After completing 18 units, or as needed, students will be reviewed by faculty with respect to the
appropriateness of their conduct to the program and the profession. For students of concern, this
document will become part of the student’s record.
_______________________________ _________________
Student’s Name Date
All relevant problematic behaviors should be indicated with a check mark. After this list, it is
imperative to note evidence for each of the problematic behaviors indicated.
Behaviors that disrupt or interfere with learning:
_____Does not appear to learn, understand, or be receptive to information relevant to the practice
of psychotherapy
_____Does not appropriately benefit from or integrate feedback from faculty or peers
_____Displays inappropriate or disruptive behavior in class
_____Is unprepared for class
_____Consistently has not read assignments
_____Is consistently not prepared to engage actively with the material in class
_____Engages consistently in inappropriate use of electronic devices in class
_____Consistently comes late to class despite feedback from professor
_____Has come to class under the influence of alcohol or other substance
_____Consistently distracted or not paying attention in class
_____Unable to cooperate on group assignments with other students
_____Is unwilling to explore personal strengths and weaknesses
_____Is unwilling to engage in self-reflection or self-criticism
_____Other: Please specify__________________________________
Disruptive or inappropriate interpersonal behaviors:
_____Expresses disrespect for people with psychological difficulties
_____Displays insensitivity to culture, gender, ethnicity, sexual orientation, or other important
aspects of identity
_____Does not demonstrate appropriate respect for
_____Instructors
_____Other students
_____Clients
_____Administrative Staff
_____Guest speakers
_____Supervisors
_____Does not appropriately observe his or her impact on others
_____Does not register disagreement in a respectful way
_____Discloses personal information in inappropriate ways
_____Does not demonstrate the emotional self-regulation required of counselors
_____Other: Please specify__________________________________
Behaviors that violate professional ethical standards:
_____Does not demonstrate responsiveness to the ethical codes of the profession
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_____Does not demonstrate awareness of and sensitivity to ethical issues
_____Does not keep classroom confidentialities
_____Personal behavior is not consistent with professional/ethical guidelines
_____Other: Please specify__________________________________
____________________________________
Behaviors that violate expectations of professionalism:
_____Does not demonstrate appropriate grooming or personal cleanliness
_____Does not demonstrate appropriate professional dress
_____Does not make appropriate eye contact during conversations
_____Does not demonstrate the ability to engage/be present to conversation
_____Does not appear to follow conversation without being distracted
_____Does not appropriately regulate emotions in a way that allows for engagement in professional
conversations
_____Other: Please specify__________________________________
Please describe evidence in detail regarding the behavior(s) noted above:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(Please use additional paper if needed.)
Please sign to indicate receipt of this document:
____________________ __________ ____________________ __________
Student Date Faculty Member Date
131
Education Professional Review (EPR) Form
As needed, MATTC credential candidates will be reviewed by faculty with respect to the appropriateness
of their conduct to the program and the profession. For candidates of concern, this document will become
part of the candidate’s record maintained by the School of Education and Counseling Psychology Student
Services and Assessment.
_______________________________ _________________
Candidate’s Name Date
All relevant problematic behaviors should be indicated with a check mark. For each indicated item
on this list, it is imperative to note evidence for each of the problematic behaviors indicated.
Behaviors that disrupt or interfere with learning in the classroom and/or in the field:
_____Does not appear to learn, understand, or be receptive to information relevant to the practice
of education
_____Does not appear to benefit from or integrate feedback from faculty or peers
_____Displays unacceptable or disruptive behavior in class
_____Is unprepared for class
_____Consistently has not completed required assignments/lesson plans, and/or unit plans
_____Is consistently not prepared to engage actively with the material in class
_____Engages consistently in inappropriate use of electronic devices in class
_____Consistently comes late to class and/or field placement despite feedback from instructor
and/or master teacher
_____Frequently is absent in class and/or in the field placement
_____Has come to class under the influence of alcohol or other substance
_____Consistently distracted or not paying attention in class
_____Unable to cooperate on group assignments with other students
_____Is unwilling to explore personal strengths and weaknesses
_____Is unwilling to engage in self-reflection or self-criticism
_____Other: Please specify__________________________________
Disruptive or inappropriate interpersonal behaviors:
_____Expresses disrespect for people with disabilities
_____Displays insensitivity to culture, gender, ethnicity, sexual orientation, or other important
aspects of
identity
_____Does not demonstrate appropriate respect for
_____Faculty
_____Fellow students
_____Students and placement site
_____Master Teachers
_____Administrative Staff
_____Guest speakers
_____Field Supervisors
_____Does not appropriately observe or recognize his or her impact on others
_____Does not communicate disagreement in a respectful way
_____Discloses personal information in inappropriate ways
_____Does not demonstrate the emotional self-regulation required of educators
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_____Other: Please specify__________________________________
Behaviors that violate professional ethical standards:
_____Personal behavior is not consistent with professional/ethical guidelines as outlined in the
California Teachers Association Code of Ethics.
_____Does not demonstrate awareness of and sensitivity to ethical issues encountered in
coursework or in their fieldwork.
_____Does not keep classroom confidentialities
_____Other: Please specify__________________________________
Behaviors that violate expectations of professionalism:
_____Does not demonstrate appropriate grooming or personal cleanliness
_____Does not demonstrate appropriate professional dress
_____Does not demonstrate the ability to engage in conversation
_____Does not appropriately regulate emotions in a way that allows for engagement in professional
conversations
_____Other: Please specify__________________________________
Please describe evidence in detail regarding the behavior(s) noted above:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(Please use additional paper if needed.)
Please sign to indicate receipt of this document:
____________________ __________
Candidate Date
____________________ __________
Faculty Member Date
Coordinator of Field Experience Initial ___________ Date _________
MATTC Program Director Initial ___________ Date _________
Department of Education Chair Initial ___________ Date _________
133