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School of Education Course Descriptions

Curriculum & Instruction Educational Administration & Policy

Human Development & Psychoeducational Studies The Center for Academic Reinforcement

March 2013

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SCHOOL OF EDUCATION COURSE DESCRIPTIONS

CENTER FOR ACADEMIC REINFORCMENT

Subject

Course Credits Description Semester

ACAD 003 3

Reading Improvement: Develops reading comprehension by focusing on ability to identify main and supporting ideas. Emphasizes such methods as vocabulary development, context clues and outlining. Increases comprehension rate. Undergraduate

Fall/Spring

ACAD 007 3 College Study Skills: Students acquire skills and techniques necessary for successful adjustment to performance in college-level courses. Undergraduate

Fall/Spring

ACAD 008 3

CAR-Verbal: Provides a systematic review and reinforcement of English skills necessary to develop a student's ability to write effectively. These skills include basic grammatical concepts, effective sentence structure, and paragraph development and short essay development. Undergraduate

Fall/Spring

ACAD 014 3

Basic Math I: This course includes a review of arithmetic and an introduction to algebra. The topics include operations on rational numbers, linear equations, linear inequalities, word problems, exponents, and polynomials. Undergraduate

Fall/Spring

ACAD 015 3

Basic Math II: This course is a continuation of Basic Mathematics I. The topics include factoring, rational expressions, linear equations in two variables and their graphs, systems of equations, roots and radicals, quadratic equations and applications. Undergraduate

Fall/Spring

ACAD 302 1

Academic Communication : Addresses the needs of students who have a GRE-W score below 4, which indicates that they demonstrated some deficiencies in formal, analytical writing. Graduate

Fall/Spring

ACAD 3 Praxis Review Reading. Undergraduate Fall/Spring

ACAD 3 Praxis Review Math. Undergraduate Fall/Spring

ACAD 3 Praxis Review Writing. Undergraduate Fall/Spring

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DEPARTMENTOFCURRICULUMANDINSTRUCTION

EDUC‐CurriculumandInstruction(Undergraduate)Subject Course Credits Description Semester 100 1 Orientation&Pre‐ProfessionalSeminar.

This course is a prerequisite for matriculation intheUrbanTeacherEducationProgram(UTEP).Itisdesigned to orient potential candidates to theUniversity, to the School of Education, and to theelementaryeducationprogram(UTEP). Avarietyof individual and small group reflections,discussions, activities, simulations, etc. willprovidestudentswithacriticallookattheteachingprofession. Students will have an opportunity toassess or reassess their desire, dispositions, andsuitability for teaching diverse elementary schoolchildren.Studentsmustsatisfactorilycompletethe1‐creditorientation/seminarnolaterthantheendof the first semester of their freshman year.Undergraduate

Fall

120 3 InternationalEducationforContemporarySocieties.Thiscourseisdesignedtoprovideacomprehensiveoverviewofthepoliciesandpracticesofeducationalsystemsaroundtheworld,withaspecialemphasisontheglobalsouth.Usinganinterdisciplinarylens,thefocusisondevelopingglobalcompetenciesthatpromoteglobalcitizenshipandabetterunderstandingofglobaleducationissuesinthecontemporaryworld.GlobaleducationmovementslikeEducationForAll(EFA),genderinequalities,educationandconflict,educationandimmigration,teacherquality,andinternationalconventionsandagreementswillbeexamined.Asignificantinternationalservicelearningcomponentisalsoincludedandisdesignedtohelpbridgetheoryandpracticefromthelocaltotheglobal.Undergraduate

Spring

210 3 Foundations&UrbanEducation.Thisfoundationalcoursewillexamineurbaneducationfromtheperspectivesofwhatitmeanstoteachinurbanenvironments,issuesthatimpacturbanschools,policiesandpracticesthatinfluenceteaching,familiesandurbancommunities,andclassroommanagement.Itwillfocusonaboardinterdisciplinaryviewofschoolasaneducationalinstitutionanditsrelationshipwithurbansocieties

Fall

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andcommunities.Sociologicalandphilosophicalviewswillbeusedtoexaminehowhistory,race,class,politics,andmediahaveinfluencedthestructureandfunctionofurbaneducationsystems.Studentswillbechallengedtocriticallyreflectonhowtheirownschoolingexperience,socio‐culturalidentity,andhowphilosophicalbeliefsregardingurbaneducationmightimpacttheirsuccessinurbansettingsandpedagogicalapproacheschosen.Studentswillbeintroducedtocontentrelatedtowhatittheteachingprofessionrequires,howtoensureteachingsuccessinurbanenvironments,thestructureofcommunitiesandfamilies,andappropriatestrategiestomanageclassroomsinurbanschools.Studentswillbeexpectedtoengageinfieldexperiencesthatwillinvolveguidedobservationsandparticipationinareaclassrooms.

211 3 EducationalPsychology:Learning&AfricanAmericanLearners.ThiscourseprovidespreserviceteacherswiththetheoreticalbasesoflearninganddevelopmentnecessarytoobtainthegoalsofeffectiveteachingandlearningamongAfricanAmericanandotherdiversestudentpopulations.Candidateswillexaminemanyquestionsandanswersinvolvingeducationintoday’surbansocietyandpromotetheunderstandingandappreciationofprinciplesassociatedwiththelearner,learning,andclassroomprocesses.Theprimaryfocusofthiscourseistheintegrationoftheoriesofchildgrowthanddevelopmentwiththepracticalsettingoftheschoollearningenvironment.Studyofthelearneremphasizestheoreticalviewsassociatedwithcognition,language,personal,socialandemotionaldevelopment,learnerdifferencesandlearnerexceptionalities.Studyofthelearningprocessfocusesonbehaviorismandsocialcognitivetheories,cognitiveviewsoflearning,constructingunderstandingandcomplexcognitiveprocessessuchasproblemsolving,metacognitionandtransferoflearning.Classroomprocessescoverlearnermotivation,classroommanagement,principlesofinstruction,andprinciplesofassessinglearning.

Fall

214 3 LearningElementarySchoolMathematicsandLab.This course provides the candidates withknowledge,skills,andconceptstorendercontent‐rich and rigorous mathematics instruction forAfricanAmericananddiverselearnersingrades1‐

Fall

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6 in urban areas. Candidates are exposed tocontent that supports an elementary schoolmathematics program in the Common CoreCurriculum standards including number systems,operations, algebraic thinking, expressions andequations, geometry, measurement, probability,data analysis and graphs. Candidates will haveopportunities to explain, interpret, analyze,synthesizeandevaluatemajornationalandglobalissues and developments in technologyintegration, problem solving and real‐lifeapplications, including thePrinciples forLearningMathematics as outlined by the Common CoreState Standards. Candidates will acquiremathematical content through classroominstructionandpractice labs thatwill incorporatehands on activities, demonstrations, field studies,and individualized computer‐assisted instructionthat accelerates personal and professionalmathematicalgrowth.

218 3 Foundations & Processes of Reading Acquisition.This course provides pre‐service/in‐servicecandidateswithknowledge,skills,anddispositionsto provide evidence‐based literacy instruction forAfricanAmericananddiverselearnersingrades1‐6 in urban areas. Although the coursewill use abalancedapproachthatpresentsmultiplemethodsof instruction and technology to meet literacyneeds in a variety of settings, emphasis will beplaced on asset‐based theories and applicationsthatcanpositivelyinfluencestudents,families,andcommunities.

Fall

219 3 Schooling for Diverse Populations in AmericanSociety. The course addresses the philosophy,history and sociology of American education,particularlywithregard to theroleofdiversity indevelopment and operation of the nation’seducationsystem.Particularattentionwillbepaidtomajorsocial,political,andeconomicforcesthathave shaped and continue to shape Americanschoolsandeducationalpractices.Additionally,thecourse is designed to build among preserviceteachersaglobalawarenessofhowracial,cultural,linguistic, gender, income, and ability diversityaffect educational opportunity. It is expected thatthis course will enable candidates to (a) discernthe extent to which some forms of teaching andlearning enhance democratic ideals, while othersdo not and (b) begin to develop a professionalidentitythat,inadditiontoreflectinghighcontent

Fall

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standards, also reflects the ideals of equal accessandsocialjustice.

220 3 Learners with Diverse Cognitive, Behavior, &LanguageCharacteristics.This foundational course focuses on providingstudents with knowledge about individuals whopossess exceptional learning needs because oftheir diverse cognitive, behavioral, and linguisticabilities.Thus,itfocusesonstudentsconsideredtohave high incidence disabilities, as well as thoseconsidered gifted. The course will challengecandidates to view all exceptional learning needsfrom an asset‐based perspective whileencouraging advocacy for a more equitable andinclusionary society. Candidates will examine thehistory of special education, legislation, and lawsthat support the educational rights of individualswith disabilities, their families, and caregivers.Information related to the characteristics,educational needs, and societal requirements ofstudents identified as having exceptional learningneeds will be examined via an asset‐based andmultiple methods approach. Field‐basedexperiences will enable candidates to gainperspectiveonthelifeexperiences,challenges,andabilitiesindividualswithdisabilities.

Spring

221 2 TalentDevelopmentModelofSchooling.This course is designed for pre‐service educatorsto gain knowledge and skills predicated on acomprehensive schooling model – the TalentDevelopment Model ‐ that espouses that allstudentscanlearntohighstandardsandprovidesevidence‐based practices, activities and programstoensurethatthisloftygoalforstudentsisactuallyattainable. Thebackground and researchbase forthis Model will be presented, as will practicalexamples ofwhat themodel looks likewhen it isimplementedinschoolsservingprimarilyurbanorethnicminoritychildrenandyouth

Spring

222 2 Foreign Lang. Competency to Facilitate ELLInstruction.Thiscourseisdesignedtoproducethetypeoflanguagecompetencythatteachersneedto(a) enhance their ability to provide effectiveinstructionforELLstudentsand(b)communicateinmoreculturallyrelevantwayswiththefamiliesofELLstudents.

Spring

223 3 InstructionalTechnologyfor21st Century.Thiscourseemphasizesthedesignandfacilitationof learning environments that apply technology‐

Spring

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enhanced instructional strategies to maximizestudent learning. Candidates will apply currentresearch and instructional design principles tocreate 21st century learning experiences forstudents.Topicswill include technologyconcepts;use of technology‐enhanced instructionalstrategies and materials; adaptive technology forchildren with exceptionalities; technologyenhanced assessment/evaluation; and ethicalissues surrounding the use of technology. Uponcompletion, students should be able to applytechnology‐ enhanced instructional strategies,useavarietyoftechnologyresources,anddemonstrateappropriate technology skills in educationalenvironments.

225 3 LearningElementarySchoolScienceandLab.This course provides candidates with knowledge,skills, anddispositions to rendercontent‐richandrigorous science instruction for African Americanand diverse urban learners in grades 1‐6.Candidates will be exposed to content thatsupports an elementary school science programincluding life science, physical science,environmental science, earth science and spacescience. Candidates will have opportunities toexplain, interpret, analyze, synthesize, andevaluate major national and global issues anddevelopments in these sciencedisciplines. Handson activities, demonstrations, field studies, andvirtual labs and tripswill be utilized to reinforcebasicconcepts.

Spring

310 3 EducationalPsychology&SpecialEducation.Thiscombinationandfoundationalcourseintroducesperspectiveteacherstoanopportunitytogaininformationabouttheprocessandtheoriesoflearning,individualdifferences,measurement,motivation,emotions,thinking,communicating,andproblemsolvingineducationsettingswhileacquiringanintroductoryknowledgeofstudentswithdisabilitiesasitrelatestotheirhistoryinAmericansociety,litigationandlegislationthatimpactstheireducationandaccesstogoodsandservices,characteristics,educationaloptions,andotherissuesthatwillbeimportanttotheirfullinclusionintobothschoolsandthelargersociety.

Spring

312 3 IntroductiontoAssessment&Measurement.Thiscourseisdesignedtoprovidepre‐serviceandin‐serviceteacherswithbasiccompetenciesin

Fall

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educationalassessmentandmeasurementthatcanbeusedtoimproveinstructionthroughbetterassessmentofallstudents,includingthosewithspecialneeds.Thepoint‐of‐viewthatinstructionandassessmentshouldblendtogetherintheteaching/learningprocesswillbeemphasizedthroughoutthecourse.Beginningandexperiencedteacherswilllearnhowto:designvarioustypesofassessments;evaluatestudentsanddiscussevaluationswithparents;interpretstandardizedandteacher‐constructedassessmentdata;andusetheinformationtoimproveteachingandlearning.AmajorfocusofthecoursewillbeonclassroomassessmentwiththegoalofmakingdiscussionsandassignmentsrelevanttothepracticalassessmentissuesthatPreK‐12teachersface.Thevalidityandreliabilityofassessmentresultswillbediscussed,aswellasissuesrelatedtofairness/biasintestingandassessmentforculturallydiversepopulations.Additionally,discussionsandclassprojectswillfocusonhowtheuseoftechnologycanfacilitateandimproveassessmentandmeasurementpractice.

314 4 Principles of Teaching Math & Science in UrbanClassroomsI.This course provides candidates with knowledge,skills,anddispositions todelivercontent‐richandrigorous mathematics and science instruction forAfrican American and diverse urban learners ingrades1‐3. Candidateswillhaveopportunities toemploy a variety of instructional strategies tointegrate math and science content and theCommon Core State Standards through thePrinciples of Learning Mathematics and Science.Constructivist, behaviorist, cognitivist, and asset‐based approaches and methodologies will beemphasized in this course. Field‐basedexperiences will provide an opportunity forcandidates to design, develop and implementevidence‐based lessons in science andmathematics for national and global studentpopulations.

Fall

315 4 Principles of Teaching Math &Science in UrbanClassroomsII.This course provides candidates with knowledge,skills, dispositions and pedagogy to delivercontent‐rich, rigorous mathematics and scienceinstructionforAfricanAmericananddiverseurbanlearners in grades 4 – 6. Candidates will have

Fall

10

opportunities to employ a variety of instructionalstrategies to integrate mathematics and sciencecontent and the Common Core State Standardsthrough the Principles of Learning Mathematicsand Science. Constructivist, behaviorist,cognitivist, and asset‐based approaches andmethodologies will be emphasized during thiscourse. Field‐based experiences will provide anopportunity forcandidates todesign,developandimplement evidence‐based lessons in science andmathematics for national and global studentpopulations.

316 2 StrategiesforTeachingEnglishLanguageLearners.This course is designed to help teachersunderstandcriticalissuesthatimpactthelanguagelearningandeducationalachievementofculturallyandlinguisticallydiversestudents.Thecoursewillprovide pre‐service candidates without abackground in ESL pedagogy with rudimentaryinformationaboutthecharacteristicsofnon‐nativespeakers, the impact of ELL on studentperformanceandclassroominteractions,andbest‐practice, instructional strategies that can enablethem to successfully access core curriculum andachievehighacademicoutcomes.

Fall

318 2

EngagingUrbanParents,Families&Communities.Thiscourse,inadditiontoprovidingabriefreviewofempiricaldatathatsupportstheneedforparentinvolvement, is designed to support pre‐servicecandidates in broadening their conception ofparent involvement. Candidates will becomeawareoftheinvisiblestrategiesthatminorityandlow‐income parents often use to support theirchildren’s education; explore strategies forincreasing the participation of culturally andlinguisticallydiverseparents in traditional parentinvolvementactivities;andgeneratestrategies forcollaborating in culturally responsive ways withfamilies, other educators, related serviceproviders, and personnel from communityagencies.

Fall

321 3 Literature&WritinginUrban,ElementarySchools.Thiscourseaddressesthefunctionsofliteratureinchilddevelopment, criteria for selecting literaturefor children, and methods of using children’sliteratureintheclassroom.Candidateswillexploreoral andwritten literary traditions and themajor

Spring

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genres and types of children’s literature.Candidates will plan and present classroomactivities with a specific emphasis on curriculumintegrationandtheuseofasset‐basedapproachesfor developing the literary and writing skills ofurban, culturally and linguistically diverseelementaryschoolstudents.

322 3 Teaching Language Arts and Social Studies inUrbanElementarySchools.Thiscourseprovidespre‐servicecandidateswithknowledge,skills,anddispositionstheyneedtoprovideevidence‐basedinstructioninliteracyandsocialstudiestoAfricanAmericanandotherdiverselearnersininclusive,urban,elementaryschoolsettings.Thecourseemploysabalancedapproachtoteachinglanguageartsandsocialstudiesthatincludesmultiplemethodsofinstructionandtechnology.Thecourseemphasizestheuseofasset‐basedtheoriesandapplicationstoprovideelementarystudentswithculturallyaffirminginstructioninreading,writing,speaking,listening,andsocialstudies.

Spring

323 3 LiteracyAssessment&InstructionalFrameworksinUrban,ElemSchools.Thiscourseprovidespre‐service/in‐servicecandidateswithknowledge,skills,anddispositionstoassessandsupporttheliteracydevelopmentofAfricanAmericananddiverselearnersingrades1‐6inurbansettings.Candidateswillengageinpracticalexperiencesfordiagnosing,preventing,andremediatingliteracydifficultiesusingarangeofformalandinformalreadingassessments.Emphasisonasset‐basedtheoriesandapplicationswillprovidecandidateswithinstructionalapproachesforenhancingliteracyachievement.

Spring

324 4 Teaching Social Studies, Arts, Health and PE inUrbanElemSchools.This course focuses on the aims, scope, andintegration of methods for teaching the Arts,Health and Physical Education across thecurriculum. The course utilizes a constructivistapproach to teaching and learning that enablescandidates to devise, select, and implementeffective instructional strategies for developingdiverse learners’knowledgeandskills in thearts,health education and physical education. Aconsiderable field experience component isincluded.

Spring

12

410 3 Pedagogy&ContentLiteracy.Thiscourse

emphasizesresearch‐basedteachingandlearningprinciplesforachievingcontent‐specificandbroaderoutcomes.Moreover,thiscoursefocusesonhelpingcandidatestopreparestudentstohandlecontentliteracydemandsofthediscipline.Methods,strategies,technology,andprogrammodelsappropriateforsecondarystudentsareexplored.

Fall

412 3 ResearchFoundations&MethodsforClassroomTeachers.This course is designed to equip candidates withthe knowledge, skills, and dispositions that areessential to functioning as critical consumers andcompetent producers of research that informstheir instructional practice. The course has beendesigned to broaden candidates’ knowledge ofempirical literature related to current trends incurriculum and teaching, particularly as itaddresses the characteristics and educationalneedsofurbanstudentsandstudentsfromdiversecultural and linguistic backgrounds. Multipleopportunitiestointeractwitheducationalscholarswho are conducting research related to urbaneducation will facilitate candidates’ ability togeneratemeaningfulresearchusingmethodsmostappropriate for making data‐driven decisions inthe classroom. As a final course requirement,candidates will plan, implement, analyze, andinterprettheresultsofanactionresearchproject.

Fall

420 3 InterdisciplinaryResearchinSTEM.Emphasizingknowledgeofmultipleperspectivesandresearchmethodologies,thiscoursewillfacilitatecandidates’abilitytodevelopscience,technology,engineering,andmathematics(STEM)relatedresearchprojectsusingtools,models,andtheoriesfromavarietyofdisciplines.Candidateswillforminterdisciplinaryresearchteamstoexploretheimplicationsandimpactsofinterdisciplinary,transdisciplinary,andmulti‐disciplinaryresearchinurbanschoolsettings.

Spring

450 9‐12 InternshipandClassroomManagement.ThiscourseconcludestheinitialteacherpreparationprogramItprovidesanintensiveclinicalandseminarexperiencethatisdesignedtofacilitatecandidates’transitionfromthestatusofstudenttothatofteacher.Authenticinstructionalexperience,complementedbyweeklyseminars,

Fall/Spring

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willallowcandidatestoexamine thedynamicsoftheclassroomandtocultivateaprofessionalidentitythatreflectsasenseofagencyinmeetingthelearningneedsofallstudents.Thecoursestimulatescandidatescontinueddevelopmentasreflectivepractitionersandeducationalchangeagents.

480 9 InternationalInternship&SpecialTopicsSeminar.Thecourseoffersstudentstheopportunitytointegratepedagogicalandtheoreticalconceptsrelatedtoteachingandlearninginaninternationalcontext.Candidateswilldevelopglobalcompetenciesandteachingskillsviaexposuretointernationalstudentsandeducationalenvironments.Theseminaraspectofthecoursewillemployonlinediscussions,journalwriting,andinterdisciplinaryreadingstoenrichcandidates’crossculturalexperiencesandfacilitatetheirinterculturaldevelopment.

Spring

DEPARTMENTOFCURRICULUMANDINSTRUCTION

EDUC‐CurriculumandInstruction(Graduate)

Subject Course Credits Description Semester

EDUC 500 3

FoundationsofEducationandUrbanSchooling:Examineslocalandglobaleducationalsystemsfromahistoricalandcontemporaryperspective,emphasizingtheroleoftheteacher.Graduate Fall

EDUC 501 3

DiversityinAmericanEducation:Usesteachingandlearningstrategiesbasedonvalidandreliableresearchrelevanttoteachingindiverseenvironments.Issuesonsocialjustice,gender,language,andsocialclassareaddressed.Graduate Spring

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EDUC 510 3

TheoryandPerspectivesinChildDevelopment:Acomprehensivereviewofthetheories/perspectivesinchilddevelopmentwithspecialemphasesontheimplicationsandapplicationsofthesetheoriesinrealearlychildhoodeducationsettings.Graduate Fall

EDUC 530 3

Foundations&ProcessesofReading/Literacy:Providesstudentswithbackgroundknowledgeofthefoundationsofreading,readinginstruction,instructionalmaterials,andliteracydevelopment.Graduate Fall

EDUC 532 3

LiteratureforChildrenandAdolescents:Providesstudentswithanin‐depthviewofmajorgenresandtypesofchildren'sliteraturewithaspecificemphasisonurbanlearnersandcurriculumintegration.Studentswillexaminetherelationshipbetweentextandillustrations,oralandwrittenliterarytraditions,andevaluatematerialsforculturalissuespresentedinliterature.Graduate Fall

EDUC 550 3

SurveyofExceptionalPopulations:Providesthegraduatestudentwithknowledgeofhistory,legalrequirements,andcharacteristicsofstudentswithdisabilities.Particularattentionwillbegiventoassessmentrequirements,educationalneeds,relatedservices,andotherinformationneededtogainacompleteunderstandingofpersonswithdisabilitiesinschoolsandsociety.Graduate Fall

EDUC 600 1‐10

IndependentStudy:Independentstudyofselectedtopicsunderaconsentingfacultymember.Graduate Fall/Spring

EDUC 601 3

AdvancedInstructionalTechnologyandComputers:FocusesonanadvancedapplicationofInstructionalTechnology,aswellas,anoverviewofcontemporaryissuesaffectingtheuseoftechnologyinurbaneducation.Graduate Spring

EDUC 610 3

OperatingChildCareCenters:Anin‐depthinvestigationofestablishingandoperatingchildcarefacilities,includingbudget,healthsupervision,andlicensing.Graduate Spring

EDUC 611 3 EducativeValueofPlay:Providesapproaches Spring

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towardsbuildingknowledge,skills,andattitudesaboutusingplayasateachingandlearningmediuminearlychildhoodclassroomswithopportunitiestoobserve,evaluate,andstudychildren'splayintheirnaturalsettings.Graduate

EDUC 612 3

InfantandToddler:DimensionsofEarlyLearning:Acomprehensivestudyofinfantandtoddlerdevelopment,behavior,andlearningcharacteristicsinordertoconstructdevelopmentallyappropriatecurriculumforchildrenunder3yearsofage.Graduate Spring

EDUC 618 3

Practicum(Preschool):Fieldexperienceswithdifferentfacilities,policies,andoperations.Graduate Fall

EDUC 619 3

Practicum(K‐3):Fieldexperiencesinfacilitiesprovidingdirectsocialwelfareservicestohandicappedchildren.Graduate Spring

EDUC 630 3

StudiesinReadingandLanguageDevelopment:Facilitatesanunderstandingofthemajortheoreticalfoundationsofeducationalresearchanditsrelationshiptoreadingresearch.Topicsincludefoundationsofeducationalresearch,criticalareasofreadingdevelopment,primaryliteracydevelopment,pre‐adolescentliteracydevelopment,multiculturalliteracy,andreadingdifficulties.Studentswillbecomeaninformedconsumerandproviderofreadingresearchforprofessionaldevelopment.GraduatePrerequisite:EDUC250 Spring

EDUC 631 3

Language,LiteracyandAppliedPhonics:Providesstudentswithanin‐depthviewofcurrenttheory,research,andapplicationsrelatedtothelinguisticfoundationsofreading.SociolinguisticaspectsandtechnicalcomponentsoftheEnglishlanguage(phonology,phonetics,syntax,semantics,morphologyandorthography)willbeexaminedastheyrelatetothereadingprocess.Methodsandstrategiesforenhancingliteracythroughlinguisticdevelopmentareexplored.Graduate.Prerequisite:EDUC250 Spring

EDUC 632 3

SupervisionandLeadershipinReadingPrograms:Facilitatesanunderstandingofadultdevelopmentaltheoriesandcollaborative Fall

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planningmodelsinrelationtotheirapplicationforenhanceddeliveryofreadinginstructionforeducationprofessionals.Topicsincludeadministrationandsupervisionofreadingprograms,collaborativepeercoaching,researchonnoviceteachers,conditionsandstrategiesthatsupportgrowth,andspecificdifferentiatedsupervisorystrategies.Graduate.Prerequisites:EDUC250,272

EDUC 633 3

DiagnosticandRemedialTechniquesinReading:Providesstudentswiththeoreticalfoundationsandpracticalapproachestoliteracyassessment.Practicalexperiencesforassessingliteracyachievement,alongwithdiagnosing,preventing,andremediatingliteracydifficultiesareofferedusingarangeofformalandinformalreadinginstruments.Graduate.Prerequisite:EDUC250orpermissionofinstructor Spring

EDUC 639 3

ClinicalPracticuminReading:Providesstudentswithadvancedclinicalexperiencesinreadingandotherlanguagearts.Studentsareinvolvedincomprehensiveliteracyprogramactivitiestoincludestudentservices,teacherprofessionaldevelopment,andprogramimplementation.Graduate.Prerequisites:EDUC250,254,262,272,274 Spring

EDUC 640 3

ContentAreaReading&WritingI:Providesstudentswithanin‐depthviewofcurrenttheory,research,andapplicationsrelatedtotheteachingofreading,writingandstudyprocessesinsecondaryschools.Thecoursefocusesondemonstratingandgeneratingeffectivecontentliteracystrategiesthatcanbeintegratedwithinatotalsecondaryschoolcurriculum.Methods,strategies,andprogrammodelsappropriateforsecondarystudentsareexplored.Graduate Spring

EDUC 641 3

ContentAreaReading&WritingII:Providesstudentswithopportunitiestoapplycurrenttheory,research,andapplicationsrelatedtotheteachingofreading,writingandstudyprocessesinsecondaryschools.Thecoursefocusesonobservingandimplementingeffectivecontentliteracystrategiesthatcanbeintegratedwithinatotalsecondaryschoolcurriculum.Methods,strategies,andprogrammodelsappropriatefor Spring

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secondarystudentsareexplored.Graduate.Prerequisite:EDUC254

EDUC 642 3

TheoriesandPrinciplesofCurriculumDevelopment:Thiscourseisdesignedtohelpstudentsmaintainacomprehensiveunderstandingofthetheories/perspectivesinchilddevelopmentanddiscusshowthesetheories/perspectivesmayinfluenceourunderstandingofearlydevelopmentandeducationofyoungchildren.Specialemphasisisontheimplicationsandapplicationsofthesedevelopmentaltheoriesinrealeducationalsettings.Graduate Spring

EDUC 650 3

BehaviorManagement:Thiscourseoffersapracticalguideforpracticingandpre‐serviceteacherstolearnandapplybehaviormanagementtechniquesinbothregularandspecialeducationsettings.Itisdesignedtointroducetheprinciplesofbehaviormanagement,presentstrategiesandtechniques,andencourageparticipantstodevelopinsightsintotheiremotionalintelligenceinordertounderstandpersonaltriggersthatmighthindertheeffectivenessofbehaviormanagementtechniques.Prerequisite:EDUC550 Fall

EDUC 651 3

Psychology ofExceptionalChildren:Discussesstudentswithdisabilitiesinthecontextoftheirpsycho‐socialdevelopment.Theoriesofpersonality,social,andemotionaldevelopmentwillbeexplored.Prerequisite:EDUC550.Graduate Spring

EDUC 652 3

Diagnosisand EvaluationofExceptionalChildren:Thisgraduatelevelcourseisdesignedtorefinethespecialeducator’sskillsinformalandinformalmeasurementanddiagnostictechniques.Studentsmayexpecttogainknowledgeofthespecialeducationassessmentprocess,developskillsintheadministrationofbothformalandinformalassessmenttools,learnhowtousethesetoolstomakeinformeddecisionsaboutcurriculumandplacementchoices.Prerequisite:EDUC550Graduate Spring

EDUC 659 3‐6PracticuminSpecialEducation:FieldplacementinSpecialEducation.Graduate.Prerequisite: Fall/Spring

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PermissionofInstructor.

EDUC 670 3

ClassroomManagement:Offersinclusiveandpracticalapproachestomanagingallcomponentsofaclassroomindiversesettingsandforallstudents.Principlesandtheoryofclassroommanagement,theroleofaffectivedevelopment,strategiesandtechniquesofmanagingtheclassroomwillbeexplored.Aparticularfocuswillbegiventotheimportanceofdevelopinggoodinterpersonalrelationshipswithstudentsandencouragingareflectiveapproachtomanagementofclassrooms.Prerequisite:EDUC550.Graduate Spring

EDUC 671 3

EducationalPsychology:LearningandDevelopment:ThiscourseprovidespreserviceandinserviceteacherswiththetheoreticalbasesoflearninganddevelopmentnecessarytoobtainthegoalsofeffectiveteachingandlearningamongAfricanAmericanandotherdiversestudentpopulations.Candidateswillexaminemanyquestionsandanswersinvolvingeducationintoday’surbansocietyandpromotetheunderstandingandappreciationofprinciplesassociatedwiththelearner,learning,andclassroomprocesses.Theprimaryfocusofthiscourseistheintegrationoftheoriesofchildgrowthanddevelopmentwiththepracticalsettingoftheschoollearningenvironment.Studyofthelearneremphasizestheoreticalviewsassociatedwithcognition,language,personal,socialandemotionaldevelopment,learnerdifferencesandlearnerexceptionalities.Studyofthelearningprocessfocusesonbehaviorismandsocialcognitivetheories,cognitiveviewsoflearning,constructingunderstandingandcomplexcognitiveprocessessuchasproblemsolving,metacognitionandtransferoflearning.Classroomprocessescoverlearnermotivation,classroommanagement,principlesofinstruction,andprinciplesofassessinglearning. Fall

EDUC 672 3

AssessmentandMeasurementinTeaching:Providespre‐serviceandin‐serviceteacherswithbasiccompetenciesineducationalassessmentandmeasurementthatcanbeusedtoimproveinstructionthroughbetterassessmentofallstudents,includingthosewith Spring

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specialneeds.Thepoint‐of‐viewthatinstructionandassessmentshouldblendtogetherintheteaching/learningprocesswillbeemphasizedthroughoutthecourse.Beginningandexperiencedteacherswilllearnhowto:designvarioustypesofassessments;evaluatestudentsanddiscussevaluationswithparents;interpretstandardizedandteacher‐constructedassessmentdata;andusetheinformationtoimproveteachingandlearning.AmajorfocusofthecoursewillbeonclassroomassessmentwiththegoalofmakingdiscussionsandassignmentsrelevanttothepracticalassessmentissuesthatPreK‐12teachersface.Thevalidityandreliabilityofassessmentresultswillbediscussed,aswellasissuesrelatedtofairness/biasintestingandassessmentforculturallydiversepopulations.Additionally,discussionsandclassprojectswillfocusonhowtheuseoftechnologycanfacilitateandimproveassessmentandmeasurementpractice.Graduate

EDUC 673 3

ResearchMethodsinCurriculumandTeaching:Studyofresearchincurriculumandteaching,withanemphasisonthedevelopmentofcurriculaandanalysisofteaching.Graduate Fall

EDUC 679 1‐6SpecialTopics.Discussesoraddressescriticaltopicsineducation. Fall/Spring

EDUC 690 3

MethodsforTeaching:FocusesonaninterdisciplinaryapproachestoteachinginK‐12settings.Graduate Fall

EDUC 691 3

IntegratedMethodsI:Focusesonthetheoryandpracticeofmethodsofteachingreading,languagearts,andsocialstudiesacrossthecurriculum.Graduate Fall

EDUC 692 3

IntegratedMethodsII:Focusesonthetheoryandpracticeofmethodsofteachingmathematicsandscienceacrossthecurriculum.Graduate Fall

EDUC 693 3

InstructionalStrategiesinEarlyChildhoodEducation:Thefocusofthiscourseisoneffectiveinstructionalstrategiesforteachersofearlychildhoodchildren(3to8yearsofage).Strongemphasesareplacedonlinkingdevelopmentaltheoriestoteachingandon Spring

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implementingdevelopmentallyandculturallyappropriatecurriculuminearlychildhoodclassrooms.

EDUC 694 3

TeachingEnglishinSecondarySchool:Discussesobjectives,materialsandinstructionaltechniquesforteachingsocialscienceinthesecondaryschool.Graduate Fall

EDUC 695 3

TeachingExceptionalChildren:Providesstudentswithknowledgeofcurricula,methodologies,strategies,andtechniquesthathaveprovenusefulindeliveringeffectiveinstructiontostudentswithdisabilitiesinvariousplacementoptions.Prerequisite:EDUC550 Fall

EDUC 696 3

TeachingMathematicsinSecondarySchool:Discussesobjectives,materialsandinstructionaltechniquesforteachingmathematicsinthesecondaryschool.Graduate Fall

EDUC 697 3

TeachingScienceinSecondarySchool.Discussesobjectives,materialsandinstructionaltechniquesforteachingscienceinthesecondaryschool.Graduate Fall

EDUC 698 3

TeachingSocialStudiesinSecondarySchool:Discussesobjectives,materialsandinstructionaltechniquesforteachingsocialscienceinthesecondaryschool.Graduate Fall

EDUC 699 6

InternshipandManagementSeminar:Supervisedinternshipinaschool,involvingclassroomteachingandanalysisofcurrenttrends.Graduate Fall/Spring

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DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND POLICY

EDAP (Graduate)

Subject Course Credits Description Semester

EDAP 231 3 Multicultural Education-Explores the relationship between urban schooling and racial/ethnic/religious micro-cultures, with emphasis on public policy. Graduate

Fall/Spring

EDAP 252 3 History of Black Education-Examines the development of educational opportunities for Black Americans in the United States. Graduate

Fall/Spring

EDAP 253 3 Philosophy of Education-Interprets educational implications of representative philosophic systems. Graduate

Fall/Spring

EDAP 280 3

Supervision of Instruction: Focuses on knowledge and principles of teaching and learning, especially in relationship to special populations. Treats supervision as the link of instruction and classroom management with professional development, direct assistance to teachers, curriculum development, and group development and action research to achieve common goals. Graduate

Spring

EDAP 284 3 Public School Administration: Emphasizes the basic principles essential to sound administrative practice in public education in the United States. Graduate

Fall

EDAP 286 3 Administrative Behavior and Theory: Presents the social and behavioral science foundations of educational administration. Graduate

Fall

EDAP 300 3 Educational Research I: Provides thesis guidance for M.A. students in the Department of Administration and Policy. Graduate

Fall/Spring

EDAP 301 3 Educational Research II: Provides continued thesis guidance for M.A. students in the Department of Administration and Policy. Graduate

Fall/Spring

EDAP 306 3

Independent Study: Provides opportunities for master’s level students in the Department of Administration and Policy to pursue study of selected topics under the guidance of a consenting member of the department faculty. Graduate

Spring

EDAP 330 3 Seminar in-Social Foundations & Application: Examines of the aspects of the social theory and research that are directly related to educational issues and school reform. Graduate

Fall/Spring

22

EDAP 350 3 Seminar in Philosophical Foundations: Analyzes of educational problems from a philosophical perspective. Graduate

Fall/Spring

EDAP 382 3

Conceptual Cases in Administration and Supervision: Develops a conceptual framework that may be applied to case problems. Approximations of the real world are addressed through the use of the case study method in simulated situations. Graduate

Spring

EDAP 384 3

Practicum in School Administration: Provides master’s level clinical practice for students in an assigned educational institution under the mentorship of a current practitioner. Graduate

Fall/Spring

EDAP 385 3 Legal Aspects of School Administration: Emphasizes legislation and litigation related to public education. Graduate

Spring

EDAP 386 3 School Finance: Addresses school finance schemes, funding patterns, fiscal management techniques, and political and economic influences on school finance. Graduate

Fall

EDAP 435 3

Human Resources Management: Examines how administrations can make effective contributions in urban school systems in the human resource management area. Focuses on planning, information communication, recruitment, selection, induction, development, appraisal, compensation, justice, employment, continuity, and unionism. Graduate

Fall

EDAP 455 3

Ethics of Decision Making in Education: Examines the ethical bases and the ethical theories that should be included in the decision-making process for administrators, teachers and support personnel. Graduate

Spring

EDAP 506 3

Independent Study: Provides opportunities for doctoral level students in the Department of Administration and Policy to pursue independent study of selected topics under the supervision of a consenting faculty member of the department. Graduate

Fall/Spring

EDAP 514 3

Organizational Change in Education: Examines major ideas on school improvement/change, past and present, and of emerging research on the condition of public education in the United States. Graduate

Fall

EDAP 517 3

Workshop on Leadership Development: Identifies and analyzes the complexities of educational leadership, particularly in diverse urban communities. Focuses on the knowledge, skills and dispositions needed to provide strategic leadership was an educational institution. Graduate

Fall

EDAP 518 3 Politics of Education: Provides an overview of the origins, nature and impact of political forces surrounding and influencing schools. Graduate

Spring

23

EDAP 519 3

Information Technology in School Management: Details administration applications of technology are detailed, along with criteria for purchase of software, hardware, staff development and facility development. Graduate

Spring

EDAP 520 3 Financial Management in School Administration: Presents candidates with theory and practical considerations for financial management in urban, public school administration. Graduate

Fall

EDAP 521 3

Educational Administration and Governance: Examines the underpinnings of policy-making and factors that influence policy development particularly in complex diverse communities. Graduate

Fall

EDAP 522 3 Seminar in the Administration of Urban Education: Presents processes and methodologies for master plan development in urban education settings. Graduate

Fall

EDAP 523 3 Research in Educational Administration: Facilitates the development of educational administrators to become critical consumers of research. Graduate

Fall/Spring

EDAP 524 3 Advanced Qualitative Research: The focus of this course is the application of the various methods of qualitative data collection and analysis. Graduate

Fall

EDAP 525 3 Case Law in Public School Administration: Reviews the application of finalized case law in conjunction with all major areas of public school operations. Graduate

Spring

EDAP 584 3

Internship in Educational Administration: Provides doctoral level clinical practice in the Department of Educational Administration & Policy in an assigned educational institution under the mentorship of a current practitioner. Graduate

Fall/Spring

EDAP 599 3 Dissertation Seminar: Introduces and explains the development of the dissertation process of the Ed.D. Program. Graduate

Fall/Spring

EDAP 600 3 Dissertation: Facilitates the development of a scholarly research document as partial fulfillment of the requirements of the Doctor of Education (Ed.D.) degree. Graduate

Fall/Spring

24

DEPARTMENT OF HUMAN DEVELOPMENT AND PSYCHOEDUCATIONAL STUDIES

HUDE (Graduate)

Subject Course Credits Description Semester

HUDE 200 3 Introduction to Educational Research: Examinees elementary principles involved in conducting educational and behavioral research. Graduate

Fall/Spring

HUDE 201 3 Human Development-Covers the principles of growth and development, with the individual seen as an energy system having physiological and psychosocial aspects. Graduate

Fall

HUDE 205 3

Introduction to Statistical Methods-Deals with descriptive and inferential techniques, including central tendency, variability, correlation, and tests based on sampling distributions. Graduate

Fall/Spring

HUDE 208 3 Familial Structures and Functions: Presents a conceptual framework and major contributions to studying familial functioning across the life cycle. Graduate

Spring

HUDE 210 3 Parentology-Parenthood and Parenting-Examinees theories and research relating to parenting and parenthood across the lifespan. Graduate

Spring

HUDE 212 3 Black Families and Public Policy-Describe and analyzes origins and trends of public policies and their interface with Black families, using a case study approach. Graduate

Fall

HUDE 220 3 Advanced Educational Psychology-Examines the social problems of the aged and their coping mechanisms. Graduate

Fall

HUDE 222 3 Introduction to School Psychology-Discussion of educational and psychological theories and empirical research that are the bases of school psychology. Graduate

Fall

HUDE 225 3 Advanced Measures and Evaluation-Application of testing theory to measurement and evaluation with emphasis on group tests. Graduate

Fall/Spring

HUDE 226 3 Counseling for Urban and Diverse Communities - Focuses upon the contextual dimensions of community counseling. Graduate

Fall

25

HUDE 227 3 Personality Structure-Survey of major personality theories, with emphasis on life cycle and the development of an eclectic theory of the culturally different. Graduate

Fall

HUDE 228 3 Personality Assessment II-Involves the application of projective techniques to the assessment and evaluation of personality. Graduate

Fall

HUDE 229 3 Contemporary Issues in School Counseling - Provide students with a conceptual overview of the contemporary issues that impact the counseling profession. Graduate

Spring

HUDE 240 3

Introduction to Counseling and Psychotherapy-Overview of the counseling profession, with emphasis on the counseling component, including theories, techniques, issues, and research. Graduate

Fall

HUDE 241 3

Techniques & Theories of Psychological Counseling: Involves counseling and guidance techniques, both verbal and nonverbal; counseling theories; and analysis of counseling tapes. Graduate

Spring

HUDE 242 3

Career Counseling and Lifestyle Development: Demonstrate the use of the information service in counseling and guidance and provide an understanding of career counseling and theories. Graduate

Spring

HUDE 243 3

Organization and Administration of Guidance Services: Treats the theory and practice of administration, organizational patterns, and administrative problems of guidance and counseling. Graduate

Fall

HUDE 244 3 Group Counseling: Theory and Practice - Overview of group work and group psychotherapy, with application of theory and techniques in co-leading a group under supervision. Graduate

Spring

HUDE 246 3

Professional Ethics and Legal Issues in School Community Counseling: Review and discuss the basic theories, techniques, basic research and scholarly literature as related to the professional field of counseling. Graduate

Spring

HUDE 300 1-6 Educational Research I: Thesis guidance for M.A. students. Graduate

Fall/Spring

HUDE 301 1-6 Educational Research II: Thesis guidance for M.A. students. Graduate

Fall/Spring

HUDE 302 1-6 Educational Research III: Thesis guidance for M.A. students. Graduate

Fall/Spring

HUDE 306 1-6 Independent Study: Independent study of selected topics under a consenting faculty member in the Department of Human Development and Psychoeducational Studies. Graduate

Fall/Spring

HUDE 320 3 Human Learning: General learning theory, with emphasis on research and issues in human learning, including verbal learning, conceptual learning, and memory. Graduate

Spring

26

HUDE 321 3

Seminar in Child Development: Study of theory and research on child development and behavior with application to early childhood programs and implications for children's education. Graduate

Spring

HUDE 322 3 Individual Assessment of Cognitive Abilities I: Administration and interpretation of such individual tests the WISC-R and Stanford-Binet. Graduate

Fall

HUDE 323 3 Studies in Child Development: Motivation in the Classroom: Surveys the major theories, principles and research findings on achievement motivation in education. Graduate

Spring

HUDE 325 3 Theories of Cognitive Development

HUDE 327 3 Psychopathology of Childhood: Focuses on the serious behavior disturbances of childhood in relationship to the child in an educational setting. Graduate

Fall/Spring

HUDE 328 3 Problems in Educational Psychology: Offers an opportunity for advanced or specialized study of a selected problem with individual assistance. Graduate

Spring

HUDE 329 3 Practicum in Education/School Psychology: Application of principles of psychoeducational studies in schools, clinics, colleges, and government setting. Graduate

Fall/Spring

HUDE 330 3 Seminar in School Psychology: Treats professional issued and research on the performance of school psychologist as resource agents and consultants. Graduate

Fall

HUDE 331 3 Seminar in Black Child Development: Investigate the social/personality/cognitive development of Black children and their socio-cultural differences. Graduate

Spring

HUDE 332 3 Seminar in Adolescence: This course explores the intra/inter-socio-cultural, biophysical and psycholingical aspects of adolescence. Graduate

Spring

HUDE 333 3 Practicum in School Psychology: Application of principles of psychoeducational studies in school, clinics, colleges, and government settings. Graduate

Fall/Spring

HUDE 340 3 Seminar in Counseling and Psychotherapy: Discusses background knowledge, issues, trends and problems of the counseling psychology profession. Graduate

Fall

HUDE 341 3

Family Counseling and Psychotherapy: Presents current procedures for evaluating healthy and dysfunctional characteristics of families and for developing relevant and effective intervention methods. Graduate

Fall

HUDE 343 3 Group Counseling: Examines the nature and dynamics of group counseling and psychotherapy; provides a group practicum in the form of a growth group experience. Graduate

Spring

27

HUDE 344 3 Practicum in Counseling Psychology: Practical application of guidance and counseling theories and techniques in an institution. Graduate

Fall

HUDE 345 3

Advanced Practicum in Counseling Psychology: Focuses on the practical application of psychological counseling theories, techniques and intervention strategies for mental health, school-based agency setting. Graduate

Spring

HUDE 346 3

Counseling in Schools K-12: Provides an overview of the various issues and challenges that have increased the need for the services of professional school counselors to work with diverse populations. Graduate

Fall

HUDE 347 3 Multicultural Counseling and Psychotherapy: Discusses theories, techniques, and social science background in counseling multicultural and diverse clientele. Graduate

Spring

HUDE 350 3 Alcohol/Drug Counseling: Study of alcoholism and substance abuse with emphasis on counseling prevention and cross-cultural differences. Graduate

Fall

HUDE 390 1-3 Thesis in Human Development-Research for the M.S. degree. Graduate

Fall/Spring

HUDE 391 1-3 Thesis in Human Development-Research for the M.S. degree. Graduate

Fall/Spring

HUDE 392 1-3 Thesis in Human Development-Research for the M.S. degree. Graduate

Fall/Spring

HUDE 400 3 Intermediate Statistics: Study of inferential techniques including estimation, hypothesis testing, and regression analysis; selected computer concepts. Graduate

Fall/Spring

HUDE 401 3

Evaluation Methodology: Involves use of specific models for educational programs and system evaluation, methods of providing data for formative evaluation, and goal validation. Graduate

Fall

HUDE 402 3 Evaluation in Learning and Cognition: Advanced analysis of learning theories, with emphasis on the cognitive approach. Graduate

Spring

HUDE 404 3 Psychodiagnostics: DSM-IV and Eligibility Decisions with Urban Youth - Training on the assessment of social-emotional disorders and other disorders of childhood. Graduate

Fall/Spring

HUDE 420 3 Seminar in Learning and Behavior Management: Treats reinforcement theory, techniques in classroom management, and behavior modification. Graduate

Fall

HUDE 421 3 Seminar in Learning and Cognition: Advanced analysis of learning theories, with emphasis on the cognitive approach. Graduate

Fall

HUDE 422 3 Computer Applications: Deals with computer techniques and their applications to research and evaluation, focusing on educational problems. Graduate

Spring

28

HUDE 424 3 Top Seminar-Human Development and Personality: Advanced study of the self, identity, conflict, and stress; special emphasis on concept derivation and theoretical bases. Graduate

Spring

HUDE 428 3

Personality Assessment II: Develops skills in advanced analysis and integration of data from the major personality assessment instruments including writing complete psychological reports. Graduate

Spring

HUDE 429 3 Psychoeducational Assessment and Intervention: Meets the professional training needs of graduate students in School Psychology. Graduate

Fall/Spring

HUDE 430 3 Consultation in School Psychology: Covers issues in the use and application of consultation theories and techniques in an educational setting. Graduate

Spring

HUDE 432 3 Individual Assessment II: Advanced study of research on the techniques and reporting procedures for the psychological assessment of children. Graduate

Spring

HUDE 440 3 Vocational Theory in Counseling Psychology: Includes career choice development, theories, issues, and research, with emphasis on counseling and special populations. Graduate

Fall

HUDE 441 3 Consulting in Counseling: Presents various theories of consultation in the context of the field of guidance and counseling. Graduate

Fall

HUDE 442 3 Research in Counseling Seminars: Examination of the problems of research in counseling and critique of current research in counseling and psychology. Graduate

Fall/Spring

HUDE 444 3 Group Processes: Didactic seminar which treats the history of group work, the different approaches to group psychotherapy, and participation in a process group. Graduate

Fall

HUDE 446 3 Professional Ethics and Legal Issues Psychology: This course will focus on the Ethical Principals of Psychologist and the Standards for Providers of Psychological Services. Graduate

Spring

HUDE 447 3

Cultural Diversity in Psychology Practice: Addresses professional issues and trends, examines testing and assessment issues, and survey and evaluation research literature with regard to multiculturalism and cultural diversity in psychological practice. Graduate

Fall

HUDE 450 3

Theories and techniques of African/Black Psychology: Designed to engage students in critical thought about African Psychology and the historical legacy of traditional healers/healing within African People. Graduate

Spring

HUDE 455 3

Issues and Trends in Measurement Theory: Advanced study of measurement theory together with the appraisal of measurement issues and trends in terms of their theoretical implications. Graduate

Spring

29

HUDE 490 3 Externship in Counseling Psychology: Provides supervised practice in facilities offering psychological services to clients; precedes the internship. Graduate

Fall/Spring

HUDE 500 3

Advanced Statistics: Continuation of 253-400, with emphasis on ANOVA individual comparisons of means, power, probability, modal distributions, and multiple regression. Graduate

Fall

HUDE 501 3 Design and Analysis Research Project I: Provides practical and theoretical research considerations and examines balancing, locking, repeated measures, and mixed models. Graduate

Fall/Spring

HUDE 502 3

Advanced Topics in Statistics and Multivariate Analysis: Study of advanced topics such as multiple regressional analysis, factor analysis, multivariate design, and ATI-type designs. Graduate

Spring

HUDE 503 1-6 Directed Individual Study: Intensive, specialized study of a topic of individual interest under the guidance of a consenting faculty member in the department. Graduate

Fall/Spring

HUDE 504 3

Advanced Applied Behavior Analysis: Clinical Research and Practice: This course is designed to teach students to systematically evaluate the outcomes of clinical practice using single-case experimental designs.

Fall/Spring

HUDE 509 1-6 Dissertation Research: Dissertation guidance for doctoral students. Graduate

Fall/Spring

HUDE 518 3 Internship in Educational Psychology: Intensive field experience in a supervised setting, emphasizing research, clinical practice, or college teaching. Graduate

Fall/Spring

HUDE 519 3 Internship in School Psychology: Intensive field experience in a supervised setting, emphasizing research, clinical practice, or college teaching. Graduate

Fall/Spring

HUDE 520 3 Internship in Counseling Psychology: Intensive field experience in a supervised setting, emphasizing research, clinical practice, or college teaching. Graduate

Fall/Spring

HUDE 521 3

Theories and Methods of Classroom Intervention: Focuses on the theory and procedures of school consultation, assisting with problems interfering with learning and adjustments. Graduate

Spring

HUDE 529 3 Child Abuse, Neglect and Trauma: Issues of Prevention and Intervention: Introduces students to society's most complex problems-violence, abuse, neglect and trauma. Graduate

Fall/Spring

HUDE 540 3

Supervision of Counseling: Involves the advanced doctoral student's supervision of beginning master's level practicum; students focus on the development of skills in supervision, group leadership, and counselor training. Graduate

Spring

30

DEPARTMENT OF HUMAN DEVELOPMENT AND PSYCHOEDUCATIONAL STUDIES

HUDV (Undergraduate)

HUDV 001 1 Freshman Orientation Seminar in Human Development: Designed to provide incoming students with transition into the academic structure of human development. Graduate

Fall

HUDV 095 3 Human Development and Familial Relationships: Provides a framework for understanding human development and family relations. Undergraduate

Fall/Spring

HUDV 113 3 Prenatal, Infancy and Early Childhood Development-Examines developmental nature and determinants, conception to two years, emphasizing the environment. Unergraduate

Spring

HUDV 114 3 Growth and Development in Childhood and Adolescence-Deals with growth and development from early childhood to early adolescence. Undergraduate

Fall

HUDV 118 3

Children and Adolescents Placed at Risk: Examines development gone awry during infancy, childhood and adolescence from ecological, developmental, cultural, and other theoretical frameworks. Undergraduate

Spring

HUDV 119 3 Contemporary Black Children: Investigates contemporary environmental factors affecting the African American child, stressing strengths and meaningful curricula. Undergraduate

Fall

HUDV 120 3 Theories of Human Development: Treats developmental theories and research, from infancy to adulthood. Undergraduate

Spring

HUDV 141 3

Martial and Familial Interaction: Explores the parameters and dynamics of female-male roles and the relationships and factors influencing marital and familial success. Undergraduate

Spring

HUDV 143 3 Parentology: Examines parenting theory and research and its application to rearing healthy children.

Spring

HUDV 147 3

Administration and Supervision of Child Development Programs: Treats educational and human service organization/administration for preschool and school age children. Undergraduate

Fall

HUDV 148 3 Research in Human Development: Deals with methodologies and descriptive/inferential research for developmental models of life stages. Undergraduate

Fall

31

HUDV 149 3

Social Policy Analysis Though the Lifespan: Examines the needs of individual and families across the life span, from an ecological framework, and explores policies and program that facilitate optimal development within society. Undergraduate

Spring

HUDV 150 3 Adulthood and Gerontology: Analysis of typical problems of behavioral and physiological changes in the aging process, with educational/counseling implications. Undergraduate

Fall

HUDV 151 3 Thanatology: Death and Dying: The study of behavioral and emotional aspects of death and dying. Undergraduate

Spring

HUDV 169 6 Field Experience in Human Development: Involves selective field experiences in infancy, childhood, adolescence, adulthood, aging, or parentology. Undergraduate

Fall/Spring

HUDV 191 3 Special Projects in Human Development: Individual student projects including community outreach, volunteer work, research, and field work. Undergraduate

Fall/Spring