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Curriculum and Instruction |
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CURR 918 - Qualitative Research Design in Education
Credits: 3
Introduces doctoral students to four dimensions of qualitative research: understanding traditions and purposes, formulating research questions, collecting data, and analyzing data. Students will develop the basic skills of the qualitative researcher and be introduced to the major types of qualitative studies.
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CURR 920 - Quantitative Research Methods in Education
Credits: 3
Provides students with the requisite quantitative research skills to evaluate published research in education.
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CURR 925 - Critical Analysis of Issues in Education
Credits: 3
Prerequisite: Admission to the Curriculum and Instruction doctoral program.
Examines current issues, innovations, and persistent controversies that influence reform in basic and postsecondary education.
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CURR 930 - Effective Teaching and Supervision
Credits: 3
Focuses on the interrelationship between instructional effectiveness and student achievement, with particular emphasis on postsecondary teaching and supervision.
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CURR 935 - Democratizing Education: Diversity, Citizenship and Social Justice
Credits: 3
Integrates theory and practice related to the social and philosophical ideology of equity and excellence in education. Focus is on ways in which race, gender, culture, disability, and socioeconomic status influence educational perspectives, programs, and policies.
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CURR 940 - Emerging Technologies in Education
Credits: 3
Focuses on educational applications of technology, from basic education through higher education, as they relate to the college faculty member’s role.
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CURR 945 - Literacy: Theory, Research, and Practice
Credits: 3
Prerequisite: Admission to the Curriculum and Instruction doctoral program and permission of program coordinator.
Examines critical issues and cognitive processes in language learning. Topics include changing definitions for literacy, cultural aspects of literacy, methods of fostering literacy development, and alternative assessment practices. Research and theory on strategies used to support a developmental view of literacy are critically evaluated.
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CURR 951 - Innovations in Curriculum and Instruction
Credits: 3
Designed to provide students with opportunities to critically evaluate educational innovation as it influences programs and outcomes for students. Emphasis will be on critical thinking, creativity, collaboration, and communication.
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CURR 955 - Research Proposals and Peer Review Processes
Credits: 3
Students will refine their written scholarly work based on instructor feedback and peer review. Dissemination of research through professional conference presentations and publications will be the focus.
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CURR 960 - Comprehensive Evaluation of Educational Programs
Credits: 3
Prerequisite: CURR 905
Field-based course that uses the case study method to delve into the theories, models, and evidence-based methods that are used to evaluate educational programs. Doctoral candidates will identify an educational program in basic or higher education, select an appropriate evaluation model, plan a data gathering strategy that involves various stakeholders, and conduct a comprehensive program evaluation that conforms to national ethical standards for evaluators.
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CURR 981 - Special Topics
Credits: 1-3
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CURR 982 - Quantitative Data Analysis in Education
Credits: 3
Designed to prepare doctoral students to identify, critique, adapt, and design data collection tools that are reliable and valid.
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CURR 983 - Qualitative and Mixed Methods Research in Education
Credits: 3
Guides doctoral candidates in developing the conceptual frameworks that underlie qualitative and mixed methods dissertation research. Students will work with data sets to acquire the skills of transcribing, analyzing, and interpreting data.
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CURR 995 - Dissertation
Credits: 9
Students preparing a doctoral dissertation for credit must register for this course. Number of credits assigned and the extent of time for which research activity is scheduled depend on nature and scope of student’s research problem and his/her general doctoral program.
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Developmental Studies |
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DVST 600 - Principles of Developmental Education
Credits: 3
Introduces students to the foundations, principles, and history of developmental education. In addition, the course includes legislation impacting developmental education, purpose and need for developmental education, teaching and learning theories in developmental education, best practices and delivery methods of developmental education, and examination of the developmental student holistically.
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DVST 605 - Foundations of Academic Advising
Credits: 3
Examines the foundations of academic advising as essential components of student success and retention in higher education. Topics include academic advising, research on academic advising, models and delivery systems, theoretical frameworks, advising skills, and advising diverse populations.
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DVST 700 - Curriculum Design in Developmental Education
Credits: 3
Examines curriculum design in developmental education with a focus on applying theoretical approaches to teaching and learning, implementing design elements, assessing student needs, managing successful programs, developing learning delivery models, and reviewing emerging research and issues
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DVST 710 - Strategies for Teaching Developmental Students
Credits: 3
Focuses on the institutional development, intellectual development, learner development, and self-management for effective teaching and learning in developmental education. Topics include instructional and learner theories, andragogy, assessment and evaluation techniques, best practices for instruction and intervention, and holistic approaches to developmental students from diverse socio-economic, cultural, and ethnic backgrounds.
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DVST 720 - Critical Issues in Developmental Education
Credits: 3
Introduces graduate students to the social, political, ethical, and economic issues in developmental education, followed by the students’ own targeted research to produce publishable research papers on specific aspects of developmental education. This course emphasizes students’ analytical, evaluative, and creative learning skills. Students will have the opportunity to study in-depth topics of particular interest to them. This course is one of five required courses that make up the Developmental Studies Track for the MEDU Master’s in Education program, preparing educators and administrators in post-secondary education to assist under-prepared and ill-prepared students.
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DVST 731 - Capstone in Developmental Education
Credits: 3
Provides the opportunity to immerse oneself into the field of developmental education. Reinforces skills and knowledge acquired through coursework and provides students an opportunity to apply theory to practice. Receives mentoring and guidance from professionals in the field of developmental education.
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Early Childhood Education |
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ECED 590 - Improving Professional Practice in Instructional Settings
Credits: 1-3
Prerequisite: Appropriate teaching certificate or other professional credential or preparation.
Reviews current research in instructional practices, motivational techniques, and professional issues. May focus on any of these aspects of teaching, learning, or professional practice. May be presented with a kindergarten through grade twelve, elementary, middle school, secondary, or adult orientation. Offered only for continuous professional development and may not be applied toward a graduate degree.
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ECED 591 - Improving Professional Practice in Instructional Settings
Credits: 1-3
Prerequisite: Appropriate teaching certificate or other professional credential or preparation.
Reviews current research in instructional practices, motivational techniques, and professional issues. May focus on any of these aspects of teaching, learning, or professional practice. May be presented with a kindergarten through grade twelve, elementary, middle school, secondary, or adult orientation. Offered only for continuous professional development and may not be applied toward a graduate degree.
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ECED 760 - Child Study and Assessment
Credits: 3
Designed to introduce students to issues and strategies affecting the evaluation of the three-toeight- year-old child’s physical, social, emotional, cognitive, and aesthetic development. Naturalistic observation, rating scales, tests, and portfolio assessment of children’s work will be examined.
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ECED 761 - History and Philosophy of Early Childhood Education
Credits: 3
Introduces students to the historical and philosophical foundations of the field of early childhood education. Major historical events, social trends, and philosophical perspectives from around the globe that have shaped the education of the very young will be addressed. Students will examine contemporary circumstances in early childhood education in terms of time-honored traditions and important insights from leaders in the profession.
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ECED 762 - Early Childhood Field Study
Credits: 3
Prerequisite: ECED 760 , ECED 761 , and ECED 764 .
Emphasis on the role of early childhood theory and research on classroom practice. Students will observe, participate, and collect field notes in an early childhood setting. Findings will be synthesized in a written report and presented to the class.
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ECED 764 - Early Childhood Curriculum
Credits: 3
Examines the developmental continuity of educational programs for the young child, ages three through eight. Materials, strategies, concepts, and learning experiences that are suited to each child’s developmental level will be selected, planned, applied, and evaluated by students.
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ECED 765 - Issues and Trends in Early Childhood Education
Credits: 3
Designed to provide early childhood educators with a child advocacy perspective on contemporary social forces, professional issues, and public policy trends affecting young children. Students develop skills in identifying key issues using problem-solving strategies, communicating ideas, and functioning as change agents within educational institutions. Interpersonal skills and collaborative relationships with colleagues, administrators, politicians, parents, and community agencies are emphasized.
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ECED 766 - Early Childhood Program Evaluation
Credits: 3
Prerequisite: ECED 761 , ECED 764 , or permission of instructor.
Emphasizes the study and evaluation of programs designed for preschool through the primary grades. Students assess early childhood curricula, review relevant research, and use evaluation frameworks to assess program quality. Cross-cultural comparisons of early childhood curricula in the United States and programs from other cultures and nations are studied.
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Economics |
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ECON 501 - Foundations of Modern Economics
Credits: 3
Survey of micro and macroeconomics designed for the student who is not already well grounded in the field.
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ECON 545 - International Trade
Credits: 3
Prerequisite: Permission of the instructor.
Study of the microeconomic segment of international specialization and exchange, including theories of international trade and their application to commercial policies; historical survey and examination of current problems of international trade; and the institutional setting of international trade.
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ECON 546 - International Payments
Credits: 3
Prerequisite: Permission of the instructor.
Study of the macroeconomic segment of international specialization and exchange, including analysis of balance of payments, exchange rates, and the mechanism of international economic and monetary adjustments; international macroeconomic policy; historical survey and examination of current international financial problems; and the institutional setting of international payments.
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ECON 562 - Energy Economics
Credits: 3
Focuses on a variety of energy related topics from an economics perspective. Topics include energy demand and supply, market structure and energy pricing, renewable and nonrenewable sources of energy, environmental impacts of energy use, climate change, and energy policy.
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ECON 633 - Managerial Microeconomic Applications
Credits: 1.5
Prerequisite: ECON 121, ECON 122, MATH 121 or the equivalent, or permission of instructor.
Develops analytical tools from microeconomic theory that can be practically applied to improve managers’ decision-making abilities. Special emphasis is placed on optimizing pricing, production, and performance evaluation decisions using available analytical and quantitative tools, including economic theory, regression, and visualization techniques.
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ECON 634 - Managerial Economics
Credits: 3
Prerequisite: ECON 121, ECON 122, MATH 121 or the equivalent, or permission of instructor.
Applications of economic theory to organizational decision-making. Managerial practice is analyzed using techniques of maximization, minimization, and optimization. Organizational objectives are evaluated using techniques of statistical estimation of revenues, costs, and outputs.
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ECON 699 - Independent Study
Credits: 1-6
Prerequisite: ECON 501 , credits of “C” or better in six semester hours of Principles of Economics, or permission of instructor.
Directed readings, written assignments, and research on a specific topic determined by the student and the instructor.
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ECON 812 - Quantitative Research Methods I
Credits: 3
Prerequisite: Student in the PhD business program.
Develop critical consumers, as well as competent producers of quantitative experimental research. The student will be able to identify characteristics which pertain to the internal and external validity of a given experiment. Given a research question, the student will produce a research design which meets minimum criteria of internal and external validity. The student will produce a research design as well as a final project that will allow observation of an experimental effect from a Management Science, Statistical or Artificial Intelligence methodology viewpoint. The student will be able to design and carry out the appropriate analysis via a program package.
Cross-Listed: ISDS 812
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ECON 813 - Quantitative Research Methods II
Credits: 3
Prerequisite: ISDS 812 /ECON 812 - Quantitative Research Methods I
Introduces the application of advanced statistical techniques commonly used in research within economics and business-related disciplines. Specific topics include time series econometric analysis, panel data regression analysis, limited dependent variable models, confirmatory factor analysis, path analysis, and structural equation modeling.
Cross-Listed: ISDS 813
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ECON 820 - Managerial Economics for Decision Making and Leadership
Credits: 3
The application of microeconomics to decision-making. Exploration of analytical tools for measuring and defining optimal policy decisions. Optimal policies are managerial decisions that maximize, minimize, or satisfice specified objectives of the organization. Includes building quantitative models to apply to plausible situations, using appropriate, computer-assisted decision techniques.
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Education Administration |
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EDAD 590 - Improving Professional Practice in Instructional Settings
Credits: 1-3
Prerequisite: Appropriate teaching certificate or other professional credential or preparation.
Reviews current research in instructional practices, motivational techniques, and professional issues. May focus on any of these aspects of teaching, learning, or professional practice. May be presented with a kindergarten through grade twelve, elementary, middle school, secondary, or adult orientation. Offered only for continuous professional development and may not be applied toward a graduate degree.
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EDAD 591 - Improving Professional Practice in Instructional Settings
Credits: 1-3
Prerequisite: Appropriate teaching certificate or other professional credential or preparation.
Reviews current research in instructional practices, motivational techniques, and professional issues. May focus on any of these aspects of teaching, learning, or professional practice. May be presented with a kindergarten through grade twelve, elementary, middle school, secondary, or adult orientation. Offered only for continuous professional development and may not be applied toward a graduate degree.
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EDAD 660 - School Finance
Credits: 3
Budgeting procedures for large and small school districts are the focus of this course. School budgeting, accounting, bonding, and various monetary applications are presented as well as the various procedures for acquiring funds.
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EDAD 756 - School Administration
Credits: 3
Designed as a basic course in school administration, this course serves as an introduction to the principles and practices of school administration for students who aspire to a supervisory or administrative position in public schools. Human aspects of educational administration are emphasized.
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EDAD 798 - Principal Internship
Credits: 12
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EDAD 860 - School Finance
Credits: 3
Prerequisite: For approved Administration and Leadership Studies candidates or permission of the instructor.
Budgeting procedures in school finances, facilities, and management are presented. School budgeting, accounting, bonding, and various monetary applications are presented, as well as the various procedures for acquiring funds.
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Special Education |
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EDEX 509 - Instructional Strategies for Gifted Learners
Credits: 3
Participants will explore issues of excellence and equity in gifted education; examine the unique characteristics of gifted learners; become oriented to the differentiation process; explore predispositions and behaviors of effective gifted teachers; and become acquainted with specific strategies for meeting the learning needs of gifted students.
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EDEX 515 - Preschool Education for Children with Disabilities
Credits: 3
Prerequisite: Certification or EDEX 650 or EDEX 111 or EDEX 300.
Provides information on assessment, intervention strategies, curriculum, and prescriptive planning for preschool children with disabilities. Serves as a course for departmental majors who are specifically interested in early childhood education, as an elective for other interested students in related fields, and as a required course for Disability Service majors.
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EDEX 520 - Characteristics and Etiology: A Theoretical and Practical Introduction to Autism Spectrum Disorder
Credits: 3
An overview of the characteristics and learning traits, classification systems, assessment strategies/ issues, approaches, and interventions related to individuals with autism spectrum disorder (ASD). Special emphasis will be given to theoretical, actuarial and scientific hypotheses regarding the etiology of ASD and definitions, interventions, and cultural attitudes regarding ASD and their relationship to educational services.
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EDEX 523 - Instruction of English Language Learners with Special Needs
Credits: 2
Provides certified teachers with the necessary methods to meet the needs of students who are Culturally and Linguistically Diverse and Exceptional (CLDE). Based on a multicultural approach to learning instructional methods, assessment, language acquisition techniques, and the use of multiple resources will be addressed.
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EDEX 558 - Transition Assessment and Planning for Youth with Disabilities
Credits: 3
Develops competencies in the skills necessary to help students with disabilities make a successful transition from school to adult life. Transition service elements are, at a minimum, postsecondary education and training, employment, and community living. For students with disabilities, successful outcomes require self-determination and other personal-social characteristics that must be identified and supported by the transition team throughout the entire transition planning process.
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EDEX 560 - Family Perspectives on Disability
Credits: 3
Prerequisite: PSYC 101.
Intended for any major who will work with families and youth with disabilities. By understanding families as competent and resourceful systems, students examine critically ways to collaborate effectively with family members. This course focuses on legal and philosophical bases for supporting families in making important decisions affecting the education and care of their children.
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EDEX 569 - Education of Persons with Emotional/Behavioral Disorders, Learning Disabilities, or Brain Injury
Credits: 3
Dual-Listed Class
Focuses on major theoretical positions regarding etiology of emotional/behavioral disorders, learning disabilities, and brain injury; definition and identification of the populations; and educational approaches. The course will review research in the field, including current issues, trends, educational practices, and services. Throughout the course, a variety of instructional approaches (e.g., cooperative learning, simulations, role-playing) will be used to facilitate acquisition of new knowledge and skills. Students are expected to develop presentations using Internet resources and PowerPoint format.
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EDEX 578 - Education of Persons with Intellectual/Developmental Disabilities and Physical/Multiple Disabilities
Credits: 3
Dual-Listed Class
Focus on major theoretical positions regarding etiology of mental retardation, developmental disabilities, a wide and diverse range of physical/multiple disabilities, and other health impairments. Definitions, population characteristics, and educational approaches are discussed. Reviews research in the field, including current issues, trends, practices, and services.
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EDEX 581 - Special Topics
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EDEX 590 - Improving Professional Practice in Instructional Settings
Credits: 1-3
Prerequisite: Appropriate teaching certificate or other professional credential or preparation.
Reviews current research in instructional practices, motivational techniques, and professional issues. May focus on any of these aspects of teaching, learning, or professional practice. May be presented with a kindergarten through grade twelve, elementary, middle school, secondary, or adult orientation. Offered only for continuous professional development and may not be applied toward a graduate degree.
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EDEX 591 - Improving Professional Practice in Instructional Settings
Credits: 1-3
Prerequisite: Appropriate teaching certificate or other professional credential or preparation.
Reviews current research in instructional practices, motivational techniques, and professional issues. May focus on any of these aspects of teaching, learning, or professional practice. May be presented with a kindergarten through grade twelve, elementary, middle school, secondary, or adult orientation Offered only for continuous professional development and may not be applied toward a graduate degree.
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EDEX 599 - Independent Study in Special Education
Credits: 1-3
Individual students develop research studies in consultation with a faculty member. Departmental consent required.
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EDEX 621 - Models of Teaching for Gifted Learners
Credits: 3
Designed to provide graduate students with an understanding of the unique teaching models best suited for gifted students and to build upon their knowledge of instructional strategies. The course also explores a framework for facilitating gifted students’ individualized efforts, teaching the key steps of the exploratory process, and identifying the optimal options for self-reflective and summative evaluations.
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EDEX 650 - Exceptional Children and Youth
Credits: 3
Surveys characteristics, definition/identification, and service delivery models for children and youth with disabilities or who are gifted/talented. Considers state and federal policies governing special education program service delivery, as well as the legal rights of individuals with disabilities.
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EDEX 681 - Special Topics
Credits: 3
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EDEX 750 - Assessment for Instructional Planning for Students with Autism Spectrum Disorders
Credits: 3
Particular attention will be given to the identification of the range of assessment domains and the valid use of the functional behavior assessment process. Practical strategies for teaching skills in the domain areas based on assessment results will be addressed. An overview of curricula, approaches, strategies, and materials used with students with Autism Spectrum Disorder will also be provided.
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EDEX 751 - Instructional Interventions and Methods for Students with Autism Spectrum Disorder
Credits: 3
Focuses on evidence-based educational interventions for students with autism spectrum disorder. Examines practical strategies for assessing and structuring the environmental supports needed for students to participate and progress in all environments. Special attention will be given to instructional planning to accommodate and modify specific instructional programs and materials, behavioral interventions, and organizing and supervising classroom teams. Examines the necessary considerations for organizing and supervising classroom teams.
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EDEX 752 - Assessment of Persons with Disabilities
Credits: 3
Provides students with an understanding of the diagnostic tools and techniques used to evaluate students with disabilities. Examines formal and informal assessment measures used in the diagnosis and remediation of educational problems. Emphasizes those skills expected of a special education teacher as a member of a multi/interdisciplinary team.
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EDEX 753 - Research Seminar in Special Education
Credits: 3
Provides enrollees with opportunities to focus on current research in special education. Focus of research may change each term in accordance with preferences of instructor and students. Emphasizes critical analysis of research, classroom applications of that research, and implications for future research.
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EDEX 754 - Advanced Instructional Design in Special Education
Credits: 3
Emphasizes effective instructional approaches appropriate for the education of students with mild to profound disabilities. Considers educational priorities and effective teaching practices in developing and evaluating individualized, integrated interventions.
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EDEX 755 - Professional Collaboration and Team Building for Special Educators
Credits: 3
This course focuses on strategies for collaborating with families, agencies and other service providers in both the school and community in order to best meet students’ needs. The understanding of family systems, related legal mandates, available agency resources and effective family and school collaboration will be emphasized. Assessment of the preferred level of support for families and issues related to advocacy through the community will also be addressed.
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EDEX 781 - Special Topics
Credits: 3
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EDEX 785 - Practicum and Internship
Credits: 3-9
Advanced students are offered guided practicum experiences in selected schools, clinics, or agencies. Internships or supervised student teaching are planned individually. Students analyze, evaluate, and report on the experience. Students will have the option to complete the practicum on campus during Summer I or to arrange for a practicum experience in the home region with online supervision. Practicum experiences at sites in home region must be approved by the Special Education Graduate Coordinator.
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EDEX 795 - Thesis
Credits: 3
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EDEX 853 - Research Seminar in Special Education
Credits: 3
Provides enrollees with opportunities to focus on current research in special education. Focus of research may change each term in accordance with preferences of instructor and students. Emphasizes critical analysis of research, classroom applications of that research, and implications for future research.
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Education of Persons with Hearing Loss |
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EDHL 590 - Improving Professional Practice in Instructional Settings
Credits: 1-3
Prerequisite: Appropriate teaching certificate or other professional credential or preparation.
Reviews current research in instructional practices, motivational techniques, and professional issues. May focus on any of these aspects of teaching, learning, or professional practice. May be presented with a kindergarten through grade twelve, elementary, middle school, secondary, or adult orientation. Offered only for continuous professional development and may not be applied toward a graduate degree.
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EDHL 591 - Improving Professional Practice in Instructional Settings
Credits: 1-3
Prerequisite: Appropriate teaching certificate or other professional credential or preparation.
Reviews current research in instructional practices, motivational techniques, and professional issues. May focus on any of these aspects of teaching, learning, or professional practice. May be presented with a kindergarten through grade twelve, elementary, middle school, secondary, or adult orientation. Offered only for continuous professional development and may not be applied toward a graduate degree.
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Educational and School Psychology |
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EDSP 523 - Educational Programming for Gifted Learners
Credits: 3
Dual-Listed Class
To familiarize educators with various service delivery options in K-12 gifted education programs and to assist them in determining which options are best for which types of gifted learners. Participants will explore methods for interpreting educational assessments, modifying classroom instruction, and assessing effectiveness of interventions for high-ability students.
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EDSP 576 - Foundations of Behavior Analysis
Credits: 3
This course introduces students to behavior analysis through discussion of its philosophical assumptions, theoretical underpinnings, and basic concepts.
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EDSP 577 - Assessment of Student Learning
Credits: 3
Acquaints students with major methods and techniques of evaluation used to assess and report growth, development, and academic achievement of learners in elementary and secondary schools, including interpretation of standardized test information.
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EDSP 581 - Special Topics
Credits: 3
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EDSP 590 - Improving Professional Practice in Instructional Settings
Credits: 1-3
Prerequisite: Appropriate teaching certificate or other professional credential or preparation.
Reviews current research in instructional practices, motivational techniques, and professional issues. May focus on any of these aspects of teaching, learning, or professional practice. May be presented with a kindergarten through grade twelve, elementary, middle school, secondary, or adult orientation. Offered only for continuous professional development and may not be applied toward a graduate degree.
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EDSP 591 - Improving Professional Practice in Instructional Settings
Credits: 1-3
Prerequisite: Appropriate teaching certificate or other professional credential or preparation.
Reviews current research in instructional practices, motivational techniques, and professional issues. May focus on any of these aspects of teaching, learning, or professional practice. May be presented with a kindergarten through grade twelve, elementary, middle school, secondary, or adult orientation. Offered only for continuous professional development and may not be applied toward a graduate degree.
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EDSP 624 - Social, Emotional, and Cultural Factors in the Education of Gifted Learners
Credits: 3
Designed to familiarize educators with the social and emotional characteristics of gifted learners and their families and to increase awareness of current and past attitudes toward high-ability learners in American cultures. The goal is to improve educational programs for gifted learners through an increased awareness of cultural, social, emotional, and familial factors related to positive learning outcomes for this population.
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EDSP 681 - Special Topics in Educational Psychology
Credits: 3
Prerequisite: Departmental chairperson permission.
Designed for those students who wish to do independent research in special areas.
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EDSP 699 - Independent Study
Credits: 3
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EDSP 704 - Advanced Educational Psychology
Credits: 3
An upward extension of educational psychology with a systematic review of current research and learning theory with emphasis on classroom applications, including studies of the organization, administration, and operation of schools.
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EDSP 705 - Multicultural Issues in Schools and Communities
Credits: 3
Designed to assist students in identifying issues related to minority cultures and examine the influence this has on attitudes, values, and biases related to psychological processes within the contexts of family, school, and community. The course includes topics regarding how persons are acculturated and how being a member of a minority culture affects participation in societal structures. An explication of how bias and prejudice against persons of minority status develop and impact societal institutions (e.g. schooling) will be provided. Special emphasis will be given to issues related to culturally appropriate assessment practices.
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EDSP 711 - Introduction to School Psychology
Credits: 3
This course will introduce the participant to the profession of school psychology. The professional responsibilities of the
school psychologist are explored in relation to ethical and legal aspects; state
and federal litigation and legislation; dynamics and organization of regular and
special education; issues in multicultural and exceptional children’s education; and
the provision of assessment, placement, and intervention services in the public schools.
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EDSP 717 - Evaluating the Effectiveness of Program Interventions
Credits: 3
This course provides an overview of the application of the issues, theories, models, and techniques of program evaluation with a focus on conducting evaluations, measuring variables, analyzing data, reporting findings, and using results for evaluating and improving intervention programs.
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EDSP 745 - Counseling for School Psychologists
Credits: 3
Prerequisite: For approved School Psychology Candidates
This course introduces students to the knowledge, techniques, skills, and processes basic to initiating, conducting, and terminating an effective counseling relationship with emphasis on the school setting. The course will expose students to a wide variety of conceptual models but the focus will be on problems typically beginning in childhood and/or adolescence.
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EDSP 746 - Learning and Instruction
Credits: 3
Provides an in-depth examination of developmental, cognitive, and interactionist learning theories as they apply to classroom instruction. Emphasis is on direct application of theory to the improvement of classroom instruction and the relationship of learning and motivation.
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EDSP 747 - Psychology of Human Development
Credits: 3
Students will explore human development from conception through adulthood and include a survey of growth, adaptation, and developmental patterns with implications for academic, emotional, social, and social learning. Cognitive, emotional, social, and physical development are explored, emphasizing the interactive effects of the person’s environment, developmental level, and psychological state. The course will be organized in a topical manner and include basic concepts and theories of development, research in development, biological foundations of development, prenatal development, physical growth as well as cognitive and language development.
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EDSP 748 - Advanced Studies in Behavioral Problems
Credits: 3
Explores behavior problems encountered in classroom situations and gives cause, characteristics, and some preventative and remedial techniques, including those appropriate for managing students with learning and behavioral exceptionalities.
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EDSP 755 - Practicum in School Psychology
Credits: 1-3
Provides school psychology students with an opportunity to apply and further develop professional competencies acquired through coursework and training. Students are directly supervised in practicum experiences as they apply these skills in the university clinic, schools, mental health facilities, and other appropriate settings, thus preparing them for the independent practice of psychology in various settings.
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EDSP 758 - Advanced Behavioral Assessment and Intervention
Credits: 3
Prerequisite: EDSP 748 or approval by program coordinator
Examines behaviors encountered in a variety of settings, including homes, schools,
workplaces, and communities, from the perspective of a functional analysis of behavior.
Contemporary issues related to identification and assessment of behavior and development of
comprehensive intervention protocols will be the primary focus. Students will apply ethical and
legal implications to the delivery of services to a diverse population.
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EDSP 760 - Group Counseling for School Psychologists I
Credits: 3
Prerequisite: Approved School Psychology candidates or permission of instructor.
Focuses on group counseling techniques for school psychologists. Group counseling theory, process, and evidence-based interventions will be discussed within the context of the law and ethics of the profession of school psychology.
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EDSP 763 - Assessment of Personality and Behavior
Credits: 3
Prerequisite: For approved school psychologist candidates or permission of the instructor.
Provides an introduction to personality and behavioral assessment techniques.
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EDSP 766 - Biological Bases of Behavior
Credits: 3
Explores basic neuroanatomy, neurophysiology, and psychopharmacology as the bases of behavior, cognition, and affect.
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EDSP 781 - Special Topics
Credits: 3
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EDSP 789 - Advanced Psychometric Theory
Credits: 3
The purpose of this course is to help students obtain knowledge and understanding of the components of psychometric theory and to develop analysis, synthesis, and evaluation skills which will allow them to deal with existing instruments, refine existing measurement instruments, and develop new instruments.
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EDSP 795 - Thesis
Credits: 3
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EDSP 804 - Advanced Educational Psychology
Credits: 3
An upward extension of educational psychology with a systematic review of current research and learning theory with emphasis on classroom applications, including studies of the organization, administration, and operation of schools.
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EDSP 812 - Cognitive Assessment
Credits: 3
Prerequisite: For approved School Psychology candidates.
Provides school psychology students with the knowledge and skills needed to administer, score, and interpret selected individually administered tests of intelligence.
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EDSP 813 - Academic Assessment
Credits: 3
Prerequisite: For approved School Psychology candidates.
Provides school psychology students with the knowledge and skills needed to administer, score, and interpret selected individually administered tests of academic skills.
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EDSP 814 - Advanced Assessment of Low Incidence Disabilities
Credits: 3
Prerequisite: EDSP 812 and EDSP 813 .
Advanced Assessment of Low Incidence Disabilities provides the school psychology student with the knowledge and skills needed to administer, score, and interpret selected individuallyadministered tests of cognitive, academic, adaptive, and developmental functioning in populations with low incidence disabilities (e.g., Developmental Delays, Autism Spectrum Disorders, Speech or Language Impairment, Intellectual Disabilities, Visual Impairment, Physical Impairment, Traumatic Brain Injury). Students will become familiar with multi-cultural issues related to the assessment and diagnosis of low incidence populations.
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