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ED 646 - Internship/Seminar: School Principal
This minimum 200 hour Internship/Seminar is a supervised internship providing students with a wide range of experience in a multitude of administrative tasks such as curriculum development, utilization of technology, scheduling and placement of students, investigation of school law issues, budget preparation and monitoring, staff development, supervision, and evaluation, and public relations. The internship is supervised by a College Supervisor who conducts a bi-weekly seminar where students share their experiences as a means to understand the nature of the principals’ role and responsibilities. Students will develop a major project that will be shared with the internship site on conclusion of the internship.
Credits: 6
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ED 648 - Internship in School Counseling I
This course provides students with an opportunity to discuss, in depth, the process of becoming a school counselor. Developmental aspects of this professional process as well as specific issues, policies and intervention strategies that take place in the school setting will be discussed. Particular attention will be given to the strategies based on the ASCA National Model and the New Hampshire DOE Comprehensive Guidance Model. A case study approach is used.
Credits: 6
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ED 649 - Internship in School Counseling II
This course is a continuation of ED 648. Students will continue to discuss, in depth, the process of becoming a professional school counselor. Particular attention will be given to strategies based on the ASCA National Model and the New Hampshire DOE Comprehensive Guidance Model. Students will prepare both an electronic portfolio and traditional paper portfolio as emphasis is placed on preparing for marketability as a school counselor. A case study approach is used.
Prerequisites & Notes
Credits: 6
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ED 650 - Internship/Seminar in Clinical Mental Health Counseling I
Thhis course requires a 700 hour-1,000-hour mental health counseling experience under supervision in an approved community setting and attending on-campus seminars. Internship focus is on the identification, application, and evaluation of theories, techniques, and interventions for facilitating client growth. Seminar involves case presentations, professional topics, and self-reflection.
Credits: 6
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ED 651 - Internship/Seminar in Clinical Mental Health Counseling II
ED 651 is a continuation of ED 650. Students remain at their internship site and the focus is on developing advanced evaluation, counseling, and intervention skills. Professional identity is emphasized.
Credits: 6
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ED 670 - Directed Reading
Open to M.Ed. and M.A. candidates only, in areas not covered in their program of instruction. Arrangements to be made with the chairperson of the department.
Credits: 3
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ED 671 - Capstone Project
Design and development of action research project designed to put theory into practice.
Prerequisites & Notes
Prerequisite: Permission of Program Director required
Credits: 6
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ED 672 - Introduction to Counseling
This course provides an orientation for students enrolled in the various graduate counseling programs. Students will become familiar with the roles and responsibilities of counselors in both clinical and school settings. In addition, legal and ethical issues that arise in the profession are discussed. Special emphasis will be placed on the development of the student’s Electronic Portfolio, which is submitted to the Program Director prior to candidacy review, internship and graduation.
Credits: 1
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ED 681 - Career and Lifestyle Development
This course is designed to provide counselors with an understanding of career development theory and practice. A variety of career assessment tools and practices is explored. Elements necessary for designing a career planning program are reviewed. Special emphasis is given to career counseling issues for specific populations and to the Curriculum Frameworks of the New Hampshire Department of Education. This is an introductory course in the PsyD program.
Credits: 3
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ED 690 - Internship/Seminar: Initial Certification
The initial certification seminar is for students in undergraduate and graduate programs of study requiring an internship in order to obtain initial certification. The focus of the seminar is the student’s knowledge and understanding of the elements in teaching and learning in the context of the classroom, school, and community. The dynamics, dilemmas, and challenges of each internship experience are analyzed and critiqued for successful approaches and opportunities for teaching and learning for all children. The understanding of these shared experiences in initial teaching serves as a foundation for success in teaching and further development as an educator.
Credits: 6
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ED 694 - Internship Seminar: Professional Endorsement I
Professional Endorsement I is for students who hold initial certification and require an internship associated with a particular program of study. The focus of the seminar is the critique of the student’s knowledge, understanding, and application of the skills and abilities with a particular student population. The dynamics, dilemmas, and challenges of each student’s internship experience are analyzed for purpose, success, and learning outcomes. The discussion of these shared experiences in the course forms the foundation for continued success as a teacher.
Credits: 6
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ED 696 - Internship Seminar: Professional Endorsement II
Professional Endorsement II is for students who already hold a professional certification in one area and require an internship associated with a different program of study. The focus of the seminar is the critique of the student’s knowledge, understanding, and application of the skills and abilities with a particular student population. The dynamics, dilemmas, and challenges of each student’s internship experience are analyzed for purpose, success, and learning outcomes. The discussion of these shared experiences in the course forms the foundation for continued success as a teacher. Students select between ED 694 or ED 696 depending on their prior programs of study.
Credits: 6
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ED 701 - Foundations of School Psychology
This course reviews the evolution of school psychology. The philosophical consideration and the practitioner concerns of school psychologists are analyzed. Professional standards as well as ethical and legal issues are discussed within the context of school/clinical scenarios which, in turn, define the purpose of a school psychologist. An emphasis is placed on the school psychologist’s role as consultant. This is an introductory course in the PsyD program.
Credits: 3
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ED 704 - Personality Assessment I
This course provides an overview of and exposure to techniques of personality assessment. Discussion focuses on a variety of instruments used to test social-emotional functioning, including behaviorally based strategies (i.e., checklists, observations, interview), as well as projective and perceptive tests (i.e., drawings, sentence completions, TAT, TED, TEMAS RATC, Rorschach, among others). In addition to theoretical and psychometric aspects of personality assessment, students are required to administer, score, and interpret the tests covered in class (with the exception of the Rorschach). This course will also focus on psychological report writing and utilizing assessment results to develop appropriate educational interventions (psychoeducational prescriptions) for school age children and adolescents. This is an introductory course in the PsyD program.
Credits: 3
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ED 705 - Neuropsychological Assessment I
This course is designed to provide further instruction on topics identified by students in counseling and school psychology programs who are preparing for internship. Topics will include diagnosing LD from a neuropsychological perspective; WISC-IV integrated; Processing speed; Working memory, RTI and assessment as well as other issues related to assessment in the school setting. This is an introductory course in the PsyD program.
Credits: 3
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ED 715 - Internship Seminar in School Psychology I
The first of a 4 semester sequence course, designed for the part-time student in the CAGS program, places students in a School Psychology setting under the guidance of site supervisors and on-campus instructors. Regular on-campus seminar meetings are required of students.
Credits: 3
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ED 716 - Internship Seminar in School Psychology II
This second of a 4 semester sequence course, designed for the part-time student in the CAGS program, is a continuation of ED 715. Site placements and seminar attendance extend the student’s focus on previously learned tools, procedures, and competencies.
Prerequisites & Notes
Credits: 3
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ED 717 - Internship Seminar in School Psychology III
This third of a 4 semester sequence course, designed for the part-time student in the CAGS program, is a continuation of ED 715 and 716. Site placements and seminar attendance extend the student’s focus on previously learned tools, procedures, and competencies.
Prerequisites & Notes
and or
Credits: 3
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ED 718 - Internship Seminar in School Psychology IV
This course is a final in a series of site placements and seminars for students completing the CAGS program on a part-time basis.
Prerequisites & Notes
, ,
Credits: 3
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ED 720 - Social and Cultural Foundations
ED 720 introduces counselors and educators to the concepts of cultural diversity with emphasis on the importance of creating pluralistic communities of care. The guidelines of the Association of Multicultural Counseling & Development (AMCD) are followed with this course focusing exclusively on the Awareness Phase of developing cultural competence. This is an introductory course in the Psy.D. program.
Credits: 3
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ED 721 - Advanced Multicultural Perspectives
This course is a continuation of ED720. It continues the focus on the awareness, knowledge and skills phases of multicultural-identity development and cultural competence. An in-depth study of dimensions of diversity (e.g., race, ethnicity, SES) and oppression (e.g., racism, discrimination, ableism etc) and how they relate to mental health is provided. Students will examine the impact of being a cultural/ethnic minority in the United States. Students will continue to analyze how “who they are” informs their professional practice as culturally competent human service providers. Students will continue to learn skills needed to provide services to individuals different from themselves. This is an introductory course in the Psy.D. program.
Prerequisites & Notes
Credits: 3
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ED 722 - Internship Seminar in School Psychology I
The first of a two semester course, designed for the full-time students in the CAGS program, places students in a School Psychology setting under the guidance of site supervisors and on-campus instructors. Regular on-campus seminar meetings are required of students. Off-campus site visitations by seminar instructors occur regularly.
Credits: 6
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ED 723 - Internship Seminar in School Psychology II
The second of a two semester course, designed for the full-time student in the CAGS program, is a continuation of ED 722. Site placements and seminar attendance extend the student’s focus on previously learned tools, procedures, and competencies.
Prerequisites & Notes
Credits: 6
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ED 755 - CAGS: Capstone Project
This course provides students with support and guidance in developing and designing a capstone project, deciding on the appropriate research methodology, implementing the research, analyzing the data, and drafting the final project.
Credits: 6
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ED 792 - Initial Practicum I
Students are introduced to foundational and science-informed principles in applied counseling and school psychology. Attention is directed to an examination of the therapeutic processes encountered in clinical practicum and emphasis is placed on the integration of theory to practice, the role of personal factors in psychotherapy and multicultural competence. Ed 792 focuses on factors associated with the establishment of the therapeutic alliance, diagnosis, and case conceptualization. Students are engaged in a minimum of 10-12 hours per week of clinical activity in field placements. This is a Psy.D. program practicum experience for students who have not completed a graduate level internship.
Credits: 1
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ED 793 - Initial Practicum II
Students are introduced to foundational and science-informed principles in applied counseling and school psychology. Attention is directed to an examination of the therapeutic processes encountered in clinical practicum. Ed 793 focuses on psychological assessment, implementing treatment plans, assessing the effects of therapeutic interventions, and addressing strains within the therapeutic alliance. Students are engaged in a minimum of 10-12 hours per week of clinical activity in field placements. This is a Psy.D. program practicum experience for students who have not completed a graduate level internship.
Credits: 1
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ED 794 - Initial Practicum III
This practicum experience focuses on the integration of assessment and therapeutic interventions from the previous practicum experiences. Students are engaged in a minimum of 10-12 hours per week of clinical activity in field placements. This is a Psy.D. program practicum experience for students who have not completed a graduate level internship.
Credits: 1
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ED 801 - History and Systems
This course examines the historical and philosophical context of psychology. While attention is paid to some of the more ancient philosophical themes anticipating psychology, the focus is predominately on a critique of modern and applied psychology to expose its social-relational aspects. Current poststructuralist, social constructionist and historical critiques are integrated with voices from the history of science and modern philosophy in order to improve our understanding of where psychology is today. This is a Psy.D. core curriculum course.
Credits: 2
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ED 802 - Biological Bases of Behavior
This course reviews the knowledge of how behavior and cognition are controlled by neural and other physiological processes. The content falls into three areas: an examination of neurons and neurotransmitters; a description of sensory and motor systems; and a summary of various behavioral and cognitive phenomena (e.g., learning, memory, and psychiatric disorders) and how the central nervous system is involved in their control. This is a Psy.D. core curriculum course.
Credits: 3
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ED 803 - Cognitive-Affective Bases of Behavior
This course discusses theories of human development and examines empirical research on cognitive and affective processes underlying behavior. In addressing the cognitive bases of behavior, it explores key mental processes (e.g., attention, memory, problem solving) and constructs (e.g., schemas, heuristics) that have been instrumental in understanding everyday functioning. The socio-affective bases of behavior addressed in the course include emotions, temperament, and self-concept. The students in this course explore fundamental theoretical questions, such as the role of biology and environment in development, and consider practical applications of current theoretical and empirical knowledge concerning the bases of human behavior. This is a Psy.D. core curriculum course.
Credits: 3
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ED 807 - Psychopharmacology
This course explores basic neuropharmacology and neurobiology of behavioral disorders, and provides a review of the mechanisms and clinical application of psychotropic drug treatments. The emphasis of the first part of the course is on drug development and evaluation, distribution and elimination of drugs, neurotransmission, and molecular aspects of the interaction of a drug with its target sites in central nervous system. The second part of the course will examine current neurochemical hypotheses and pharmacological treatments of various psychiatric disorders, including schizophrenia, depression, bipolar disorder, anxiety and sleep disorders, as well as addiction and substance abuse disorders. This is a Psy.D. elective course.
Credits: 3
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ED 808 - Foundations of Neuropsychology
This course is an advanced seminar with the goal of introducing students to the theory and practice of Clinical Neuropsychology. Students will gain an understanding of the field through review of adult and pediatric medical diseases and psychological disorders. The psychosocial adjustment of patients living with each disorder and the dynamics among individuals involved in their care are additional themes of emphasis. The course takes an interdisciplinary approach integrating information from several subfields of medicine (neurology, neuroradiology and psychiatry) and psychology (cognitive, abnormal, developmental, biological, health psychology). Students will acquire knowledge through review of both clinical cases and research outcomes. An introductory background in neuroscience is assumed. This is a Psy.D. elective course.
Prerequisites & Notes
ED 802 , or equivalent.
Credits: 3
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ED 809 - Psychometrics
This course focuses on concepts and issues central to the various forms of psychological assessment. The first part of the course will focus on psychometric theory and various methods of test construction. The last section of the course will focus on methodological and theoretical issues in the use of tests to make decisions, as well as several areas of application (e.g. personality assessment, intelligence). This is a Psy.D. core curriculum course.
Credits: 2
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ED 810 - Cognitive Assessment II
This course provides an in-depth review of current theory in cognitive assessment and advanced interpretation of major cognitive assessment instruments. Cross battery assessment theory and practice will be an area of focus. This is a Psy.D. core curriculum course.
Prerequisites & Notes
ED 538
Credits: 3
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ED 812 - Personality Assessment II
This course considers issues and methods of personality assessment, including ethical and legal issues and cross-cultural issues. Practice in the administration of instruments used for personality assessment. Supervised experience and report writing skills are emphasized. This is a Psy.D. core curriculum course.
Prerequisites & Notes
ED 704
Credits: 3
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ED 814 - Seminar: Group Psychotherapy
This course is designed for students wishing to pursue advanced study in group theory, group leadership, group processes, and group supervision. The course will examine contemporary trends and developments in group counseling as well as ethical, legal, and professional issues affecting the practice of group counseling. The primary focus of this course will be experiential. Students will be required to facilitate several, in class (mock) group sessions appropriate to their specialization field (counseling or school psychology). This is a Psy.D. elective course.
Prerequisites & Notes
ED 616
Credits: 3
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ED 815 - Evidence Based Treatment: Children and Families
This is an advanced course that will build on the student’s understanding of the various models of psychotherapy and will present various integrated models. Key concepts and issues related to psychotherapy integration will be explored. Conceptual and historical issues will be addressed. Common factors, technical eclecticism and theoretical integration will be addressed in detail. Various integrated models will be presented and reviewed, including models focused primarily on working with individuals and families. Case conceptualization and specific interventions will be presented and demonstrated. This is a Psy.D. core curriculum course.
Prerequisites & Notes
ED 611
Credits: 3
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ED 816 - Evidence Based Treatment: Adults
This is a course that will build on the student’s understanding of the various models of psychotherapy and will present various integrated models. Key concepts and issues related to and psychotherapy integration will be explored. Conceptual and historical issues will be addressed. Common factors, technical eclecticism and theoretical integration will be addressed in detail. Various integrated models will be presented and reviewed, including models focused primarily on working with individuals and families. Case conceptualization and specific interventions will be presented and demonstrated. This is a Psy.D. core curriculum course.
Credits: 3
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ED 820 - Developmental Psychology
This course is an examination of selected theories of human growth and development over the life span. The course emphasizes both experimental and theoretical approaches to the study of cognitive, social, and physical development. This is a Psy.D. core curriculum course.
Prerequisites & Notes
ED 505
Credits: 3
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ED 821 - Professional Psychology: Ethics and Standards
This course builds on the student’s knowledge of basic ethical and legal issues in the practice of psychology. Special attention will be paid to the process of involuntary commitment, multiple relationships, duty to warn, cultural competence, and state and federal laws. This is a Psy.D. core curriculum course.
Prerequisites & Notes
ED 618
Credits: 3
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ED 825 - Aging
This course introduces students to contemporary research and theories of aging. The course takes an interdisciplinary approach drawing on many fields in the wider discipline of gerontology. Students will develop their knowledge of normal aging and the promotion of healthy aging, the biology of aging, cognitive, emotional and psychosocial aspects of aging, mental health issues in the elderly and therapeutic interventions, sexuality and aging, special ethical/legal issues for seniors, portrayals of aging in the media, dementia, behavioral assessment and intervention, psychosocial issues including loss, illness, end-of-life planning and death, and policy making regarding the elderly. This is a Psy.D. core curriculum course.
Credits: 3
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ED 830 - School Based Consultation
This course will cover the major models of school-based consultation (e.g., mental health, behavioral, instructional, and ecological). Students will develop strong background knowledge in various models of psychological consultation; strengthen their problem solving skills as applied to indirect service provision, master specific techniques used in various consultative models, and practice applying their consultative skills to sample cases. Special attention will be paid to ethical issues as well as to issues pertaining to diversity and equity in psychological practice. This is a Psy.D. elective course.
Credits: 3
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ED 831 - Classroom Based Assessment
This course provides deep understanding of the role of assessment in the schools of today. Using assessment to evaluate student learning and as an effective teaching tool will be studied in the context of No Child Left Behind (NCLB), Response to Intervention (RtI), state testing, and classroom and curriculum based assessment. Candidates will develop, evaluate, and interpret a variety of assessment methods that provide an accurate picture of student achievement. This is a Psy.D. elective course.
Credits: 3
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ED 832 - Community Consultation
This course provides an overview of community agency consultation, the role of the counselor in communities, prevention, outreach, systemic issues, multicultural issues in community agency counseling, advocacy and social change, and service delivery programs. Ethical issues and consultation in community agencies will also be discussed. This is a Psy.D. elective course.
Credits: 3
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ED 833 - Supervision, Consultation and Systems
This course focuses on developing specific techniques including communication and interpersonal skills necessary in effective consultation at the individual, group, and systems levels. Integration of the various aspects of counseling and school psychology consultation, including knowledge of behavioral, mental health, collaborative, and other consultation models and their application within the community or school setting are explored. Emphasis is placed upon team building. Case examples are discussed, and opportunities for skill development are provided through role-playing and field experiences. This is a Psy.D. core curriculum course.
Credits: 3
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ED 835 - School Neuropsychology
This course is an advanced examination of the field of School Neuropsychology including the following areas: learning disabilities, developmental disorders, and medical conditions and their impact on development and academic success. Attention will be paid to the administration, scoring, and interpretation of assessment tools that are routinely utilized in school neuropsychological process. This knowledge will enhance the student’s ability to provide a meaningful neuropsychological assessment and relate that information to research-and evidence-based interventions. This is a Psy.D. elective course.
Prerequisites & Notes
ED 705
Credits: 3
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ED 838 - Seminar: Internship and Professional Development
This course is an orientation to current and ongoing issues and trends in professional psychology. The professional psychology internship, including requirements and the application process, is reviewed. This is a Psy.D. core curriculum course.
Credits: 1
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ED 840 - PsyD Practicum I
This minimum 200 hour practicum is intended to provide second or third year doctoral students opportunities to integrate and to apply knowledge and skills acquired through coursework in the context of counseling and school psychology practice. Students will practice counseling skills as well as general interviewing and observation skills. Audio and video recording, individual and group supervision will be utilized.
Credits: 1
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ED 841 - PsyD Practicum II
This minimum 200 hour practicum is intended to provide second or third year doctoral students opportunities to integrate and to apply knowledge and skills acquired through coursework in the context of counseling and school psychology practice. Students will practice formal assessment skills, including administration, interpretation and report writing. Audio and video recording, individual and group supervision will be utilized.
Credits: 1
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ED 842 - PsyD Practicum III
This minimum 250 hour practicum is intended to provide third or four year doctoral students opportunities to integrate and to apply knowledge and skills acquired through coursework in the context of counseling and school psychology practice. Emphasis is on advanced skills in interpretation, treatment case conceptualization from a theoretical perspective, termination and referral, and in the broad array of professional activities normally conducted by a counseling or school psychologist. Audio and video recording, individual and group supervision will be utilized. This is an elective practicum experience.
Credits: 1
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ED 843 - Advanced Clinical Experience I
This course is restricted to Advanced Standing students who have completed ED 840 , ED 841 , and ED 842 . This minimum 250 hour practicum for third and fourth year doctoral students will emphasize integration of assessment, case conceptualization, and intervention for diverse patient populations. Audio and video recording, individual and group supervision will be utilized. This is a Psy.D. elective practicum experience.
Credits: 1
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ED 844 - Advanced Clinical Experience II
This course is a continuation of ED 843 . This minimum 250 hour practicum for third and fourth year doctoral students will emphasize integration of assessment, case conceptualization, and intervention for diverse patient populations. Audio and video recording, individual and group supervision will be utilized. This is a Psy.D. elective practicum experience.
Credits: 1
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ED 845 - Advanced Clinical Experience III
This course is a continuation of ED 844 . This minimum 250 hour practicum for fourth year doctoral students will emphasize integration of assessment, case conceptualization, and intervention for diverse patient populations. Audio and video recording, individual and group supervision will be utilized. This is a Psy.D. elective practicum experience.
Credits: 1
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ED 851 - Review of Research into Leadership and Learning
The current models, theories, and constructs for leadership and learning are examined. Current knowledge in human growth and development and learning are presented in relation to the implications for leadership. Particular emphasis is placed on leadership that proceeds from the identification and examination of research on practices that enhance learning. The identification and development of leadership based on the application of research on a theory of learning in a social setting is the focus of a course project. Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 4
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ED 853 - Advances in Mind, Brain, and Learning
Recent advances in the investigation of the brain, mind, and thought are explored for their implications for learning in various contexts. The course provides students with current research in the fields of cognition, neuroscience, and learning that may be employed to effect transformational change in personal and professional settings in the community. Recent and classical learning theories are employed to enable students to identify and enhance their own learning and that of others. Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 4
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ED 856 - Culturally Competent Leadership
The course emphasizes the importance of culturally competent leadership. Exploration of cultural identity is a purposeful and transformational process that requires students to actively be involved in the multicultural identity process in order to achieve an increased level of cultural competency. Students consider how their own cultural identity informs their leadership. Emphasis is placed on the acquisition of specific multicultural awareness, knowledge, and competencies to become culturally competent leader and create environments that foster a high level of performance for those who live, learn, and work within those environments. Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 4
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ED 857 - Leadership in the Information Age
The differentiation of information technology and curriculum is examined in order to identify how each contributes to teaching and learning in the classroom, the cultural shifts for educators and learners, and the transformation of curriculum and pedagogies in the twenty-first century. Beyond the specifics of technological innovation, this course explores how leadership influences global information in the act of teaching and learning as it leads to the reformulation of the curriculum and learning for all students and educators. Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 4
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ED 858 - Distinctions Among Vulnerable Populations
The course presents the universals in human nature as the basis for understanding the differences, challenges, needs, gifts, and talents of students currently in need of the social, medical, psychological, and educational support services. The transformation of programs and services for persons with developmental disabilities to their perspective and in their terms is the starting place for an ecological understanding of the whole person and the reinvention of programs, services, and policies for children considered at-risk for achievement of their potential. Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 4
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ED 863 - Research Methods and Design
This course provides an overview of the primary research traditions through a student developed research study. In the context of the student’s own research study the methods and designs associated in the qualitative and quantitative research are explicated and an in-depth examination of the existing research in the area of the student’s own interest. The course focus is the understanding of the appropriate use of the methods, designs, and analyses in answering a research question or hypothesis. The formulation of a research study is examined to enable leaders versed in research to affect policy, practice, and people. A graduate course in fundamentals of research, methods and design, or statistics within the last three years is recommended prior to this course. Submission of course artifacts to the Personal Learning Portfolio is required.
Credits: 4
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ED 864 - Research Methods and Design in Psychological Research
This course provides an overview of the primary research traditions through a student developed research study. In the context of the student’s own research study the methods and designs associated in the qualitative and quantitative research are explicated and an in-depth examination of the existing research in the area of the student’s own interest. The course focus is the understanding of the appropriate use of the methods, designs, and analyses in answering a research question or hypothesis. The formulation of a research study is examined to enable practitioners versed in research to contribute to the evidence base and application of psychology. A graduate course in fundamentals of research, methods and design, or statistics within the last three years is recommended prior to this course. This is a Psy.D. core curriculum course.
Prerequisites & Notes
ED 501
Credits: 3
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ED 871 - Single Subject Design
This course is designed to provide participants with skills needed to evaluate, plan, and conduct research using single-subject methodology, with an emphasis on its application within the social sciences. Topics include the history of single-subject design, relevant concepts and terms; experimental questions’ identification and definition of appropriate independent and dependent variables; recording and analyzing data; withdrawal, reversal, multiple-baseline, alternating treatment, changing criterion, and other designs. Issues of ethics and social validity will also be discussed.
Prerequisites & Notes
or Permission of the Director
Credits: 3
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ED 872 - Mixed and integrated Research Methods and Designs
Analytical approaches in multiple research methods or designs are applied to research data collection and analysis. The strengths, limitations, and integration of multiple methods are identified. The applicable research methods and designs in data collection, analysis, and interpretation are applied to specific research data. Dissertation research data is required.
Prerequisites & Notes
and or
Credits: variable: 1-3
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ED 881 - Quantitative Analysis in Psychology
The foundational concepts behind the research design, collection, and interpretation of quantitative social scientific data are examined. Students are expected to demonstrate understanding of quantitative concepts by designing, implementing, and interpreting both individual and group quantitative research studies. Students learn to identify the particular analysis required and how to interpret the results of an array of commonly used quantitative methods in psychology. A graduate course in fundamentals of research, methods and design, or statistics within the last three years is recommended prior to this course. This is a Psy.D. core curriculum course.
Credits: 3
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ED 882 - Qualitative Research Methods
Qualitative methods and designs associated with data collection, analysis, and reporting are presented for the process of inquiry. The various methods, techniques and strategies associated with qualitative research are applied to a research study prior to the conduct of a dissertation. A qualitative study is conducted in a social setting within a community as the basis for determining the effective exercise of leadership. A graduate course in fundamentals of research, methods and design, or statistics within the last three years is recommended prior to this course. Submission of course artifacts to the Personal Learning Portfolio required.
Credits: 4
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ED 883 - Quantitative Design and Statistical Concepts
The foundational concepts behind the research design, collection, and interpretation of quantitative social scientific data are examined. Students are expected to demonstrate understanding of quantitative concepts by designing, implementing, and interpreting both individual and group quantitative research studies. Students learn to identify the particular analysis required and how to interpret the results of an array of commonly used quantitative methods. A graduate course in fundamentals of research, methods and design, or statistics within the last three years is recommended prior to this course. Submission of course artifacts to the Personal Learning Portfolio required.
Credits: 4
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ED 884 - Application of Statistical Methods, Design, and Analysis
The course focuses on the application of the various forms of statistical analysis employed in the quantitative, experimental, qualitative, and multiple methods research design and methods. After a review and demonstration of the application of a statistical method(s) particular attention is paid to the application of a design(s) and method(s) to a student’s own doctoral dissertation study and research. The outcome for the course is the systematic application and analysis of the correct statistical method to the student’s own doctoral dissertation and research. Submission of course artifacts to the Personal Learning Portfolio is required.
Prerequisites & Notes
Prerequisite: and or or Permission of the Director.
Credits: 3
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ED 886 - Doctoral Clinical Internship I
The student is required to complete an internship covering a 50-week period of 2,000 hours. An internship site that is accredited by the American Psychological Association or a member of the Association of Psychology Internship Centers is preferred. Students register for 1 credit in both fall and spring semesters.
Credits: 0
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ED 887 - Doctoral Clinical Internship II
The student is required to complete an internship covering a 50-week period of 2,000 hours. An internship site that is accredited by the American Psychological Association or a member of the Association of Psychology Internship Centers is preferred. Students register for 1 credit in both fall and spring semesters.
Credits: 0
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ED 888 - Development of Research Seminar
Research problems, hypotheses, and questions in leadership and learning are developed into a dissertation research proposal based on the accumulated knowledge of the core classes. Perspective, knowledge, and research in leadership and learning are applied to the development of the student’s own dissertation proposal. Attention is placed on the elaboration of the social, political, economic, and ethical implications of the student’s own research study. Students are expected to make significant progress in the development of their dissertation proposal within the context of the class. Submission of course artifacts to the Personal Learning Portfolio artifacts is required.
Credits: 1-4
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ED 889 - Written Comprehensive Examinations
The purpose of the written comprehensive examination is to assist students to integrate and evaluate their knowledge, research, and scholarship across their program of study. In the doctorate in education the examination is focused on the program themes of leadership, learning and research. It serves as preparation for the writing of the student’s dissertation proposal and dissertation. In the doctorate in counseling and school psychology the integrative and evaluative function also includes professional service aspects of counseling and school psychology. Students must satisfactorily complete the written examination before the program director will sign the internship readiness forms. The written examination is administered in the spring semester.
Credits: non-credit
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ED 890 - Directed Research and Advisement
Students in the doctoral program in leadership and learning who have not completed their dissertation proposal in ED888 enroll in directed research and advisement throughout the development and defense of the dissertation proposal. Students complete this course with the successful defense of their dissertation proposal. ED890 a pass-fail course.
Prerequisites & Notes
Credits: 4
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ED 891 - Oral Comprehensive Examinations
The purpose of the oral comprehensive examination is to assist students to integrate and evaluate their knowledge, research, and scholarship across their program of study. In the doctorate in education the examination is focused on the written examination and serves as preparation for the oral defense of their dissertation proposal and dissertation.
In the doctorate in counseling and school psychology the integrative and evaluative function also includes professional service aspects of counseling and school psychology. Students must satisfactorily complete the oral examination before the program director will sign the internship readiness forms. The oral examination is administered in the summer session.
Credits: non-credit
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ED 892 - Directed Research in Psychology
Research problems, hypotheses, and questions in school and counseling psychology are developed into a dissertation research proposal based on the accumulated knowledge of the core classes. Perspective, knowledge, and research in psychology are applied to the development of the student’s own doctoral research proposal. Students are expected to make significant progress in the development of their doctoral research proposal within the context of the class. Students must maintain continuous enrollment in this course until the successful defense of their research proposal.
Credits: 2
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ED 895 - Dissertation Research
Following the defense of the dissertation proposal the student is enrolled in dissertation research. This course is required throughout the completion of their dissertation research and defense of their dissertation. Students complete this course with the successful defense of their dissertation. This is a pass/fail course.
Prerequisites & Notes
and/or
Credits: 1-5
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ED 896 - Research in Psychology
Following ED 892 , students are enrolled in this course throughout the development and defense of the doctoral research project. Students complete this course with the successful defense of their research project. This is a pass/fail course.
Credits: 1-5
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ENG 530 - English Language: Development and Issues
Provides students with an introduction to the historical, social, and psycholinguistic, and grammatical dimensions of language, including the theories and processes by which individuals acquire, understand, and use language. This course includes the history and development of English, linguistic views of language through grammatical theories, the underlying causes of dialect and variation in language, and the social, cultural, and political issues related to language use. It is required of M.A.T. candidates.
Credits: 3
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ENG 620 - Modern and Contemporary World Fiction
This course studies fiction written in English between World War I to the present with special emphasis on British and American perspectives on modernism, as well as on the blurring of national boundaries resulting from British and American colonial expansion and the legacy of World War II.
Credits: 3
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ENG 622 - Young Adult Literature
This course focuses on the nineteenth and twentieth century English language novels often taught in middle and high school classrooms and the “bridge” between such classics and young adult fiction. Special attention is paid to these questions: why do we value classic novels? How can they connect to more contemporary young adult literature? How can we help middle and high school students value both? Students will be expected to engage in reading and online activities both during and after the face-to-face period.
Credits: 3
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ENG 630 - Literary Non-Fiction
While the new SAT calls for increased use of nonfiction texts in all classrooms, secondary English teachers are often torn between the need to help students navigate such texts and the belief that literary texts should make up the bulk of the reading they do with their students. By exploring different examples of nonfiction texts, developing close reading techniques, integrating nonfiction texts in an organic way into instruction, and realizing that “nonfiction” and literary” are not mutually exclusive categories, teachers can meet the new standards while keep literary study at the center of their respective classrooms.
Credits: 3
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ENG 636 - Modern and Contemporary World Poetry
This course studies modern and contemporary world poetry, including poetry of the commonwealth and colonies written in English.
Credits: 3
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ENG 643 - Shakespeare and Film
This course will examine Shakespeare’s plays in relation to how they have been interpreted in the cinema. Emphasis will be placed on ways of using film to teach Shakespeare at the middle and high school levels. The course will focus on the varieties of interpretation supported by the text and on the various cinematic tools used by film makers to convey those interpretations. Students will have an opportunity to develop and enrich their understanding of Shakespeare through journal writing, formal written analysis, group discussion and presentations, short film projects, and film comparison. Plays by Shakespeare to be studied may include: Richard III, Macbeth, Hamlet, Romeo and Juliet and King Lear. Films to be investigated may include: the British Film Institute’s Silent Shakespeare, Pacino’s: Looking for Richard, Loncraine & McKellen’s Richard III, Kurosawa’s Throne of Blood, Polanski’s and Welles’ Macbeth, Zeffirelli’s Hamlet, BBC’s Hamlet, and Luhrmann’s Romeo and Juliet.
Credits: 3
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ENG 685 - Studies in a Literary Theme
Thematic courses look at fiction, poetry, drama, and nonfiction forms in the context of a particular theme. Courses include: Poetry: Tradition and Teaching. Novels: Tradition and Teaching, Literature and Cultural Literacies, Written Literature into Film, Shakespeare and Film.
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ENG 725 - Directed Study
The Directed Study in Writing provides students with the opportunity to explore a unique project not otherwise available in the curriculum. Directed Study is available to students who have completed a minimum of 24 hours of study. Students in the M.A.T. programs are limited to one directed study of any kind.
Credits: 3
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MA 502 - Linear Algebra
Geometrical, algebraic, and theoretical understanding is emphasized in this study of vector spaces and subspaces, matrix algebra, linear independence and dependence, orthogonality, bases, dimension, linear transformations, eigenvalues, and eigenvectors. Students will gain insight into application in business and industry, the effectiveness and efficiency of algorithms and the theoretical and computational tools available for working with matrices and vectors.
Credits: 3
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MA 508 - Discrete Mathematics
This introduction to the mathematical theory necessary for computer science and further studies in mathematics includes logic, sets, sequences, recursion, functions and relations, modular arithmetic, combinatorics, probability and graph theory. The focus will be on the understanding of concepts and the writing of elementary proofs, including proofs by induction. The purpose and design of algorithms will be discussed.
Prerequisites & Notes
Calculus II or MA 502 Linear Algebra, or permission of the department
Credits: 3
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MA 509 - History of Mathematics
This survey of the history of mathematics from the Ancient Egypt and Babylonia to the modern times focuses on the evolution of mathematical thinking as a part of the evolution of human culture. Students do mathematics from various epochs and explore mathematical ideas, methods and philosophies of various countries and societies. Students complete two individual projects during the course: a project on the life and work of a prominent mathematician in historical context, and a project following the development of a certain mathematical idea or concept through history.
Prerequisites & Notes
Calculus I
Credits: 3
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MA 511 - Calculus III
The purpose of this course is to enrich and expand students’ understanding of calculus concepts beyond the levels of knowledge and competence acquired at the undergraduate level. Topics include coordinate geometry of multidimensional space, multivariable calculus, precise definition of the limit, infinite sequences and series, polar coordinates, and complex numbers.
Prerequisites & Notes
Calculus II
Credits: 3
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MA 523 - Mathematical Patterns and Connections
Mastering the transition from whole number computations to algebraic reasoning is a critical stage in mathematical development. In this course, students will delve deeper into a variety of mathematical topics including patterning, symbolic notation, algebraic properties, signed numbers, rational numbers, real numbers, decimal expressions, geometry, proportional reasoning, problem solving, and quantitative reasoning. The emphasis will be on developing a deeper understanding of these concepts, exploring multiple approaches to problem solving, generating and identifying patterns, and recognizing the interconnectedness of mathematical topics.
Credits: 3
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MA 525 - Mathematical Problem-Solving and Modeling
Students in this course hone their mathematical reasoning and communication skills by using a wide variety of mathematical skills and concepts to solve non-routine problems. The Extreme Principle, symmetry, Pigeonhole Principle, parity, and cross-over techniques are among the mathematical strategies used. In addition, students learn how to develop and analyze discrete mathematical models of phenomena from fields such as biology, business, sociology, and environmental studies and the parallels between discrete and continuous modeling.
Prerequisites & Notes
Calculus II and MA 508 Discrete Mathematics
Credits: 3
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MA 532 - Classical Geometries
This course explores the structure of geometry as an axiomatic theory. The focus is on the role of axioms; geometric models; neutral geometry; Euclidean and non-Euclidean geometries; Euclidean, hyperbolic, and elliptic parallel postulates. The students will develop an understanding of the nature, principles and techniques of mathematical proofs and enhance their proof writing skills. Dynamic geometry software will be used for visualization of concepts and development of conjectures.
Prerequisites & Notes
MA 508 Discrete Mathematics or permission of the department.
Credits: 3
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MA 540 - Mathematical Statistics
Topics in this course include the theory of probability; continuous random variables and their density functions; moments of distributions; binomial, Poisson, normal, gamma, beta, and exponential distributions; statistical inference by empirical methods; least-squares regression and correlation; chi-square and goodness of fit; and analysis of variance. There is an extensive use of technology. This course builds upon and challenges students beyond the levels of knowledge and competence acquired at the undergraduate level.
Prerequisites & Notes
Calculus II.
Credits: 3
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MA 553 - Abstract Algebra
This course is an introduction to abstract algebraic structures including groups, rings, integral domains, division rings, and fields. The axiomatic approach to building mathematical theory will be applied throughout the course as students explore examples, suggest conjectures, and prove theorems about these structures. Examples such as unitary groups, matrix groups, and polynomial rings will be discussed. Students will delve more deeply into the algebraic structure of our familiar number systems: the integer numbers, the rational numbers, the real numbers, and the complex numbers.
Prerequisites & Notes
MA 502 Linear Algebra and MA 508 Discrete Mathematics.
Credits: 3
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MA 565 - Concepts in Calculus
The course requires preliminary knowledge of differentiating and integrating techniques and focuses on the conceptual aspects of calculus. It revisits the fundamental concepts of a function (defined in Cartesian, parametric, and polar systems), limit, derivative, tangency, definite and indefinite integrals, infinite sequences and series, and multivariable differentiation and integration. The concepts are viewed in the historical development; special attention is paid to the complementary impulses of mathematical precision and practical applicability.
Prerequisites & Notes
Calculus I and Calculus II
Credits: 3
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MA 590 - Topics in Mathematics
This course provides students with the opportunity to study an area of mathematics beyond the scope of other courses in this catalog. Examples include differential equations, coding theory, symbolic logic, numerical methods, mathematical voting theory, game theory, and applied geometry.
Prerequisites & Notes
Dependent on the particular topic.
Credits: 3
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MA 610 - Topics in Mathematics Education
This course allows students to explore selected issues and recommended practices in mathematics education in greater depth. Nationally recognized guidelines and state or regional initiatives will be addressed. Topics will be based on the instructor’s expertise, students’ need, and current trends in education. Topics may include learning expectations and assessment at the local, state, and national levels; the teaching of mathematics to students with special needs; challenging the gifted students; school reform issues; curriculum development and alignment; and teacher mentoring/coaching.
Credits: 3
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MA 700 - Directed Study
This course centers on a student-initiated and planned exploration of a special topic.
Credits: 3
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