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ED 370 - Instruction and Accountability I
This course examines the theories associated with how children learn. Individual differences in learning and development in relation to diverse, inclusive classrooms are explored. Students will apply effective strategies for behavior management, communication, collaboration, and differentiation of instruction, informed by a variety of assessment data, to create and manage an inclusive learning community. Legal and ethical responsibilities in teacher decision making will be a focus.
Prerequisites & Notes
Twenty-five hours of field experience are required.
Credits: 3
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ED 371 - Instruction and Accountability II
This course examines the theories associated with the development and learning of children with disabilities. This course provides students a deep understanding of specific characteristics of disabilities affecting learning and development. The methods of diagnosis and assessment are incorporated for the purpose of designing instruction and learning environments. Environmental accommodations and learning modifications are examined including strategies for implementing IEP and IFSP goals in a variety of settings. Resources and assistive technology are explored. Legal and ethical responsibilities will be emphasized
Prerequisites & Notes
Offered: Spring.
Credits: 3
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ED 400 - Advanced Assessment
Students will examine a range of formal assessment tools for use in the special education process. Planning, administering, interpreting data, and reporting information will be explored. Students will develop an understanding of the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals from culturally and linguistically diverse backgrounds.
Prerequisites & Notes
Offered: Fall.
Credits: 3
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ED 405 - Organizational Leadership
This course develops the organizational, management, and leadership skills of effective educators. Mission, vision, and ethical standards are applied in program design, operation, and evaluation as they relate to standards of quality. Staff supervision, recruitment and retention, policies and procedures, and legal and fiscal issues are emphasized. Students gain experience in the daily operations of organizations serving children, families, and communities.
Prerequisites & Notes
Offered: Every other fall.
Credits: 3
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ED 406 - Family and Community Leadership
Students will develop awareness of the complex characteristics of the ways in which children’s families and communities affect growth, development, and learning. Students examine the role of teacher as leader in conflict resolution, collaboration, mentorship, problem solving, advocacy, confidentiality, and adherence to professional codes of conduct. Emphasis is placed on decision making in complex professional and ethical situations that require integration of knowledge from a variety of sources. Program evaluation, continuous quality improvement, and management of time, space, and people are reviewed.
Prerequisites & Notes
Offered: Fall and spring.
Credits: 3
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ED 410 - Advocacy, Collaboration and the Law
This course explores the Individual Education Plan process from identification and referral through development, implementation, and monitoring. Professional and ethical practice is explored through an examination of state and federal law and the New Hampshire Standards for Education of Children with Disabilities. Students will understand the role of collaboration and advocacy in the context of diverse families, schools and communities.
Prerequisites & Notes
Offered: Spring.
Credits: 3
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ED 420 - Student Teaching and Seminar
This course provides the student approximately 14 weeks of full-time school experiences in one or two settings under the supervision and mentoring of state-certified cooperating teachers and college supervisors. Placements are based on the experiences, background, and program of the student and require approval of the program director. Observations and assessments are made by the college supervisors during the placements. Students must successfully demonstrate the appropriate knowledge, skills, and dispositions essential for teaching and learning. Weekly seminars focus on a variety of professional topics designed to prepare students for the profession. Students construct a professional portfolio reflecting on teaching and learning that provides evidence for meeting the New Hampshire Department of Education Teacher certification competencies. Students planning to complete their student teaching meet with their faculty advisor by February 1 for fall and by October 15 for the spring. The Student Teaching Handbook provides the students with further information regarding the competencies and roles and responsibilities.
Prerequisites & Notes
Acceptance into the Professional Educator Preparation Program (PEPP), positive disposition reports, successful completion of all education courses and field experience teaching requirements.
Offered: Fall and spring.
Credits: 12
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ED 421 - Capstone in Education and Community Leadership
During this 14-week capstone internship students will propose, develop, and implement a real world project beneficial to a community organization. During the first eight weeks students will collaborate with a practitioner in the field and a university faculty member to develop and defend the proposal for the project. In the final eight weeks student interns will implement the project in the community organization under the supervision of university faculty member and practitioner. The culminating event for this course is a public presentation at which student interns describe their projects and outcomes. Community organization leaders will be invited to attend.
Prerequisites & Notes
Offered: As needed.
Credits: 6-12
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ED 425 - Directed Study
This course is a student-initiated and planned exploration of an advanced topic in an area of special interest not available in course offerings.
Prerequisites & Notes
Permission of department. Senior and qualified junior or senior majors only. Offered: As needed.
Credits: 3
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ED 495 - Internship I
This internship seminar provides students an opportunity to gain supervised experience related to either a site internship or special project. This course is open to Education degree sophomores, juniors and seniors and students from other majors. Students will complete an internship within an education or community-based setting for 120 hours (three credits) over the course of the semester. Students attend a seminar class to ensure progress, and to discuss their experiences and job opportunities in the field of education.
Credits: 3
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ED 501 - Fundamentals of Research
The process of inquiry for conducting research in the social sciences is presented. Data collection, analysis, and reporting of results for each of the research traditions are examined. Current research literature, designs, and methods appropriate to the student’s own research project are applied. This course should be taken before the fourth course of any program. This is an introductory course in the Psy.D. program.
Prerequisites & Notes
Offered fall, spring & summer.
Credits: 3
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ED 505 - Advanced Psychology of Human Development
This course focuses on a developmental, life-span approach to human psychological growth (i.e., prenatal to death). Developmental and educational theories and stages (psychosexual, cognitive, emotional, moral, psychological) and related stage-crises are examined. Psychological experiences promoting adaptive behavior are emphasized. Students explore their preconceptions relevant to human growth and they synthesize interventions useful in counseling circumstances. This is an introductory course in the Psy.D. program.
Prerequisites & Notes
Offered fall, spring & summer
Credits: 3
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ED 520 - Foundations of Reading
This course provides an in-depth study of the developmental process from emergent to critical reading. Methods of delivering balanced and differentiated reading instruction to diverse learners and non-native English speakers are presented. Students will develop an awareness of the methods for promoting comprehension, phonological awareness, phonics, fluency, and vocabulary. Discussion topics include the theoretical foundations of reading instruction; formative assessment and its role in designing strategic instruction; and program development.
Prerequisites & Notes
Offered fall and/or summer
Credits: 3
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ED 526 - Literacy, Literature and Writing
This course explores the interaction between reading, writing, listening, and speaking with an emphasis on the relationship between reading and writing development from early childhood through elementary years. Students examine process writing, theme-based instruction, integrated instruction, content and informational literacy, and student-centered writing assessments. Literature for children in early childhood and elementary settings will be used to build background knowledge, and to support and enrich the curriculum. 25 hours of tier III field experience are required.
Prerequisites & Notes
Offered spring
Credits: 3
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ED 530 - Assessment of Learning and Reading Disabilities
This course provides an analysis of a variety of formal and informal techniques used in the diagnostic assessment of reading abilities and educational disabilities. Test instruments are demonstrated, administered, analyzed, and discussed. Topics include: concepts of evaluation and measurement; informal and formal assessment of reading abilities including determining instructional reading level, response to intervention testing of academic achievement, and use of curriculum-based measurement for ongoing monitoring of progress and relationship between evaluation material and the IEP. This is an introductory course in the PsyD program. 25 hours of field experience are required.
Prerequisites & Notes
Offered fall.
Credits: 3
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ED 534 - Assessment of Emotional and Behavioral Disabilities
Study of the theoretical, psychological, and societal issues involved in the detection and identification of students with emotional and behavioral disabilities. Formal and informal techniques and instruments used in diagnostic and evaluative assessment including functional assessment and the application of findings to instructional planning and the creation of behavior intervention plans are examined. Targeted approaches designed for students at risk within a positive behavioral interventions and support framework are included. Participants are required to complete hours and conduct assessments of students with emotional and behavioral disabilities in schools, including functional assessment. 25 hours of tier III field experience are required.
Prerequisites & Notes
Offered fall
Credits: 3
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ED 536 - Instruction for Exceptional Students
The course presents philosophical concepts associated with inclusive education for persons with exceptionalities. It examines lived experience and unique individual needs, talents, gifts, and abilities of students with exceptionalities that influence access, accommodation, and learning outcomes of various service delivery models. The historical evolution of educational programs, services and relevant aspects of educational law are discussed.
Prerequisites & Notes
25 hours of tier I field experience are required. Offered: Fall.
Credits: 3
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ED 537 - Curriculum Methods and Assessment
This course focuses on the creation of learning environments that emphasize and meet students’ unique abilities, skills, gifts, and talents. The course emphasizes the centrality of success to students’ educational experience. A review of curricular models with embedded assessment and their relation to teaching and learning are discussed. 25 hours of tier II field experience are required.
Prerequisites & Notes
Offered spring.
Credits: 3
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ED 538 - Cognitive Assessment I
This course trains students in the administration, scoring, and basic interpretation of the Wechsler Intelligence Scales for children and adults. Theoretical constructs are examined. Students are introduced to additional measures of intellectual functioning. Students administer and score at least 12 tests, at least one under supervision, and write at least five reports until administration, scoring, and reporting criteria are met. This is an introductory course in the Psy.D. program. Permission of Instructor required.
Prerequisites & Notes
Offered fall and summer.
Credits: 3
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ED 539 - Information Processing and Cognition
The cognitive, neurological, and behavioral aspects of learning are examined. Knowledge of the brain, cognition, and information processing is the basis for the development of teaching practices, strategies, and approaches that enhance learning. The ways in which forms of cognition and processing of information becomes the basis for a curriculum for all children is highlighted as the key to differentiated instruction. 25 hours of field experience required.
Prerequisites & Notes
Offered spring
Credits: 3
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ED 540 - Curriculum Development
Students learn the basic principles of curriculum, instruction, and assessment. The course focuses on a thorough examination of student learning styles, modes of teaching, computer-assisted instruction, readability, and techniques for identifying, selecting, installing, and evaluating curriculum materials. Students learn how to investigate, identify and use appropriate methodologies to assess the effectiveness of curriculum by reviewing and analyzing student performance data.
Prerequisites & Notes
Offered fall.
Credits: 3
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ED 542 - Leadership in School Administration
In this introductory course in school administration, management and leadership theories are examined through case studies. Overview of the administrator and leadership’s role as a change agent, are discussed relative to personnel relations, fiscal affairs, curriculum development and implementation, staff development, and supervision. The utilization of computers in maintaining student files, scheduling, budgeting, and curriculum is examined.
Prerequisites & Notes
Offered spring.
Credits: 3
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ED 543 - Social Emotional Development and Behavior
This course provides an understanding of the social and emotional components of student development, with an emphasis on strategies, approaches, and methods that support the success of students with emotional and behavioral challenges. Discussions include the utilization of research-based practices to support positive classroom behavior, positive approaches to understanding student feelings and emotions, and the application of effective strategies to deescalate situations that interfere with teaching and learning. Individual and whole class approaches that are helpful to and supportive of all children are emphasized.
Prerequisites & Notes
Offered: Spring
Credits: 3
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ED 568 - Teaching Mathematics (PreK-3)
Students explore research-based content, methods, strategies, and assessments for understanding and teaching mathematics to all children from birth to Grade 3. They design, evaluate, and implement mathematics curriculum based on the NCTM standards and the New Hampshire grade level expectations. The course supports the understanding of the process strands and concept development in prenumber development, number and operations, geometry and measurement, functions, patterns, and algebra, and date, statistics and probability.
Prerequisites & Notes
Twenty-five field experience hours are required.
Offered fall
Credits: 3
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ED 585 - Methods in STEAM and Social Studies K-3
This course provides an integrated learning environment to examine content strands, themes, domains, and their interconnectedness in a global environment. Students examine and implement curriculum State standards and related learning outcomes in the design of an authentic integrated curriculum. Students collaborate to build developmentally appropriate integrated learning experiences that include informational literacy and inquiry.
Prerequisites & Notes
Offered fall.
Credits: 3
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ED 586 - Methods in STEAM and Social Studies 4-8
This course provides an integrated learning environment to examine content strands, themes, and domains, in an interconnected global environment. Students examine and implement curriculum, State standards, and related learning outcomes in the design of an authentic integrated curriculum. Students will collaborate to build integrated learning experiences for the upper elementary grades that include informational literacy and inquiry.
Prerequisites & Notes
Offered spring.
Credits: 3
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ED 588 - Disability Law and Policy
Federal and state laws and policies are examined for their purpose and effect in the evolution, change, and improvement of access, services, and programs for persons with developmental disabilities. The influence of state and federal laws on local school districts, the management of schools, and the improvement of education on behalf of students and parents are analyzed for their effect on teaching and learning. The influence of federal and state interventions and programs for improvement in terms of institutional, community, and family systems are analyzed. Key elements of disability law, including due process, annual assessment, and parental and student involvement in the determination of the least restrictive environment is studied.
Prerequisites & Notes
Offered fall and/or summer
Credits: 3
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ED 589 - Communication and Developmental Delays
This course examines challenges that students face in their communication and interaction with others, as exemplified by students with autism, and students with other developmental delays. The role of language and communication in the lives of students with developmental delays are presented with particular attention to the assessment of developmental milestones. Analyses of communication and interaction patterns are examined to determine strategies, approaches, and methods.
Prerequisites & Notes
Offered fall.
Credits: 3
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ED 597 - ABA I: Assessment and Monitoring of ASD
This course will focus on assessment of autism spectrum disorders, IEP development, and progress monitoring within the classroom setting. Alternate assessments, case management and related roles, and use of technology are explored. 25 hours of tier III field experience are required.
Prerequisites & Notes
Offered spring.
Credits: 3
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ED 598 - Curriculum for Inclusive Education
This course examines how the curriculum within inclusive educational settings becomes the foundation for the delivery of an Individualized Educational Program; curriculum and instructional models that mirror current research-based practices for the teaching and learning for persons with specific exceptionalities provide practical approaches, strategies, and methods with which to differentiate instruction. 25 hours of tier II field experience are required
Prerequisites & Notes
Offered once per year, fall or spring.
Credits: 3
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ED 605 - Professional Development and Evaluation
This course is a review of supervision and evaluation theories and their application in schools and best-practices in staff development and evaluation. Students examine a variety of techniques for implementing effective clinical supervision methods through analysis of videotapes, review of current literature about staff development and staff evaluation, including a field study project that requires application of those techniques in a classroom setting.
Prerequisites & Notes
Offered fall.
Credits: 3
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ED 607 - Educational Finance
Examines the basic principles and problems facing the financing of education. Consideration is given to the basic concepts of economics and their application to public school education at the local, state and federal levels. The impact of the use of computers in financial data management is studied.
Prerequisites & Notes
Offered once per year fall, spring or summer.
Credits: 3
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ED 610 - Basic Human Interaction
This course uses a micro skills training approach to teach students the fundamentals of effective inter-personal communication. Designed for counseling, education, and administration majors, this course emphasizes both a theoretical understanding of the various skills as well as the practices that demonstrate those skills. Students are required to make one videotape of a mock helping session, demonstrating acquisition of skills, which are reviewed individually with the course instructor. This is an introductory course in the PsyD program.
Prerequisites & Notes
Offered every semester
Credits: 3
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ED 611 - Psychotherapy for Children
This course is designed for students who plan to provide therapy/counseling to children and focuses on the principles and skills required of the counselor working with children in educational and mental health settings. The major treatment modalities currently used by counseling professionals are reviewed and demonstrated. Studies provide an understanding of ethical and multicultural perspectives. This is an introductory course in the PsyD program.
Prerequisites & Notes
Offered summer.
Credits: 3
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ED 612 - Professional Issues in School Counseling
This course introduces students to concepts, trends, and skills needed to successfully negotiate the demands of the school counseling internship. Students will be expected to integrate the concepts discussed in this course in order to develop, plan and initiate effective intervention strategies for clients while being mindful of ethical and legal issues and standard best practice standards. Emphasis is placed on the ASCA National Model for School Counseling as well as the NH State Dept. of Education’s Standards for Comprehensive Guidance Programs and Curriculum Frameworks. A case study approach will be used.
Prerequisites & Notes
Offered spring and summer.
Credits: 3
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ED 613 - Collaboration and Intervention
This course presents a variety of scenarios in which the school specialist must act as a coordinator/facilitator among the specialists, parents, teachers, administrators, community counselors, and students. Roles of the various specialists, including school counselors as well as reading and writing specialists are examined. The specialists’ role in consultation and advocacy is emphasized. Topics include effective communication with parents and the development of home-school relationships. Consideration of transition needs of students pursing post-secondary education and employment is also emphasized. This is an elective course in the PsyD program
Prerequisites & Notes
Offered every semester
Credits: 3
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ED 618 - Ethics of Clinical Counseling
This course focuses on professional orientation and ethics of clinical mental health counseling. It addresses the varying ethical, legal and cultural problems confronting the counselor in providing comprehensive mental health services. A broad understanding of professional roles, values and functions, professional trends, and professional credentialing is discussed. This is a foundation course in the PsyD program.
Prerequisites & Notes
Offered spring and summer.
Credits: 3
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ED 620 - Spiritual Dimensions of Counseling
A client’s spiritual beliefs are often the primary factors in a client’s worldview. It is typical for clients to struggle with their spiritual beliefs whenever a belief system they have about the way life “should be” conflicts with their current life experience. This course guides the student to better understand the significance of a client’s spiritual beliefs as they impact the therapeutic alliance and overall healing process. An emphasis is placed on distinguishing spirituality from religion. A focus on both school and clinical settings is stressed. This is an elective course in the PsyD program.
Prerequisites & Notes
Offered summer.
Credits: 3
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ED 623 - Marriage and Family Therapy
This course provides an introduction to the theory and practice of marriage and family therapy. Family systems theory is the primary focus and parent education is reviewed. The course provides an understanding of multicultural issues, and the characteristics and concerns of diverse groups displayed in family dynamics. Attitudes and behaviors associated with developmental life stages, race, religious preference, sexual orientation, ethnicity and culture, and gender are examined to determine appropriate treatment strategies. This is an introductory course in the PsyD program.
Prerequisites & Notes
ED 610
Offered fall.
Credits: 3
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ED 624 - Psychopathology
This course introduces students to the concepts of assessment, diagnosis and treatment of DSM disorders in children, adolescents and adults. A case study approach is employed in order for students to become familiar with the presenting problems that clients encounter in both school and clinical settings. The link between etiology, treatment planning, and intervention based on theory is emphasized. School and clinical strategies are considered. This is an introductory course in the PsyD program.
Prerequisites & Notes
Offered every semester.
Credits: 3
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ED 626 - Positive Psychology
This course, for counselors and educators, begins with an exploration of the history and scientific underpinnings of this recently formed branch of psychology. Students explore the most current research in the area of “optimal human functioning”. Students will also engage in weekly experiential exercises that provide first hand exposure and experience with the most current techniques employed by positive psychologists. Students are asked to reflect on how positive psychology influences and shapes the work they will do as counseling or educational professionals. This is an elective course in the PsyD program.
Prerequisites & Notes
Offered every semester
Credits: 3
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ED 641 - Methods of Teaching Biology/Life Science in Secondary Grades
This course focuses on the basic concepts, principles, and techniques associated with the teaching of biology and life science in secondary grades. Students learn to apply specific methodology for teaching biology and life science, including, laboratory instruction; science literacy; and natural, technological, ethical, and moral dilemmas in the science. Students learn data collection and assessment methods to measure grade 7-12 learning outcomes and student progress. This course is open to biology majors and required of biology education majors. This course emphasizes the understanding and application of research in the design and delivery of curriculum in the content area. 25 hours of field experience in a Biology/Life Science classroom required.
Prerequisites & Notes
Offered every other fall
Credits: 3
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ED 642 - Methods of Teaching English Language Arts in Secondary Grades
This course focuses on the basic concepts, principles, and techniques associated with the teaching of English Language Arts in secondary grades. Particular emphasis is placed on the cultural and personal imperative to read and to write. Reading and writing in the four literary genres for young adults and adults are explored including: informational texts, development of effective assignments, teaching for different purposes, data collection and assessment techniques for grades 5-12, and teaching students with diverse reading and writing abilities. The teaching of speaking, listening, and media literacy are modeled and practiced. This course emphasizes the understanding and application of research in the design and delivery of curriculum in the content area. 25 hours of field experience in an English Language Arts classroom required.
Prerequisites & Notes
Offered every other fall.
Credits: 3
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ED 643 - Methods of Teaching Mathematics in Secondary Grades
This course focuses on the basic concepts, principles, and techniques used in the teaching of mathematics in secondary grades, 5-12.The course will expose students to theoretical and practical frameworks for teaching mathematics; examine factors that influence learning, engage students in the development and presentation of mathematics lessons as well as data collection and evaluative schemes for measuring and monitoring student understanding in grades 5-12.This course emphasizes the understanding and application of research in the design and delivery of curriculum in the content area. 25 hours of field experience in a Mathematics classroom is required.
Prerequisites & Notes
Offered every other fall
Credits: 3
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ED 645 - Methods of Teaching Social Studies in Secondary Grades
This course focuses on the basic concepts, principles, and techniques used in the teaching of Social Studies in middle to secondary grades including the design of standards-based integrated lesson and unit plans, research specific to social studies, and literacy in the Social Studies classroom. Effective data collection and assessment of students in grade 5-12 are modeled in the class and applied in the field experience. This course emphasizes the understanding and application of research in the design and delivery of curriculum in the content area. 25 hours of field experience in Social Studies classroom required.
Prerequisites & Notes
Offered every other fall
Credits: 3
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ED 646 - Internship/Seminar: School Principal
The 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 University 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 at the conclusion of the internship.
Prerequisites & Notes
Offered fall and spring.
Credits: 6
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ED 648 - Internship in School Counseling I
This course provides students with an opportunity to discuss 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 are 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.
Prerequisites & Notes
Offered fall.
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 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
ED 648
Offered spring
Credits: 6
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ED 650 - Internship/Seminar in Clinical Mental Health Counseling I
This 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. The seminar involves case presentations, professional topics, and self-reflection.
Prerequisites & Notes
Offered fall.
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.
Prerequisites & Notes
Offered spring
Credits: 6
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ED 667 - Internship/Seminar in Emotional and Behavioral Disorders
A full semester competency-based internship that includes involvement in planning, implementing, and evaluating instruction for students with emotional and behavioral disorders (EBD) in a school setting and collaborative consultation with professionals and families. Under the supervision of an on-site supervisor with certification in EBD, the intern carries out diagnostic assessments for eligibility, remedial and adaptive instruction, and on-going informal assessment with students. The intern also participates in individual consultations with teachers, mental health providers, and family members and various team meetings including IEP and school-based support team meetings. In the seminar, interns discuss teaching and consulting experiences and synthesize and apply previously learned material. Interns share their experiences in specific areas such as: positive behavioral intervention and supports; use of evaluation data for planning IEPs and providing academic, social, and behavioral instruction; functional assessment techniques and implementation of behavior intervention plans; adaptations and modifications of academic and social curricula, teaching strategies, assessment techniques, and learning environments; collaborating and consulting with professionals and families; and involvement in ongoing procedures for documentation and implementation of state and federal guidelines.
Prerequisites & Notes
Completion of all other course work and experiences.
Credits: 6
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ED 670 - Directed Reading
Open to M.Ed. and M.A. students only, in areas not covered in their program of instruction. Arrangements to be made with the Program Director and Dean
Prerequisites & Notes
Offered as needed.
Credits: 3
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ED 672 - Introduction to Counseling
This course provides an orientation to the field of counseling for students enrolled in the various graduate counseling programs. Students become familiar with the roles and responsibilities of counselors in both clinical and school settings. Legal and ethical issues that arise in the profession are discussed. Special emphasis is placed on the development of the student’s Electronic Portfolio, which is submitted to the Program Director prior to candidacy review, internship, and graduation.
Prerequisites & Notes
Offered summer
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 are explored. Elements designing a career planning program are reviewed. Special emphasis is given to career counseling for specific populations and the Curriculum Frameworks of the New Hampshire Department of Education. This is an introductory course in the PsyD program.
Prerequisites & Notes
Offered every semester.
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.
Prerequisites & Notes
Offered fall and spring
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 forms the foundation for continued success as a teacher.
Prerequisites & Notes
Offered fall and spring.
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 ED696 depending on their prior programs of study.
Prerequisites & Notes
Offered fall and spring.
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 understanding of school psychologists are analyzed. Professional standards as well as ethical and legal issues are discussed within the context of school/clinical events which, 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.
Prerequisites & Notes
Offered summer.
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, and Rorschach). 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 focuses 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.
Prerequisites & Notes
Offered spring.
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 and topics related to assessment in the school setting. This is an introductory course in the PsyD program.
Prerequisites & Notes
Offered summer.
Credits: 3
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ED 715 - Internship Seminar in School Psychology I
This is the first of a 4 semester sequence course, designed for the part-time student in the Ed.S. program, placing the student 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.
Prerequisites & Notes
Offered fall
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. This course focuses exclusively on the Awareness Phase of developing cultural competence. This is an introductory course in the Psy.D. program.
Prerequisites & Notes
Offered every semester.
Credits: 3
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ED 722 - Internship Seminar in School Psychology I
This is the first of a two semester course, designed for the full-time students in the Ed.S program, placing the student 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.
Prerequisites & Notes
Offered fall
Credits: 6
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ED 723 - Internship Seminar in School Psychology II
This is the second of a two semester course, designed for the full-time student in the Ed.S. program and is a continuation of ED 722 . Site placements and seminar attendance extend the student’s focus on learned tools, procedures, and competencies.
Prerequisites & Notes
ED 722
Offered spring
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 method and design conducting research, analyzing data, and drafting the final project.
Prerequisites & Notes
Offered as needed.
Credits: 6
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ED 792 - Initial Practicum I
Students are introduced to foundational and research-informed principles in applied counseling and school psychology. The therapeutic processes encountered in clinical practicum are examined 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. practicum experience for students who have not completed a graduate level internship.
Prerequisites & Notes
Offered every semester.
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. practicum experience for students who have not completed a graduate level internship.
Prerequisites & Notes
Offered every semester.
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. practicum experience for students who have not completed a graduate level internship.
Prerequisites & Notes
Offered every semester
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 804 - Social Bases of Behavior
This course studies the social antecedents of human behavior. The main theories of social psychology are examined in relation to psychology and through a developmental perspective. This is a Psy.D. core curriculum course.
Credits: 2
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ED 806 - Seminar: Psychopathology and Interventions
This course is designed to build on student’s understanding of psychopathology, including diagnosis and theories of etiology from a developmental perspective. This seminar covers most of the major psychiatric diagnoses currently in use. There will be an emphasis on increasing understanding of clinical issues and current research related to arrests in development and maladaptive behavior. Axis II Personality disorders will be emphasized. 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.
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.
Credits: 3
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ED 816 - Evidence Based Treatment: Adults
This is a course that will build on the students 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 or equivalent
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.
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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