Graduate Course Listing
EDUC C28: Prevention Strategies In Schools And Communities
Spring (3) Staff
This course focuses on procedures and techniques for the prevention of
and intervention in substance abuse, violence, unwanted pregnancy,
school dropout and other behaviors that interfere with academic
performance, health and well-being in schools and organizations.
Students will acquire knowledge about models of prevention, policies,
practices, and resources that are available. Students will also develop
beginning prevention skills in working with individuals and groups and
in the development and administration of programs.
EDUC C29: Substance Abuse And Society
Fall (3) Staff
This course examines substance use and abuse in contemporary society.
Topics are treated from a multi-disciplinary perspective including
biological, social, pharmacological, cultural, psychological,
political, economic, and legal aspects of substance abuse. Patterns of
addiction, intervention and rehabilitation in respect to substance
abuse also are analyzed. Assessments of the costs, options, and
alternatives to addiction along with educational efforts toward
prevention are examined.
EDUC C31: Career Development
Spring (3) Staff
A study of the occupational structure of our society, of factors
influencing career development, and of techniques for providing
educational and occupational information. Both individual and group
activities are stressed.
EDUC C32: Theories Of Counseling And Psychotherapy
Fall (3) Staff
A study of the major concepts and practices of contemporary therapeutic
systems as well as an overview of developmental and psychopathological
issues presented by clients.
EDUC C33: Techniques Of Counseling
Fall (3) Staff
Prerequisites: Permission of the instructor.
An intensive study of techniques utilized in individual counseling. Extensive use is made of case data and role playing.
EDUC C34: Group Theory And Techniques
Fall (3)
A study of group theory and techniques as they apply to group
counseling and psychoeducational groups in experiential group
activities.
EDUC C35: Introduction to Professional School Counseling
Fall (3) Staff
This course examines the planning, development, implementation and
evaluation of comprehensive developmental guidance and counseling
programs using a balanced program approach. The balanced programming
approach addresses both the developmental needs of students and
simultaneously incorporates mechanisms of support for those pupils who
are more susceptible to arrested development. The course addresses the
specific role function of school counselors, historical and
philosophical underpinnings, as well as strategies for enhancing the
academic, career and personal-social needs of children.
EDUC C42: Supervised Practicum In Counseling
Spring (3) Staff
Prerequisites: EDUC C32 and C33. (Graded pass or fail)
The counseling practicum is designed to give advanced students in
counseling the opportunity to put into practice the skills and
knowledge they have developed throughout their counseling program.
Students complete a minimum of 140 hours of counseling experience in an
agency setting under both college and field supervision. In addition,
participation in a weekly group supervision session on campus is
required.
EDUC C43: Professional, Ethical And Legal Issues In Counseling
Fall (3) Gressard
This course will provide students with a foundation in issues that
affect the profession of counseling. Students will examine: (1)
professional issues, including professional identity, history and
systems of counseling, professional organizations, counseling settings
and counselor functions, and research issues affecting the conceptual
base of the profession, (2) counseling ethics and ethical dilemmas, and
(3) legal decisions that affect the practice of counseling. The course
will emphasize active student participation in the exploration of these
issues.
EDUC C44: Addictions Counseling
Spring (3) Gressard
Prerequisites: EDUC C29
This course is designed to cover those counseling theories and
techniques utilized with clients suffering from addictions or substance
abuse. Treatments will be discussed from the perspective of the
medical, recovery, and transpersonal models of addiction.
EDUC C45: Transpersonal Psychology: Theory, Research And Practice
Fall (3) Gressard
This course offers an analysis of the field of transpersonal
psychology; theory, research, and practice. The relationship of
transpersonal theories to traditional theories will be examined.
Special attention will be devoted to the use of transpersonal
approaches in addictions counseling and substance abuse prevention.
EDUC C46: Introduction To Community Counseling
Summer (3) McAdams
This course provides counselors who will work in community agency
settings with an understanding of the historical and philosophical
background of agency counseling. It will cover the forces that
influence the development of community counseling, the role of the
community counselor, professional issues unique to community
counseling, client characteristics, principles of community counseling,
community needs assessment, and program development.
EDUC C47: Internship In Community Counseling
Fall and Spring (3) McAdams
Prerequisites: EDUC C32, C33, C34, C42, and C43. (Graded pass or fail.)
The internship practicum is designed to give students the opportunity
to demonstrate and improve their counseling skills in an agency
setting. Students complete a minimum of 300 hours of counseling
experience in a community agency setting under both university and
field supervision. In addition, participation in a weekly group
supervision session and an experience log are required.
EDUC C49: Supervised Internship in School Counseling
Fall and Spring (3)
Prerequisites: EDUC C32, C33, C34, C42, and C43 (Graded pass or fail)
This counseling internship is designed to give advanced students in
counseling the opportunity to put into practice the skills and
knowledge they have developed throughout their counseling program.
Students complete a minimum of 600 hours of counseling experience in a
school setting under both college and field supervision. In addition,
participation in a weekly group supervision session on campus is
required.
EDUC C50: Supervised Internship in School Counseling
(3) - (6)
This internship provides advanced training, supervision and skill
development in (1) addictions counseling with individuals; (2)
addictions counseling with groups; and (3) special topics in addictions
counseiling at the Counselor Education Clinic
EDUC C91: Advanced Issues in Professional School Counseling
Spring (3)
Prerequisites: EDUC C35
This course has a two-fold purpose that includes: (a) the planning,
development, implementation, and evaluation of comprehensive
developmental school guidance and counseling programs and (b) the
introduction of the requisite attitudes, concepts and skills of
indirect service delivery through counsultation.
EDUC F01: Education And The Structure Of Knowledge
Spring (3) Staff
Prerequisites: Admission to a graduate program or permission of the instructor.
The course includes in-depth inquiry into
both the nature of knowledge as well as the processes by which we
produce knowledge. Students also explore logical implications that
follow for educational decision-making from tentative philosophical
conclusions drawn about knowledge during the course.
EDUC F03: Ethics And Education
Occasionally (3) Staff
Prerequisites: Admission to a graduate program or permission of the instructor.
A study of moral philosopy as it applies to the role of the professional in education and the other helping professions.
EDUC F04: Child Psychology
Fall (3) Lavach
Prerequisites: Admission to a graduate program or permission of the instructor.
An advanced course in child psychology in which selected theories and
research findings concerning the ingant and preschool aged child are
examined. Educational implications are explored with emphasis on the
following major areas: methodology; cognitive, language, psychomotor,
and emotional development; and culturla influences.
EDUC F08: The Psychology Of Adolesence
Fall (3)
Prerequisites: Admission to a graduate program or permission of the instructor.
An advanced course which examines adolescent development form three
perspectives: theory, research, and historical and contemporary social
forces. A variety of theoretical views are analyzed with a discussion
of the strengths, limitations, and contributions of each.
EDUC F09: Human Growth And Development: A Life-Span Perspective
Spring, Summer (3) Bass, Lavach
Prerequisites: Admission to a graduate program or permission of the instructor.
An investigation of the nature of developmental themes and tasks across
human life span from infancy through the late adult years. The
life-span developmental approach used incorporates knowledge from
multiple disciplines to describe and explain developmental processes in
their many contexts: physical, familial, psychological, historical, and
sociocultural. A major focus is the application of theory and research
to the promotion of healthy development through education and human
services.
EDUC F10: Theories Of Learning
Occasionally (3) Bass
Prerequisites: Admission to a graduate program or permission of the instructor.
Selected psychological theories and empirical findings dealing with
human learning are studied. Theoretical concepts and research in
behavioristic theories, social learning theory, humanistic approaches,
and information processing models are analyzed. Implications for
education and the helping progessions are explored.
EDUC F11: Social, Philosophical, Cultural, And Historical Foundations of Education
Summer (3)
Inquiry into the historical, philosophical, cultural and educational
and social context of schools in our diverse society. Broad,
interdisciplinary perspectives on educational and social issues to
guide reflective, professional practice.
EDUC F12: Advanced Educational Psychology & Development
Summer (3) Staff
A course that examines psychological theories and research findings
dealing with child and adolescent development and learning. Special
emphasis is placed upon the ways in which theoretical and empirical
findings in educational and developmental psychology have been
translated into educational practice.
EDUC F42: Adult Development And Learning
Spring (3)
Prerequisites: Admission to a graduate program or permission of the instructor.
Examines adult development and aging from the life-span developmental
perspective. Students study the basic development processes which
reflect the fundamental changes occurring during adulthood. The unique
features of different stages of adult life which emerge as a
consequence of the interaction between these basic processes and the
larger social and historical context are explored.
EDUC F65: Research Methods In Education
Fall, Spring, and Summer (3) Bass and T.Ward
Prerequisites: Admission to a graduate program or permission of the instructor(s).
A study of the methods and techniques generally employed in research.
Emphasis is placed on understanding the research literature which forms
the basis of professional education. The course includes the study of
some selected statistical methods used as tools in research, data
analysis, and the field of educational tests and measurement.
EDUC F67: Psychological And Educational Measurement
Fall (3) Lavach and T.Ward
Prerequisites: Completion of or concurrent enrollment in EDUC F65 or permission of the instructor.
An introduction to the use of educational and psychological assessment
procedures used by educators and other helping professionals. The
course deals with the selection, administration, and scoring of
psychological assessment techniques and the interpretation and
application of their results.
EDUC F68: Evaluating Student Performance
Spring and Summer (3) Gareis
Prerequisites: Admission to a graduate program or permission of the instructor.
A course designed to develop competence in constructing valid and
reliable teacher-made tests which measure the achievement of pupils.
Emphasis is also given to other indicators of performance and to
attitude and interest inventories.
EDUC F87: Computing Literacy For Educators
Occasionally (3) Bass
Prerequisites: Admission to a graduate program or permission of the instructor.
This course provides an introduction to the potential strengths and
weaknesses of using microcomputers for educational purposes. It seeks
to develop technological literacy through a study of computer hardware,
software, user training, and school implementation strategies.
EDUC P20a: Psychoeducational Assessment for School Psychologists
Fall (4) Staff
Prerequisites: Admission to the M.Ed. Program in School Psychology and concurrent enrollment in EDUC F67.
This year-long course sequence is designed to introduce students to a
problem-solving model of assessment for addressing children’s
educational and behavioral problems. The model defines educational
problems situationally as the difference between what is expected and
what occurs. These difficulties do not reside solely within the
individual child, but result from the interaction between student
behavior, curriculum, and instruction. The model defines ‘effective
assessment’ as assessment which evaluates the situation as well as the
child and which produces effective interventions. Effective assessment
employs standardized tests, rating scales, structured interviews,
record review, systematic observation, and curriculum-based
measurement. Training and practice in the assessment techniques and
application of this problem-solving model will be the focus of this
course. Specifically, students will develop competencies in the
following areas of assessment: intellectual ability, academic
achievement, processing skills, personality and behavior problems,
observations and interviews. Students will communicate assessment
findings and recommendations clearly and concisely in jargon-free,
family-friendly reports. A practicum is an essential and necessary
component of this course. Students must achieve a grade of ‘B’ or above
each semester.
EDUC P20b.
Spring (4) Staff
Continuation of EDUC P20a. Must achieve a grade of ‘B’ or above.
EDUC P23: Introduction to Professional School Psychology
Spring (1) Lavach
Prerequisites: Admission to the M.Ed. Program in School Psychology.
This course provides an introductory survey of school psychology as a
specialty of professional psychology. The roles and functions of the
school psychologist will be explored as they relate to Virginia and the
nation; political and legal implication of these roles are identified.
This introduction encompasses numerous topics including the historical
development of the specialty; relationship to other specialties in
psychology and education;graduate training and models of professional
preparation; licensure and certification; special education laws
relevant to the practice of school psychology; diversity of practice
settings; and diversity of client populations served. The course
includes an experiential component in which students are required to
visit local schools and observe a variety of educational and
psychological programs and practices.
EDUC P24: Practicum In School Psychology
Fall and Spring (3) S. Wardand Lavach
Prerequisites: Enrollment in the School Psychology Program. (Graded pass or fail.)
A field-based experience designed to provide opportunities for students
to gather knowledge and skills most appropriately learned in the field
and to refine skills learned in the university training program.
Practicum experiences include administration and interpretation of
diagnostic assessment instruments; participation in team meetings;
consultation with teachers, parents, and administrators; and
intervention with children.
EDUC P56: Consultation In The Schools
Spring (3) S. Ward
The course assists students in developing their skills in consultation
with particular emphasis upon working with parents and teachers.
EDUC 501: Educational Leadership and Organizational Dynamics
Staff
EDUC 502: Educational Leadership: Concepts and Cases
Staff
EDUC 601: Advanced Group Work and Theory
Summer (3) Bryan
Prerequisites: EDUC C34 or an equivalent introductory course in Group Counseling.
This course is designed for students wishing to pursue advanced
study in group theory, group leadership, group processes, and group
supervision. The course may examine contemporary trends and
developments in group counseling as well as ethical, legal, and
professional issues affecting the practice of group counseling.
EDUC 603: The College Student: Developmental Themes And Social Contexts
Fall (3) Foubert
Prerequisites: Admission to a graduate program or permission of the instructor.
This course examines the college student experience from the life-span
developmental sociological and cultural perspectives. Students examine
and compare major theories and empirical findings in the areas of
college student development, the college environment, and the needs and
characteristics of various subgroups within the college population.
While the primary focus is on the traditional college age group
(18-23), the course also addresses the characteristics and needs of
older students.
EDUC 624: Theory And Practice Of Multi-Cultural Counseling
Spring; Summer (occasionally) (3) Staff
Prerequisites: EDUC C32.
This course is designed to familiarize the student with the cultural
differences of the major racial/ethnic minorities in the United States.
Through self-disclosure, individual experiences, group presentations
and lectures, the students will gain a better knowledge of these groups
and the cross-cultural counseling methods to work with them.
EDUC 625: Couples Counseling and Sex Therapy
Summer (3) Foster and McAdams
A course to give students an increased awareness of sexual issues and
problems so that they can be sensitive and helpful to the people they
counsel who have sexual difficulties or questions. It is also for
counselors, teachers, or administrators who will be involved in
implementing or teaching programs of sex education. The course includes
presentation of factual information, and curricula and theories of sex
education and therapy, as well as an opportunity for students to
explore their own sexual attitudes, feelings, and values.
EDUC 626: Seminar In Professional School Psychology: Ethical And Legal Issues
Summer (3)
Prerequisites: Enrollment in the School Psychology Program.
This course, designed for students in the School Psychology Program,
provides students with the opportunity to become familiar with the
roles and functions of fellow professionals in educational and agency
settings. This course also examines professional issues in school
psychology including principles of professional ethics, ethical
dilemmas, and relevant legislation and litigation. Emphasis is placed
on active student participation in the exploration of these issues.
EDUC 627: Marriage And Family Counseling
Spring (3) McAdams
Prerequisites: EDUC C32 and C33 or permission of instructor.
A survey course which examines the dynamics of family systems theory,
communication theory, and the rationale and practice of marriage and
family counseling. The student learns variables influential in
determining how and why people behave the way they do in marital and
family relationships, verbal and nonverbal interaction patterns
operating within the relationship, and several approaches to
therapeutic intervention.evelopment, and issues related to advanced
counseling practice will be emphasized.
EDUC 628: Group Practicum
Summer Occasionally (3)
Prerequisites: EDUC C34 or equivalent and permission of the instructor. (Graded pass or fail).
A course for advanced graduate students in which the students gain
advanced group work skills and explore group theory and techniques.
EDUC 629: Individual Appraisal
Spring of odd-numbered years (3) Gressard
A course designed to acquaint the prospective counselor with the tools
and techniques for appraising students and clients. Emphasis is given
to collection and disposition of case data, selection and
administration of psychological tests, and the reporting of assessment
results.
EDUC 630: Family Development and Processes
Fall (3) Staff
This class is designed to inform students about spheres of development,
the family life cycle, conceptualizations of normalcy from a family
systems perspective and frameworks for the assessment of family
functioning. A central component of this class will be a recognition
and promotion of family strengths and the diversity of family forms,
life challenges, and values in contemporary society.
EDUC 632: Advanced Theories Of Counseling And Psychotherapy
Fall of even-numbered years (3) McAdams
Prerequisites: Permission of the instructor.
A doctoral course in which theories of counseling, psychotherapy, group
work and consultation are examined and analyzed. Interdisciplinary
innovation, theory construction and development, and issues related to
advanced counseling practice will be emphasized.
EDUC 633: APlanning and Management in School Finance and Facilities
Fall of even-numbered years (3) McAdams
Prerequisites: Permission of the instructor.
A doctoral course in which theories of counseling, psychotherapy, group
work and consultation are examined and analyzed. Interdisciplinary
innovation, theory construction and development, and issues related to
advanced counseling practice will be emphasized.
EDUC 635: Advanced Family Counseling: Theories and Techniques
Spring (3) Foster
This class is an advanced seminar designed to critically examine the
conceptual models, clinical practices, and assumptions that organize
work with families. The texts, selected readings, class discussions,
and writing assignments will address modernist and post-modernist
theoretical paradigms that delineate central questions of clinical
practice with diverse clients.
EDUC 636: Addictions and Family Systems
Summer (3) Staff
This course is intended to merge the
thinking and practice of two counseling areas, marriage and family and
addictions, that are not often examined together. This course is
designed to explore the two areas, the impact that they have on each
other, and to present an integrated view of family systems and the
process of addiction and recovery.
EDUC 638: Prevention and Intervention within Public Schools
Fall (3)
This course informs school psychology graduate students about effective
prevention and intervention programs and strategies that can be
implemented within public school settings. The course highlights
empirically supported methods for promoting school success through both
preventative and remedial strategies across the grade levels.
School-based strategies for enhancing academic achievement, fostering
social competence, and preventing behavior and adjustment problems will
be presented. Students will begin to develop expertise in designing,
implementing, and evaluating prevention and intervention programs
within public school settings.
EDUC 639: Theory And Process Of Counselor Supervision
Fall (3) McAdams
Prerequisites: Admission to the Doctoral program
This course will cover theories and techniques of counselor
supervision. It will include major theories of counselor development,
the counselor-supervisor relationship, major approaches to supervision,
supervision methods, and supervision ethics. The course is open to
doctoral students and is a prerequisite to the Doctoral Internship.
EDUC 645: The Counselor And Psychopathology
Summer (3) Gressard
This course examines the most common types of psychopathology
encountered in community couseling settings. Students will be
introduced to the diagnostic categories of the Diagnostic and
Statistical Manual with particular emphasis placed on making
appropriate multi-axial diagnoses and the use of these diagnoses for
treatment planning and intervention strategies.
EDUC 646: Internship In Family Counseling
Fall, Spring, and Summer (3–6) McAdams
(Graded pass or fail).
This internship provides advanced training, supervision and skill
development in (1) marriage and family counseling; (2) family,
counselor and school collaboration; and (3) special topics in family
counseling at the PACES Family Counseling Lab.
EDUC 647: Internship in Counselor Supervision
(3) Foster
Prerequisites: Admission to Doctoral Program and EDUC 639.
This internship serves as the clinical
component of the two-semester sequence in the theory and practice of
counselor supervision that begins with EDUC 639. The course provides
advanced training and skill development in supervision, and requires
each intern to apply supervision theory and skills in actual
supervisory processes with supervisees from the Masters Practicum in
Counseling- EDUC C42.
EDUC 659: Internship In School Psychology
Fall and Spring (1-6) Lavach and S. Ward
Prerequisites: Completion of all other coursework in the Ed.S. Program in School Psychology. (Graded pass or fail)
The culminating evaluation experience in the
Ed.S. Program in School Psychology is the internship which must occur
on a full-time basis over a period of one year or on a half-time basis
over a period of 2 consecutive academic years in an accredited school.
Evaluation of performance is conducted cooperatively between the
College and the appropriate school personnel. Students typically
receive a stipend during the internship year.
EDUC 662: Prevention and Intervention in Early Childhood Education
Fall (3)
Prerequisites: Enrollment in School Psychology Program or permission from the instructor.
This course will provide advanced graduate
students with an overview of the current legal, assessment and
intervention issues in the field of early childhood special education.
Students will develop and administer multi-source, multi-method
assessment batteries and learn how to link assessment results to
specific early intervention strategies for children and their families.
Students will be expected to interact with infants, toddlers and
preschool-aged children throughout the semester and to work with each
other to conduct structured play assessments.
EDUC 663: Principles Of Educational Research
Fall; Spring; Summer (occasionally)(3) Bass
Prerequisites: EDUC F65 or equivalent and admission to doctoral study.
This course examines the principles of
historical, correlation, causal-comparative, descriptive, and
experimental research design to facilitate students’ ability to read
and evaluate their professional literature. This course also prepares
students to plan educationally valuable and methodologically valid
research projects.
EDUC 664: Qualitative Research Methods
Fall and Spring (3) Harris and Whalon
Prerequisites: EDUC 663
An intermediate research course that
introduces qualitative methods of research for the study of educational
issues. Readings and class discussions will emphasize the theoretical
underpinnings of these methods, while assignments focus on the
practical experience with these methods in the field of education. This
course is offered in the form of a doctoral level seminar and as such
requires considerable reading, writing, critiquing, and reflection.
EDUC 665: Intermediate Statistics In Education
Fall and Spring (3). Bracken
Prerequisites: EDUC 663
A course that builds on the introductory
elements of research design and analysis presented in Ed 663 and covers
the following topics: (1) the basis of statistical inference, (2)
sample variance, (3) analysis of variance and factorial analysis, (4)
simple correlation, and (5) multiple regression. Computer assisted
instruction is used to teach the fundamentals of data preparation so as
to speed the computation of statistical problems.
EDUC 666: Application Of Computer To Educational Problems
Occasionally (3) Bass
Prerequisites: Admission to a graduate program or permission of the instructor.
A course designed to assist school personnel
in utilizing effective applications of computer-related technology to
educational problems. Emphasis and topic selection are dependent upon
student interest and need. Normally, the course is offered to special
interest groups from the areas of educational administration, personnel
or instruction.
EDUC 667: Young Child: Psychosocial Assessment And Clinical Methods
Fall (3) S. Ward
Prerequisites: EDUC F04 or F09. Open to students in school psychology, counseling, or by permission of the instructor.
A course designed to review the literature
on the emotional growth of preschool and elementary-aged children.
Major emphasis is on relating psychological intervention to the child’s
individual developmental needs. A variety of psychological
interventions frequently utilized with children will be studied,
including individual and group techniques. Students are expected to
work with a child during the semester.
EDUC 668: Psychodiagnostics: Projectives
Fall (3) Lavach
Prerequisites: EDUC P66, F67, and P69. Open only to students in school psychology or by permission of the instructor.
In this course, the research concerning
projective personality assessment is studied. Human figure drawings and
thematic apperception measures are studied in detail. an important part
of the course is the compilation of all assessment materials–objective
and projective–into a well-integrated, comprehensive, evaluation and
remediation report.
EDUC 669: Neuropsychological Bases Of Behavior
Spring (3) Lavach
This course provides the advanced level
graduate student with an overview of research emanating from such
representative disciplines of the neurosciences as anatomy, physiology,
psychology, chemistry, and medicine.
EDUC 675: Theories & Strategies For Counseling School-Aged Children
Fall (3) S. Ward
Prerequisites: Admission to the School Psychology program.
The focus of this course is on the
understanding and application of contemporary theories of counseling
for school-aged children and adolescents. Theories will be studied with
respect to key concepts, the therapeutic process and goals, and
specific techniques. Students will apply their skills in practice
sessions with school-aged children. The physiological, cognitive,
social, and emotional development of children as well as their
environment (including the school) will be emphasized so that
interventions are consistent with the children’s needs.
EDUC 680: Readings In Philosophy Of Education
Fall and Spring (3) Staff
Prerequisites: Admission to a graduate program or permission of the instructor.
An independent readings course in which
philosophical texts pertinent to contemporary educational issues are
studied. Critical analytic skills are developed for examining texts
related to such topics as the aims, organization, and curriculum of
education in the context of a democratic society.
EDUC 691: Independent Study in Education: Advanced
Fall, Spring, Summer (Var.) T.Ward
Prerequisites: Permission of Instructor
EDUC 692: Problems in Education - Advanced
Fall, Spring, Summer (Var.) T. Ward
Prerequisites: Permission of Instructor
EDUC 694A: Qualitative Research Design & Methods I
Fall (3) Harris, Whalon Intermediate-level research design course that focuses upon
distinguishing among and combining nonpositivistic paradigms, perspectives,
strategies, and methods appropriately to address research foci. Students become
familiar with qualitative data generation and analysis methods while designing
a full-scale nonpositivistic study with a research team. Requires considerable
reading, writing, revising, reflection, and collaboration.
Corequisites: EPPL 601; Prerequisites: EDUC 665 or consent of instructor.
EDUC 694B: Qualitive Research Design & Methods II
Fall (3) Harris, Whalon
Advanced-level research methods course that builds upon
previous knowledge of nonpositivistic research design, focusing first upon
enhancing qualitative data generation and analysis skills, then upon developing
facility with thematic emergence and interpretation, as teams of students
complete full-scale nonpositivistic studies. Requires considerable reading,
writing, reflection, data generation/analysis, and collaboration.
Corequisites: EPPL 602; Prerequisites: EDUC 694A or consent of instructor.
EDUC 700: Advanced Statistics In Education
Spring (3) T. Ward
Prerequisites: EDUC 663, 664, 665, or consent of instructor.
A course which builds on the introductory
elements of analysis as presented in Ed 665 (or an equivalent) and
covers the following topics: (1) models of data, (2) regression
analysis, (3) factorial analysis of variance, (4) multivariate analysis
of variance, (5) factor analysis, (6) cluster analysis, and (7)
discriminant analysis. Emphasis is placed on the analysis by computer.
EDUC 701: Classics In The History Of Educational Philosophy
Occasionally (3) Staff
Prerequisites: Admission to advanced graduate studies.
A seminar in which major philosophical works in the history of
education are studied. Selected writings of important educational
thinkers, such as Plato, Augustine, Rosseau, Locke, and Dewey, are read
and discussed.
EDUC 703: Research in Counselor Education
Spring (3) Staff
The purpose of this course is preparation
for the dissertation through the exploration of current literature in
counselor education. This seminar enables students to confront problems
in conducting original investigations in counselor education and to
become familiar with resources for doing research. The primary activity
will be the construction of the dissertation proposal prospectus.
EDUC 704: Advanced Qualitative Research Design & Methods
Spring (odd years.) (3) Harris
Prerequisites: EDUC 664
Advanced-level methodological course that
helps students understand--through comparison and contrast--a broad
range of nonpositivistic (a.k.a. “qualitative”) research approaches.
Students learn to accurately select, combine, and sequence methods to
create ontologically and epistemologically robust, consistent, and
coherent research designs. The course requires considerable reading,
writing, reflection, critiquing, and revision.
EDUC 758: Advanced Practicum In School Psychology
Fall and Spring (3) Staff
Prerequisites: Enrollment in Advanced Graduate Study in School Psychology.
The advanced practicum in school psychology
is designed to offer experienced school psychologists an opportunity to
develop the skills necessary for effective supervision of other school
psychologists. Students may be assigned students enrolled in Ed P24 or
interns enrolled in Ed659. The school psychology faculty selects and/or
approves practicum sites and supervises the practicum student
cooperatively with appropriate school personnel.
EDUC 759: Learning And Cognition
Occasionally (3)
Prerequisites: EDUC F10 or equivalent.
This course offers the opportunity to study
the behavioral and cognitive views of the learning process with an
attempt to integrate the cognitive processes with emotion, personality,
and social interactions. The emphasis is on organizational processes,
memory, imagery, information processing, hypothesis testing, coping
strategies, and problem-solving. Therapeutic strategies and educational
interventions based upon the cognitive conceptualization of the
learning process are emphasized.
EDUC 760: Public Policy And Legal Issues For Mental Health Professionals
Occasionally (3)
This course, designed for students at the
advanced graduate study or doctoral level examines the rights that
advocates have won in courts, professional rights and responsibilities,
the roles of the mental health professional when interacting with the
legal system, and issues of confidentiality and privilege. The course
examines ways an advocate can affect change in a system. It also gives
the student an understanding of how to cope as an expert witness.
EDUC 761: Clinical Applications Of Neuropsychology
Summer of odd-numbered years (3) Lavach
This course assists students in the
counseling/School Psychology Programs with the necessary skill to : (1)
perform basic assessment of children who may have neurological problems
in order to make appropriate referrals to neuropsychologists and/or
neurologists, (2) interpret reports submitted by neurologists and
neuropsychologists, and (3) assist other school personnel to translate
major findings from neuropsychologists’ evaluations into effective
educational intervention techniques.
EDUC 762: Doctoral Seminar In Counseling
Fall of odd-numbered years (Var.) Staff
Prerequisites: Admission to advanced graduate studies in counseling or school psychology and permission of the instructor.
A seminar for advanced graduate students in
counseling and school psychology. The course description is developed
each time the course is offered to describe the areas to be
investigated.
EDUC 763: Advanced Counseling Practicum
Fall, Spring and Summer (3) Staff
Prerequisites: Admission to the Doctoral Counselor Education Program. (Graded pass or fail.)
The advanced practicum is designed to give
doctoral students the opportunity to demonstrate and improve the
counseling skills they have brought to the counseling program. Students
complete a minimum of 100 hours of counseling experience in either an
agency or laboratory setting under both college and/or field
supervision. In addition, participation in weekly group supervision
sessions is required.
EDUC 764: Seminar In Counselor Education
Spring of even-numbered years (3) Gressard
This course is an advanced seminar for
doctoral students in counselor education. It covers theory, practice,
and research in counselor education. Specific topics covered include:
instructional theory and methods relevant to counselor education;
ethical and legal issues in counselor education and supervision; and
implications of sociocultural, demographic, and lifestyle diversity for
counselor education and supervision.
EDUC 765: Doctoral Internship
Fall and Spring (3) Staff
(Graded pass or fail.)
The Doctoral Internship is intended to provide doctoral students with
experiences in counseling, counseling supervision, teaching, research,
and service to the profession and the public. The student will work
with faculty members to design an experience that will be consistent
with the student’s professional goal. The Doctoral Internship requires
300 hours of work experience and weekly group and individual meetings
with the faculty supervisor.
EDUC 766: Educational Research Design: Historical
Occasionally (3) Staff
Prerequisites: Admission to a graduate program or permission of the instructor.
A study of moral philosopy as it applies to the role of the professional in education and the other helping professions.
Independent Study and Problems in Education
Students planning to enroll in one of the following courses must first
seek permission from Dr. Thomas Ward (instructor of record) and inform
him of the supervising instructor’s name and the reason for taking the
course (e.g., elective credit). A required course cannot be taken as an
independent study or problems in education course, unless the student
petitions the Curriculum Committee and receives prior approval.
EDUC 800: Dissertation
Fall, Spring, Summer (Var.) Dissertation Chairperson
Prerequisites: Permission of Instructor. (Graded pass or fail)
Students must register for a minimum of 3 semester hours.
EDUC V63: Problems in Education
Fall, Spring, Summer (Var.) Ward
Prerequisites: Permission of Instructor.
EDUC V91: Independent Study in Education
Fall, Spring, Summer (Var.) Ward
Prerequisites: Permission of Instructor
