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General Bulletin 2008-2010

Courses of Instruction

EDUCATIONAL PSYCHOLOGY (EDP-Education, Health and Society)

MPF 101 Critical Issues in the Psychology of the Learner (3)

Critical investigation of issues, theories, and principles related to the nature of the learner and learning process, including such topics as psychological methodology, perception, cognitive processing, personality, and social dynamics, within the context of historical, social diversity, and cross-cultural perspectives. Credit not granted to students who have earned credit in PSY 111. IIC. CAS-C.

MPF 201 Human Development and Learning in Social and Educational Contexts (3)

In-depth examination of theoretical issues and principles of human development and learning, including developmental changes, motivational and learning processes, exceptionalities and other individual differences, and dynamics of social groups. The ways human development and learning can be fostered within diverse social and educational contexts and the interactive influences of contextual differences on direction and nature of these processes are a major focus for systematic inquiry. Note: For Miami Plan credit, register for 201P. Majors and pre-majors register for section appropriate to your licensure area. IIC. CAS-C.

MPF 209 Development, Learning & Diversity (3)

A student-centered multicultural exploration of existing and mythical differences perceived within and between U.S. cultural groups that are significant for human development and education such as language, intelligence, cognition, aptitude, motivation, personality, values, and attitudes. IIIA.

220 Field Experience in Special Education (1)

Structured experiences for students to visit special education settings and inclusive settings serving individuals with a variety of exceptionalities, including early childhood, middle childhood, and adolescence.

221 Technology in Education (1)

This course is designed to meet many of the NCATE/ISTE standards for Teachers. Course content is relevant only to those seeking licensure as P-12 teachers. Co-Requisite: EDP 222.

222 Technology in Education Lab (2)

Lab course designed to meet many of the NCATE/ISTE standards for Teachers. Course content relevant only to those seeking licensure as P-12 teachers. Co-Requisite: EDP 221.

240 Technology Integration Basics for Teachers (1)

Series of one-credit courses to develop appropriate basic technology skills in the context of teacher uses and applications. Provides a foundation for on-going development of technology skills and skills in integrating technology into teaching. Check course schedule for each semester's offerings.

MPT 256 Psychology of the Exceptional Learner (3)

Critical analysis of human beings considered exceptional (outside the norm) in learning and behavior. Topics include inter- and intra-individual differences comprising exceptionalities, issues surrounding identification and classification of individuals, society's responses to exceptional individuals, and societal challenges to develop the human potential of all persons.

MPF 272 Introduction to Disability Studies (3)

Explores the link between the social construction of disability and that of race, class, gender, ethnicity, and sexual orientation as they pertain to social justice in a multicultural and democratic society. Promotes critical analysis of dominant and non-dominant perspectives on disability. IIIA.

301 Assessment and Evaluation in Educational Settings (3)

Application of measurement principles in the assessment of individual differences and learning in educational environments. Includes: formative, summative and diagnostic testing, instructional objectives and classroom tests, judging complex performance, and social and political issues with administration and interpretation of evaluation instruments. Prerequisite: EDP 101 or 201 and junior standing.

352 Inclusion of Children and Youth with Exceptionalities (2)

Emphasizes curricular and environmental modifications and issues on characteristics, learning styles, and classroom adaptations for children and youth with special needs, as well as special education and general education teacher collaboration for middle school, adolescence, and multi-age licensure. Instructional adaptations discussed and directly applied in classroom settings. Taken concurrently with a field block.

MPT 356 Human Development (3)

Study of developmental processes, socialization influences, and intervention strategies surveying total life span from conception to old age. Prerequisite: EDP 101 or 201 or permission of instructor. CAS-C. Offered infrequently.

MPT 402/502 Individuals With Special Gifts and/or Talents: Social, Educational, and Legal Issues (3)

Introduction to historical background, characteristics, and psychology of gifted and talented individuals. Methods for identifying and evaluating this exceptionality examined.

419E Supervised Teaching in Programs for Early Childhood Intervention Specialist Licensure (8)

Includes regularly scheduled seminars with university supervisor. Frequent conferences held with cooperating teacher. Prerequisite: all EDP and required EDT methods classes.

419F Supervised Teaching in Programs for Mild/Moderate Intervention Specialist Licensure (8)

Includes regularly scheduled seminars with university supervisor. Frequent conferences held with cooperating teacher. Prerequisite: all EDP and required EDT methods classes.

419G Supervised Teaching in Programs for Moderate/Intensive Intervention Specialist Licensure (8)

Includes regularly scheduled seminars with university supervisor. Frequent conferences held with cooperating teacher. Prerequisite: all EDP and required EDT methods classes.

419H Supervised Teaching in Programs for Gifted Intervention Specialist Licensure (8)

Includes regularly scheduled seminars with university supervisor. Frequent conferences held with cooperating teacher. Prerequisite: all EDP and required EDT methods classes.

430/530 Assessment and Educational Planning for Early Childhood Special Education: Birth-3 (2)

Introduction to assessment processes appropriate for infants and toddlers who are at biological or environmental risk for developmental delay and/or have established risk (identified handicapping condition). Includes information on child find and early screening procedures and on transdisciplinary diagnostic assessment methods that use observational, psychometric, and interview techniques. Experience in using assessment methods, developing individualized family services plans using assessment data, and evaluating children's progress. Prerequisite: EDP 201, 256.

431/531 Assessment and Educational Planning for Early Childhood Special Education: Ages 3-5 (2)

Introduction to assessment processes appropriate for young children from 3-5 who are at biological or environmental risk for developmental delay and/or who have established handicapping conditions. Includes information on child find and early screening procedures and transdisciplinary diagnostic assessment methods that use observational, psychometric, and interview techniques. Experience in using assessment methods, developing individual educational plans using assessment data, and evaluating children's progress.

432/532 Assessment and Educational Planning for Children Age 3 to 8 (3)

Discusses development and use of formal and informal assessment instruments and procedures, including observational, authentic, performance-based, classroom test, and standardized methods to plan curriculum and teaching practices with attention to interaction of individual differences with learning environments for young children who are developing typically, have disabilities, or are at biological or environment risk for developmental delay. Emphasizes interdisciplinary, transdisciplinary, and multifactored approaches to assessment, developing individualized educational plans, and planning curriculum objectives based on assessment information. Early childhood undergraduates must take concurrently with junior field block. Prerequisite: EDP 201.

440/540 Practicum in Integrating Technology into Instruction (1)

Learn to integrate technology into curriculum and instruction. Explore approaches to learning that best use technology as powerful tools for learning. As a culminating experience, plan, peer teach, and evaluate an instructional project using technologies to support and enhance identified learning outcomes. Prerequisite: one credit hour of EDP 240 or CSA equivalent; or EDP 543, and at least junior standing. (Required for Ohio teaching license: at least three hours of CSA 101, EDP 240, or EDP 443; and one hour of EDP 440/540). Co-requisite: professional methods course, if possible.

443/543 Audiovisual Instruction: Methods, Media, and Technology (3)

Develops media skills that aid communication. Stresses selection, use, and preparation of educational media in instructional planning. Includes laboratories in basic production processes and equipment operation. Because of greater content and additional projects, this course may be substituted for technology requirement.

444/544 Teaching Social and Affective Skills to Children and Youth with Exceptionalities (3)

Integration of assessment, instructional strategies, and orientation as it relates to social skills, affective behavior, and self-esteem. Stresses skills necessary to get along with others in inclusionary social settings. Methods for maintaining positive social mental health and self-esteem also discussed.

450/550 Special Problems (1-4)

Course in varying special topics areas.

454/554 Mathematics Curriculum & Adaptations for Children with Mild/Moderate Disabilities (3)

Provides instruction on mathematics curriculum, methods, and materials for adapting instruction for individuals with mild/moderate exceptionalities in various educational settings, K-12. Emphasizes developmentally, culturally, and individually appropriate adaptations in mathematics with a goal toward giving students access to and success with general educational standards in the curriculum. Co-requisite(s): EDP 494 and EDP 459 and EDP 496. Prerequisite(s): EDP 256 and EDP 491.

455/555 Team Approaches in Educational and Human Service Fields (2)

Focuses on structure and function of team models in education and related disciplines and methods of working collaboratively with professionals and families to further the development and learning of children and youth with primary emphases on team approaches used with young children and with children and youth who have disabilities or who are at risk for developmental delays. Provides opportunities for demonstration and practice of skills needed for effective interdisciplinary and transdisciplinary teamwork. Includes observation and participation with actual team processes in field settings.

MPT 457/557 Individuals with Mental Retardation: Social, Educational, and Legal Issues (3)

Provides basic knowledge of mental retardation with an emphasis on individuals who display developmental as well as multiple handicaps. A review of current educational interventions and a critical analysis of the most relevant past and present educational, social, and legal issues in this area. Prerequisite: EDP 256.

458/558 Curriculum Methods for At-Risk and Multihandicapped Infants and Children (2)

Focuses on curricular and instructional strategies for supporting infants, young children, and youth who have moderate/ intensive needs in inclusive settings. Emphasizes planning and implementing developmentally, culturally, and individually appropriate practices and methods for making specific adaptations and accommodations in inclusive settings. Prerequisite: EDP 457/557. Corequisite: EDP 459G/559G.

459E/559E Practicum in Special Education: Early Childhood (1)

Provides guided field experience in instructing children with developmental delays. Focus is on the application of theory and research in curriculum development, educational technology, applied behavior analysis, and the development of instructional skills. Corequisite: EDP 495E/595E.

459F/559F Practicum in Special Education: Mild/Moderate (1)

Provides guided field experience in instructing children with mild/moderate disabilities. Focus is on the application of theory and research in curriculum development, educational technology, applied behavior analysis, and the development of instructional skills. Prerequisite: EDP 493 or 457/557 or 492/592. Corequisite: EDP 495/595.

459G/559G Practicum in Special Education: Moderate/Intensive (1)

Provides guided field experience in instructing children with moderate/intensive needs. Focus is on the application of theory and research in curriculum development, educational technology, applied behavior analysis, and the development of instructional skills. Prerequisite: EDP 457/557. Corequisite: EDP 458/558.

459H/559H Practicum in Special Education: Gifted (1)

Provides guided field experience in instructing children with special talents and/or giftedness. Focus is on the application of theory and research in curriculum development, educational technology, applied behavior analysis, and the development of instructional skills. Prerequisite: EDP 402. Corequisite: EDP 495/595.

MPC 460 Action Research/Problem-Based Seminar in Exceptional Education/Developmental Differences (3)

Provides opportunity to develop, implement, and evaluate an action research or action service project related to identification, psychology, education, and/or treatment of individuals whose development is exceptional. Provides intensive seminar; instructor and peers share the research/problem-solving process and prepare written and oral reports that describe the project and document the student's accomplishments. Prerequisite: senior standing. Offered infrequently.

MPC 471/571 Literacy Seminar: Clinical (3; maximum 6)

Problem-based seminar designed to provide opportunities for students to learn, practice, and evaluate instructional approaches to teaching literacy skills (reading, writing, and spelling) to school-age children with written language disabilities. Students receive intensive training in literacy and work in tutorial settings. Seminar discussions focus on issues of literacy skills, and approaches for working with these children. Prerequisites: EDP 256 and either EDP 494 or EDP 303.

472/572 Literacy Seminar: Practicum (3; maximum 6)

Prerequisite(s): EDP 256 and either EDP 494 or EDP 303.

476/576 Functional and Transitional Living Skills Curriculum Methods for Individuals with Disabilities (2)

Focuses on integration of assessment, curriculum methods, and instructional strategies with the goal of life success both during childhood/adolescence and adulthood. Functional curriculum for individuals with disabilities that stresses life success and transition from school to adulthood in the areas of employment and independent living.

478/578 Consultation and Collaboration in Special Education (3)

Examines impact of exceptionality on families using a family systems approach. Emphasizes home-school relationships, resource assistance, and collaboration between professionals and parents. Involves strategies for increasing collaboration and communication among parents, schools, and community service agencies.

MPT 481/581 Adolescent Development in Diverse Families (3)

Provides a broad interdisciplinary examination of the field of adolescent development from contextual and cross-cultural perspectives. Focus includes sensitivity to racial, ethnic, and cultural diversity while studying persons 10 to 20 years of age within family systems. Cross-listed with FSW 481/581.

482/582 Teaching Gifted Students (3)

Introductory course to explore teaching and learning strategies and materials for instruction of gifted children. Prerequisite: junior standing. Offered infrequently.

483/583 Serious and Educational Game Design and Simulations (3)

This course offers students the opportunity to explore the use of games and simulated environments for teaching and learning. The three main topics investigated in this course are: (a) the integration of popular games for teaching and learning, (b) serious and educational games, and (c) the integration of game design elements for teaching and learning. In addition, this course aids students in understanding how learning theories can inform the design of serious and educational games for instructional design. Prerequisites: Junior/Senior or Graduate Standing.

MPC 489 Disability in Global and Local Contexts (3)

Examines contemporary disability issues and policies and the lived experiences of persons with disabilities in international and local contexts, with emphasis on understanding disability within particular communities-both locally and in other countries- and on learning multiple research methods. Cross-listed with ENG/SPA/DST/SOC/ COM 494. Prerequisite(s): Permission of instructor.

MPT 492/592 Individuals with Behavior and/or Emotional Disturbance: Social, Educational, and Legal Issues (3)

Focuses on etiology, psychology, and behavioral characteristics of individuals identified as having severe behavioral and/or emotional disturbances. Students examine a variety of theoretical bases for assessment and practice. Manifestations of, needs, and general principles of interventions for selected behavioral and emotional disturbances explored. Students analyze the relative effectiveness of a variety of treatment settings and modalities, including psychopharmacological treatment. Emergent professional issues related to the promotion of mental health and prevention of emotional and behavioral disorders described. Prerequisite: EDP 256.

MPT 493/593 Individuals with Specific Learning Disabilities: Social, Educational, and Legal Issues (3)

Emphasis on current research, historical background, etiologies, and characteristics of individuals with specific learning disabilities. Models of physiological, sociological, ecological, and behavioral approaches to understanding and addressing the needs of these individuals and the contexts influencing policies and practices are critically examined. Prerequisite: EDP 256.

494/594 Assessment, Evaluation, and Educational Planning for Learners with Exceptionalities (3)

Construction and use of formal, informal, and authentic assessment related to adapting content and teaching strategies in reading, spelling, writing, oral communication, mathematics, and other areas for children and youth with exceptionalities (including individuals with mild/moderate and moderate/intensive needs; gifted).

495/595 Inclusion and Adaptations for Mild/Moderate and Gifted Needs: Multi-Age (3)

Provides instruction on adapting curriculum, methods, and materials for individuals with mild/moderate exceptionalities and/or giftedness in inclusive settings, K-12. Emphasizes developmentally, culturally, and individually appropriate adaptations in reading, math, social studies, science, and language arts. Corequisite: EDP 459F/559F, 459G/559G, or 459H/559H.

495E/595E Inclusion and Adaptations for Mild/Moderate and Gifted Needs: Early Childhood (3)

Provides instruction on adapting curriculum, methods, and materials for individuals with mild/moderate exceptionalities and/or giftedness in inclusive settings. Emphasizes adaptations in reading, math, social studies, science, and language arts as developmentally and culturally appropriate for early childhood (ages 3 to 8). Corequisite: EDP 459E/559E.

496/596 Behavioral Interventions: Theory, Principles, and Techniques (3)

Emphasizes theoretical foundations of the behavioral model with supporting research. Presents a variety of proactive techniques for increasing appropriate behavior and for prevention and reduction of problematic behaviors. Emphasizes positive, proactive treatment approaches using the least restrictive treatment model for individual and group interventions. Addresses applications for individuals with exceptionalities mild/moderate, moderate/intensive, and gifted. Corequisite: specialist methods block ( EDP 495/595).

600 Independent Reading (1-5; maximum 8 toward any one degree)

Planned reading in any field related to educational psychology with faculty guidance. Prerequisite: regular standing in graduate school, eight hours in education including four hours graduate credit, and approval of plan by department chair.

601 Advanced Educational Psychology (3)

Prepares student to critically evaluate existing educational practice and to innovate sound practices in light of theoretical and empirical findings of educational psychology. Prerequisite: eight hours of education including educational psychology.

603 Theories of Human Learning (3)

Examines major theoretical perspectives concerning the process of how human beings learn. Historical, as well as contemporary views of the biological, behavioral and cognitive bases of human learning are presented. Considers how cultures (ethnic, gender, and systemic) influence the process and mode of learning. Involves direct application of theoretical approaches to classroom instruction. Critical analysis of these theories and current research are emphasized to facilitate students' understanding of the complex process of learning.

604 Role and Function of the School Psychologist (3)

Survey of current practices in the field of school psychology and examination of emerging models. Attention to school psychological service in the organization of schools, relationships with other pupil personnel workers, ethics, state standards, and various other related issues. Prerequisite: admission to school psychology program or permission of instructor.

605E Supervised Field Experience: Early Childhood Intervention Specialist (5-10)

Full-time supervised field experience in student's area of specialization. Experience provided at early, middle, and/or adolescent levels within current program models and standards. Prerequisite: admission to graduate program in special education and completion of all course work in the licensure area.

605F Supervised Field Experience: Mild/Moderate Intervention Specialist (5-10)

Full-time supervised field experience in student's area of specialization. Experience provided at early, middle, and/or adolescent levels within current program models and standards. Prerequisite: admission to graduate program in special education and completion of all course work in the licensure area.

605G Supervised Field Experience: Moderate/Intensive Intervention Specialist (5-10)

Full-time supervised field experience in student's area of specialization. Experience provided at early, middle, and/or adolescent levels within current program models and standards. Prerequisite: admission to graduate program in special education and completion of all course work in the licensure area.

605H Supervised Field Experience: Gifted Intervention Specialist (5-10)

Full-time supervised field experience in student's area of specialization. Experience provided at early, middle, and/or adolescent levels within current program models and standards. Prerequisite: admission to graduate program in special education and completion of all course work in the licensure area.

606 Counseling the Gifted (2)

Counseling approaches for the gifted student. Includes study of special counseling needs of gifted, their families, and support groups.

607 Educational Measurement and Evaluation (3)

Principles of measurement and evaluation applied to educational contexts. Includes instructional objectives, construction of teacher-made tests, assessing complex performance, determining grades, standardized testing, measuring individual differences, and using test data for decision-making.

611/612 Psychoeducational Assessment and Interventions I, II (5, 5)

Provides foundation in a variety of assessment areas and methodologies that lead to development, implementation, and evaluation of interventions. The school psychologist is viewed as a scientist practitioner using a problem-solving orientation in working with students experiencing behavioral and/or academic problems. Emphasis on analyses of assessment information with the goal of developing successful interventions. Prerequisite: admission to school psychology program.

620 Research Project (1-3)

Individual research to satisfy research project requirement for master's degree. Prerequisite: EDP 651, 667, and permission of department chair.

621 Classroom Group Behavior (3)

Analysis and solution of problem behaviors associated with groups in the classroom. Includes dynamics of school groups, cohesiveness, conformity, deviance, leadership, communication, attitudes and attitude change, group influences on motivation and achievement, and social problem solving.

631 Introduction to Instructional Design and Technology (3)

This introductory course provides an overview of Instructional Design and Technology (IDT) and an overview of the Master's program and paths student might take in their program. Students will learn about internships, thesis projects, and the research thesis. Each IDT course will be identified and explained. Some software will be introduced.

632 Instructional Design Theory and Models (3)

This course provides an opportunity for students to analyze, synthesize, and evaluate instructional design models based on learning theories and principles, while taking into account various situations and differences of learners. Students will acquire the knowledge, skills, and abilities necessary to provide leadership in the area of instructional design.

633 Evaluation and Assessment for Instructional Design (3)

Evaluation and Assessment provides students with theories and practice related to needs assessment, formative and summative evaluation. At the end of the semester students should be able to assess and evaluate instructional media.

634 Grant Writing in Instructional Technology (3)

Students will have an opportunity to find grant funding sources, write a grant, and learn how to submit an actual grant proposal to an agency or foundation for consideration. The class will investigate current issues and topics related to research and grant writing in instructional media.

635 Theories of Human Development (3)

Involves broad perspective of human development with primary focus upon theories as well as historically significant and contemporary research. Theoretical and research applications considered within the context of educational settings and in other areas of helping professions.

637 Distance Learning (3)

This course teaches current distance education concepts and current distance education methods and practices for encouraging reflective decision-making. In addition, this course aids students in the development of distance education concepts: theory, administration, programs, methods and curriculum development.

638 Computer Networks for Education and Training (3)

This course is targeted for the K-12 environment in which technology coordinators and technologically savvy teachers may be called upon to advise school districts about basic network infrastructure. The course provides enough expertise to design network infrastructures that will facilitate school learning in ways acceptable to student learning needs.

639 Issues and Trends in Instructional Design and Technology (3)

The intent of the course is to acquaint instructional technologists, teachers and administrators with critical challenges posed as a result of the increasing infusion of technology into the school and training environments. Students will exchange ideas about issues and trends with others through reports and leading discussions.

640 Seminar in Applied Human Development (3)

Consideration of specialized topic in depth from current literature in developmental theory and practice. Provides integration of practice-level intervention with theoretical conceptions. Includes observational and methodological components. Summer only.

641 Principles of Visual Literacy (3)

This course is designed to provide participants with a sense of how visual images can be employed in the instructional design process. Digital photography, Photoshop, and other imaging software are vehicles for studying the use of visual images in training and education.

642 Video Production for Education & Training (3)

This course focuses on developing an understanding of film and video media and the relationship of this media/medium to learning. While the emphasis will be on educational application, this course will also look at how video can be a tool for research and to enhance teaching practice.

641 Interactive Design (3)

This course focuses on developing an understanding of theory and production of interactive design primarily for teaching and learning. While the emphasis will be on educational and training application, this course will also look at how interactive media can be used in non-traditional educational environments.

644 Foundations in 3-D Design and Technology (3)

This course focuses on developing an understanding of three-dimensional design and animation. While the emphasis will be on modeling, lighting, texturing and animation, work created during this course will serve as a tool for comprehending the underlying processes of 3-D design and animation.

645 Curriculum and Technology (3)

This class is designed to support P-12 educators in addressing the mutual impact of technology and curriculum and integrating technology to enhance teaching and learning. The focus is to produce teacher-created, learner-centered materials for effective technology integration. Class participants will work both independently and collaboratively to develop curriculum and to design a project that integrates technology for effective teaching or learning.

650 Seminar in Special Education (3)

In-depth study of specific topics in education of exceptional children and youth. Maximum hours toward graduate degree in special education are 16. Topics will be announced. Prerequisite: permission of instructor.

651 Educational Research (3)

Introduction to and critical study of research practices and reporting processes.

652 Educational Research Practicum (3)

Practicum in research. Prerequisite: EDP 651.

654 Counseling Practicum (4)

Supervised counseling experience. Prerequisite: EDP 672 and permission of instructor.

655 Theory and Problems in Educational Measurement (3)

General concepts of reliability and validity and their implications in educational measurement are discussed. Interpretations and misinterpretations are presented with regard to standardized testing as well as seminar approaches to current issues and problems in educational measurement. Prerequisite: EDP 667. Offered infrequently.

656 Education of Individuals with Exceptionalities (3)

Advanced analysis of each exceptionality from an educational point of view. Topics include inclusion, inter- and intra-individual differences comprising exceptionalities, issues surrounding identification, classification of individuals, society's responses to exceptional individuals, and societal changes to develop the human potential of all persons.

657 Educational Curricula and Strategies for Exceptional Individuals (3)

Emphasis on educational curricula and strategies for mildly exceptional individuals. Theories of information processing, language, reading, writing, spelling, quantitative skills, and social learning examined. Implications for curricular planning and selection of instructional materials considered.

658 Advanced Evaluation of Diagnostic-Prescriptive Teaching (3)

Oriented toward the development of competencies in diagnostic-prescriptive teaching including selection, administration, interpretation, and recommendations based on assessment information. Focuses on common educational tests administered to children and youth with exceptionalities. Special attention to preschool populations and issues surrounding test fairness. Summer only.

660 Practicum in School Psychology Practice (3)

Supervised practice using a variety of diagnostic/consultative procedures to discover nature and underlying causes of school difficulties and familiarization with current school psychology practice. Prerequisite: at least 10 hours credit in study of individual psychological tests and approval of instructor.

662 Personality Theories, Measures, and Techniques (3)

Discussion of normal and abnormal personality with emphasis on personality structure and dynamics of school aged children. Introduction to certain personality measures/techniques and implications for their use are examined. Prerequisite: permission of instructor. Summer only.

666 Educational Community Psychology: Consulting and Interviewing (3)

Application of community psychology to the school setting. Utilization of community and school resources in the resolution of problems involving children and adolescents. Methods, techniques, and skills in professional interviewing, consultation, and in-service mental health practices. Prerequisite: admission to the school psychology program and EDP 604.

667 Behavioral Statistics I (3)

Basic concepts of descriptive and inferential statistics. Stresses logical interpretation of results.

668 Behavioral Statistics II (3)

Advanced concepts of descriptive and inferential statistics. Stresses logical interpretation of results. Major computations are performed through computer implementation. Prerequisite: a beginning statistics course. Offered infrequently.

669 Qualitative Research in Educational Psychology (3)

Offers a case study approach (as opposed to ethnography or action research) to qualitative research consistent with educational psychology research methods. Prerequisite: graduate standing.

672 Counseling Theories and Issues (3)

Developing understanding of the nature of the counseling relationship. Prerequisite: graduate standing.

675 Introduction to Group Counseling (3)

Didactic and experiential introduction to group counseling. Working knowledge of the process and function of counseling groups. Establishing counseling groups, formation and developmental stages, group leadership, and preparation for groups. Prerequisite: EDP 672, graduate standing, and permission of instructor.

690 Seminar in Educational Psychology (1-3)

Varying topics in educational psychology. Prerequisite: EDP 601 or permission of instructor.

695 Supervised Public School Experience for School Psychology Students (1-4)

Thirty clock hours of on-site observation/participation per credit hour in public schools at a variety of grade levels, including various cultural/ethnic settings and special education classes. Prerequisite: permission of instructor.

700 Research for Master's Thesis (1-12; minimum 6, maximum 12)

Required for M.A. program with a concentration in special education. Prerequisite: permission of instructor.

795/796 Internship for Educational Specialist Degree in School Psychology (10, 10)

Full-time experience with supervision of university faculty and qualified school psychologists in selected school districts. Prerequisite: completion of all regular courses in the educational specialist curriculum and permission of department chair.

800 Specialist Degree (1-10)

 


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