The implementation and application of theory in the student's area of specialization.

Serves as a capstone for the Transition to Adulthood graduate certificate. Provides students the opportunity to independently design and complete activities to demonstrate specific transition competencies through the creation of a portfolio. This project has been designed as a vehicle for ensuring that all students in this certificate program have mastered the teaching and administrative competencies necessary for implementing a successful secondary transition program for individuals with disabilities.

Methods for identifying, planning for, and working effectively with children with special needs in the general education classroom. Intended for non-SPED majors only.

Provides graduate level students with knowledge and skills related to supporting early reading success for students with disabilities and at risk for experiencing learning difficulties.

Research-based instructional interventions and infrastructure supports (e.g., SRBI, RtI) necessary to improve reading comprehension outcomes for struggling adolescent readers including students with high-incidence disabilities.

Writing instruction and assessment designed to support K-12 students who are at-risk for or experiencing learning difficulties or disabilities, with an emphasis on incorporating evidence-based methods into a rich, engaging, and meaningful writing curriculum.

Application of assessment in special education focusing on current purposes, policies, and practices in schools.

The impact of policy and law on the professional role of special educators.

An exploration of the link between normative theory and research in child development with assessment, understanding, and intervention for children and youth with exceptionalities.

Principles and practices for the provision of effective instruction for students with special learning needs.

An examination of relevant legislation and recommended practices related to person-centered transition planning for students with disabilities in post-school and adult life, including postsecondary education, employment, community participation, and independent living.

An introduction to Positive Behavior Interventions and Supports (PBIS), including theoretical and empirical support, three-tiered model, and implementation strategies.

Approaches for adapting programs to the behavioral, social and emotional needs of exceptional learners.

An examination of issues relating to the assurance of equal educational access for students with disabilities in postsecondary settings.

An in-depth overview of the transition planning process. Highlights the importance of person-centered planning, encouraging self-determination, and involving individuals and families in the assessment and transition programming process.

Illustrates the centrality of the family in the life of infants and young children with disabilities and, subsequently, early childhood intervention. This course relies on outside readings, discussions, and completion of performance-based competencies where concepts are interpreted and applied to early childhood intervention.

Illustrates the importance of well planned and executed interventions for infants and young children with high needs and/or disabilities who receive early childhood services under the Individuals with Disabilities Education Act (IDEA). Creation of intervention programs with integrated (across developmental domains) outcomes that stem from a functional assessment and a collaborative team process. This includes interventions and services designed to maximize natural learning opportunities and the use of evaluation tools and progress monitoring for individual children and families as required for federal reporting. Outside readings, class discussions, interactive web-based assignments and completion of performance-based competencies where concepts are interpreted and applied to infants and young children and their families.

Provides a foundation for the inclusion of infants and young children with disabilities and their families into inclusive community settings and programs. Inherent within this framework is the ability for personnel to demonstrate strategic planning to accomplish this on a family, community and program. Outside readings, in-class activities, and individual and group applications of competencies.

100 clock hours of practicum in assessment, treatment, and prevention of communication disorders in children Pre-K-Grade 12.

Analysis of the issues and research in the field of education.

Professional personnel to work cooperatively on problems arising out of actual school situations.

Reorganization of courses, reorientation of the program of studies, articulation of administrative units, and development of new materials are considered in relation to the local situation. Students make individual studies of their specific problems, and group studies of related problems.

Students requesting this course should have a significant background in education and should present to the instructor problems, well-defined and well laid out for investigation, which hold special interest for them and which will be pursued on the plane of advanced study.

Professional issues in the wise integration of learning technologies to classroom instruction.

Instructional applications of productivity software and educational technology.

Technology integration into classroom teaching for teacher preparation.

Applied project work integrating technology into classroom instruction.

Students will prepare presentations using slides, motion pictures, audiotapes and overhead transparencies; and will explore application of other technological developments to multimedia uses.

E-Portfolio preparation, technology-based professional development design, and program completion artifacts.

Introduces students to narrative - the means by which humans share and contextualize information - within the context of instructional game design, the application of game mechanics and design processes in traditionally non-game contexts (sometimes called "gamification"). Through a deconstruction of media and storytelling, we will discuss how to optimally develop engaging, informative, and cooperative educational environments.

Experiential and theoretical introduction to group process and dynamics.

Basic philosophical and professional premises of the counseling profession. History of counseling profession, counselor's roles and functions, role of research/theory in counseling, and professional ethics. Individual group, and preventive counseling approaches.

Career development and career psychology. Adolescents and adults.

Principles and practices of pupil personnel work in educational institutions including all aspects of pupil personnel services; the role of the school counselor as a pupil personnel worker; and as a consultant on teacher-pupil relations.

Contemporary theories and practices of essential helping skills.

Provides students with relevant skills and knowledge to assist others in planning careers and obtaining meaningful work. Follows the National Career Development Association’s Career Services Provider (CSP) certification process. This 120-hour course is in a distance learning format. Students who successfully complete the course requirements may apply for the Global Career Development Facilitator Certificate.

Use of instruments for estimating abilities, achievements, interest and personality; interpretation of appraisal procedures in counseling.

Continuing the work begun in EPSY 5308; to strengthen and extend helping skills.

Theories, skills and practices of counseling with culturally different persons in mental health settings.

Supervised experience in counseling and related practices in schools and agencies with a concurrent supervisory seminar.

A review of human growth and development over the lifespan using psychosocial theory with an emphasis on individual and family transitions, learning processes, personality, developmental crises, gender role conflicts and transitions, ethical issues, and strategies to optimize human potential.

Post practicum experience in school counseling under the supervision of a fully trained and certified professional school counselor for the duration of one school year along with an accompanying on-campus seminar. All core courses in the school counseling program must be completed prior to beginning the internship.

An introduction to the broad profession of counseling; the ethical standards of the American Counseling Association and the American School Counseling Association; and a review and analysis of the critical and emerging issues and incidents facing today's professional school counselors.

This course is designed to be taken while the student is completing their 600 hours of a Clinical Mental Health Counseling internship over the course of at least two summers. A total of six credits are required, with 100 clinical hours required for each credit hour. Students will attend seminars which provide the opportunity for supervision from faculty, case presentations and professional development. Internship seminar is designed to contextualize and apply all the knowledge that students have gained in their coursework up to this point. Students must provide evidence of liability insurance.

Introduction to current practice and theory related to trauma and crisis intervention in counseling. This course will examine models of crisis intervention and treatment options for traumatic events. Students will learn how to evaluate risk and protective factors, utilize resources and implement treatment interventions. In addition this course will examine trauma treatment interventions that are effective with diverse and traditionally underrepresented populations.

Orientation to the field of mental health counseling. Topics include, history of mental health counseling, developing a professional identity, understanding mental health delivery systems and practices and current challenges and issues in mental health counseling. In addition, this course will have students examine how mental health counseling and mental health services can be more equitable and accessible for all populations, specifically those from underrepresented communities.

Explores the range of assistive technology devices and software for curriculum access from the preschool through secondary environments.

Supervised student teaching in special education.

Administration of the standard instruments of intellectual assessment and synthesis of the test information into an assessment report.

Diagnosis of school problems, report writing for school purposes, and an analysis of needs for referral.

Introduction to theories and application of behavioral techniques.

Theories and practices of professional consultation with an emphasis on actual interventions in schools, corporations and social service agencies.

Explores the nature of professional virtue in psychology and related educational and human service disciplines.

The roles and functions of school psychologists, including the development of the specialty, delivery models, assessment, and interventions. Addresses the provision of comprehensive and integrated school psychological services as outlined by the National Association of School Psychologists and the health service provider specialty of professional psychology of the American Psychological Association.

Provide students with knowledge and skills related to conducting multi-method academic assessments (e.g., various norm-referenced and criterion-referenced tests, curriculum-based assessment, direct observation, interviews, review of permanent products, etc.); understanding the assessment of various educational diagnoses (e.g., learning disabilities, intellectual disability); and using academic assessment results to design effective academic interventions.

Addresses competencies related to child and adolescent mental disorders, the classification of these disorders, and the basis for diagnosis.

Provides students with competencies toward understanding school- and classroom-wide academic interventions in school settings from a Response to Intervention (RTI) framework.

Throughout this course, students will learn conceptual and applied foundations applicable across a wide range of potential crises.

Provides students with knowledge and skills related to varied evidence-based methods in psychology and education to promote the social, emotional, and behavioral health and well-being of youth in schools.

Provides students with both instruction and practice in counseling individuals and groups within school contexts using a prevention framework. Focus on evidence-based, cognitive-behavioral interventions that address the range of referral questions presented in school settings.

Introduction to multicultural issues in education. Examines the theoretical, empirical, and practical literature relevant to culturally and linguistically diverse students and families.

Addresses the history and systems of psychology, using a lens that integrates theoretical, empirical, and applied perspectives. Key figures and events in the history of psychology are explored, providing connections to the current status of the field, the many sub-disciplines of psychological research, and the applied specialties.

Post practicum experience in School Psychology under the supervision of a fully trained and certified professional School Psychologist for the duration of one school year along with an accompanying on-campus seminar. All core courses in the School Psychology program must be completed prior to beginning the internship.

Nature and types of learning, transfer of training, motivation, nature of instructional outcomes, with particular attention to individual differences among elementary and secondary school pupils.

A professional seminar designed to present topics, paradigms, models, and theories in the various fields of educational psychology. The current research programs of the graduate faculty in Cognition and Instruction are presented for discussion in a seminar format.

Overview of the field of instructional design: instructional theories, prescriptive models, instructional strategies, issues and trends as they relate to the comprehensive development of instructional systems.

Behavioral and cognitive psychology as it applies to instruction.

Ethical issues related to educational and psychological research, including working with institutional review boards, informed consent, deception research, conducting research, reporting research findings, sharing and storing data, record keeping, and APA, APS, ACA, and AERA ethics policies.

Methods of research in education designed for Master's level students.

The development of measurement and evaluation techniques.

Quantitative procedures and analysis of computer output including descriptive and inferential statistics through one-way analysis of variance.

Quantitative procedures and analysis of computer output including factorial analysis of variance, analysis of covariance, and multiple regression.

Multiple regression analysis and related techniques with applications to research in education. Topics include assumptions and inference; matrix representations; diagnostics and remedial measures; polynomial regression and interaction models; treatment of categorical independent variables, autocorrelation of errors in time series data, problems of missing values and selection bias, and logistic and ordinal regression models.

An extension of EPSY 5607. Practical emphasis on multiple regression, canonical correlation, multivariate analysis of variance and covariance, discriminant function analysis, and factor analysis.

The theory and construction of assessment instruments in the affective domain.

Designed to provide students pursuing counseling licensure (LPC) an understanding of abnormal psychological behavior in children and adults. Topics covered in the course include, diagnostic and classification systems of mental disorders, such as depressive disorders, anxiety, OCD, trauma, personality disorders, and eating disorders to highlight a few that are discussed. In addition to examining diagnostic criteria and processes, students will learn how to develop culturally appropriate treatment plans for different mental disorders.

Provides counselors an overview of the addictive process. Theories of substance abuse and addictions counseling and application of these theories will comprise a significant part of this course. In particular, this course will instruct students on how to apply different theories to individuals from minitorized or underrepresented backgrounds in a culturally component, ethical, equitable manner. Students will develop a strong base of conceptual knowledge, practical skills concerning the etiology of addiction, and understand the purpose of assessment in addiction work. Finally, the class will also address wellness strategies for optimal service delivery and preventing clinician burnout.

Research design, ethical and measurement issues as they relate to data science. Measurement topics include: Design of surveys and survey instruments, reliability, validity and generalizability theory. Research design topics include: AB designs, clustering and the identification of internal and external validity threats. Open and reproducible science and ethical conduct of research are themes throughout the course.

This course provides an applied introduction to text analytics with special emphasis on its application to education. Students will learn to use common toolkits in the Python ecosystem to analyze large-scale text data in order to generate insights into educational, cognitive, and social processes.

Issues encountered in developing giftedness and talents in students: the nature of exceptional abilities, the history of special provisions, major scientific studies dealing with superior abilities, and contemporary educational systems and models.

An overview of the theory and research behind and components within the Schoolwide Enrichment Model. Practical techniques for implementing the model in classrooms and school districts.

Instructional and managerial techniques for use within or between classrooms to address learning differences among students. Strategies for improving academic achievement and success of diverse learners. Current and promising practices, as well as relevant research.

The identification of creative thinking and problem solving and the development and implications of creativity training materials and teaching strategies for the classroom.

Designed for teachers and administrators who wish to acquire more information about current research, trends and practices within the field of thinking skills instruction. An overview of the field, with special emphasis on research-based practices, major programs, and models for the improvement of thinking skills.

Review of current research on affective growth and potential adjustment problems of gifted and talented youth. Vocational concerns, self-concept, self-esteem, and the teacher's role in preventing or remediating affective problems related to giftedness.

Compare and contrast major definitions, theories and measures of creativity; to explain how creativity interacts with other related constructs (such as intelligence, personality and motivation); critique past empirical work on creativity; and apply past research toward forming your own research question.

The grant proposal writing process is covered, beginning with identification of potential funding sources through developing skill in writing major components and providing proposal critiques.

Cooperative study of developments and problems in the student's area of study.

The negative effects of men's socialization and gender role conflicts are reviewed from the theory and empirical research in the psychology of men. Lectures, discussions, experiential activities, and psychobiographies of famous men and women are used to promote personal learning and psychoe-ducational outcomes. Implications for counseling, teaching, and more positive views of men are explored.

Introductory and advanced content related to features, types, development, and use of "Single Subject Research Designs" to study of interventions and programs for improving the academic and social behavior outcomes for children and youth in schools.

Intensive, one year supervised experience in school psychology setting totalling 1,500 or 2,000 hours of service.

The implementation and application of theory in the student's area of specialization.

Theory, research and applications of situated cognition and situated learning.

A survey of the principal methods employed in the investigation of educational problems, including problem formulation, stating hypotheses, sampling, instrument design, types of research methods and design principles.

Theory and applications of hierarchical linear modeling, including organizational and longitudinal multilevel models.

An introduction to structural equation modeling. Develop, modify, and interpret a variety of structural equation models commonly used in social science research. Linear models with only observed variables (path analysis), latent variable models without causal paths (confirmatory factor analysis), and latent variable models with causal paths (structural equation modeling). Conceptual understanding, application, and interpretation of structural equation models.

Covers several advanced modeling techniques, including multilevel confirmatory factor analysis, multilevel structural equation modeling, latent class analysis, factor mixture modeling, and growth mixture modeling. Emphasis will be on specification, application, evaluation, and interpretation of these models.

An overview of quantitative and qualitative procedures used in the evaluation of educational programs. Current trends and practical applications are stressed.

Graduate seminar on advanced content related to evaluation context, evaluators, methods, and research, with emphasis on conducting evaluations, current trends, and practical applications.

An advanced course in measurement and evaluation. Emphasizes current issues in measurement and the scientific procedures reflected in the literature that suggest alternative solutions to these issues.

An advanced course in educational and psychological testing theory. Emphasizes the principles and processes of the most sophisticated approach to educational test construction and scoring available today.

Applications of IRT to measurement problems such as equating, detection of differential item functioning, and adaptive testing. Extensions of unidimensional dichotomous models to polytomous responses and multidimensional tests. Extensive use of Monte Carlo data to investigate psychometric issues.

Monte Carlo techniques for psychometric research. Design and carry out research studies for investigating new and existing psychometric and statistical procedures using simulated data. Estimation procedures for linear and nonlinear models for observed and latent variables. Students will develop their own custom computer programs and use existing software packages. Programs will primarily be written in Fortran 90.

A survey of four main designs for making causal inferences from educational data and the rationales for the use of these designs. The designs considered are: Randomized experiments, regression discontinuity, instrumental variables and non-equivalent control group. The course introduces Campbell's validity framework and applies this framework to the designs considered. Techniques for sample size planning and power analysis are introduced. Other topics covered include: mediation and moderation analysis and the ethics on research on human populations.

This course is an exploration of the problems that arise in making inferences about causal effects from non-experimental data and some potential solutions to those problems. Topics covered include: regression approaches to causal inference; paradoxes that arise when interpreting non-experimental data; the "potential outcomes" approach to causal inference (often called Rubin's Causal Model); univariate and multivariate matching methods; multivariate distance measures; propensity score estimation methods; using the propensity score to match, subclassify and weight; Instrumental Variables applications of Rubin's Causal Model; Directed Acyclic Graphs.

Focus on a broad approach to understanding potential in various manifestations related to intelligence and giftedness.

Collaborative study of contemporary issues in the field of giftedness, creativity, and talent development.

Major models and strategies for curriculum and instruction in support of advanced-level learning, with focus on underlying concepts, organizational models, and approaches to research on curriculum and instruction in learning environments.

Study of social and emotional issues in the development of advanced potential, with emphasis on theory and research regarding these areas of development and implications for services.