Courses at the 500-level

Focus is on human development theories across cultures as they relate to the field of human services and on life cycle stages, the exploration of child, adolescence, and adult issues.
3 credit hours

• Graduate status
• or consent of the department chair

The nature of the counseling process and theories of counseling are considered. Included are techniques of interviewing and an examination of common and special counseling problems in various school and agency settings.
3 credit hours

• Graduate status
• or consent of the department chair

The symptoms, causes, and treatment of developmental, learning, and social-emotional problems of children are covered. Educational classification criteria, services, interventions, and collaboration are reviewed. Observations are required. Offered Fall.
3 credit hours

• graduate status
• or consent of the department chair

Students develop techniques for the effective use of test results in counseling, including statistical and data analysis techniques.
3 credit hours

• Matriculation in a graduate program in counseling or school psychology
• CEP 532
• or consent of the department chair

Counseling theories are explored, including the assessment of individual aptitudes, interests, and abilities. Also examined are occupational information sources and opportunities.
3 credit hours

• CEP 532
• Matriculation in a graduate program in counseling or school psychology
• or consent of the department chair

Students are introduced to the neuroscience perspective of studying human behavior, including the biology of mental illness and the role of psychopharmacology.
3 credit hours

• CEP 532
• Matriculation in a graduate program in counseling or school psychology
• or consent of the department chair

The dynamics of group process, an analysis of current modalities, and the principles and techniques of group counseling are covered. Students participate in a time-limited group.
3 credit hours

• CEP 532
• graduate status
• or consent of the department chair

Counseling experience is offered under supervised laboratory conditions, with emphasis on observation and evaluation in a laboratory-seminar sequence. Video, audio, and process recordings are used.
3 credit hours

• CEP 532
• Matriculation in a graduate program in counseling, or school psychology
• CEP 531

Attention is given to the development of special skills in counseling. Self-analysis is stressed, particularly in consideration of the client-counselor relationship. Students work with clients under controlled supervisory conditions.
3 credit hours

• CEP 538 with minimum grade of B

Attention is given to developing skill in counseling children and youth, while working with clients under controlled supervisory conditions. Supervised school-based experiences are required.
3 credit hours

• CEP 538 with minimum grade of B

Students complete 150 hours of supervised school counseling in a school setting.
3 credit hours

• With minimum grade of B

This is a continuation of Counseling and Educational Psychology 541.
3 credit hours

• with minimum grade of B

This is an introduction to clinical decision making, diagnostic assessment, and treatment planning. Students also learn how to conduct intakes, mental status examinations, and to diagnose various psychiatric conditions.
3 credit hours

• CEP 536
• CEP 538
• or consent of the department chair

Current family counseling theories and methods are introduced. Class instruction includes lectures, demonstrations, and family simulations.
3 credit hours

• CEP 537
• CEP 538

The assessment, treatment, educational approaches, and current research on attention deficit and related behavior disorders are analyzed.
3 credit hours

• CEP 551
• or consent of the department chair

Topics include concurrent mental health issues, the interactive nature between substance use and co-occurring mental health issues, assessment typologies, and treatment implications. (Formerly Rehabilitation of the Chemically Dependent Person.)
3 credit hours

• CEP 536
• CEP 538

Students develop clinical skills to assess, diagnose, and engage chemically dependent individuals in counseling and recovery processes. Interacting mental health issues are explored. (Formerly Treatment of the Chemically Dependent Person.)
3 credit hours

• CEP 546

Building on current concepts and models, students explore and practice intervention procedures to acquire their own preferred style of helping families.
3 credit hours

• CEP 544
• or consent of the department chair

Current theory, research, and applications of behavioral assessment and intervention are reviewed. Emphasis is on behavioral approaches to school-related problems.
3 credit hours

• Prior or concurrent enrollment in CEP 531 and 533

This is a systematic study of students and teachers and their interactions in classroom settings. Emphasis is on understanding typical and exceptional learners. A field component is required.
3 credit hours

• Graduate status
• or consent of the department chair

Nonexperimental, experimental, and single-subject designs are explored, along with the use of inferential statistics. A research proposal relevant to human service settings is also developed.
3 credit hours

• Graduate status
• A measurement and / or research course (CEP 534, PSYC 520, or equivalents)

Effective leadership skills and dispositions are examined. Emphasis is on understanding human learning processes, developing an education vision, and becoming an effective leader. The role of values in leadership is also introduced.
3 credit hours

• Graduate status
• Concurrent enrollment in concurrent enrollment in LEAD 501
• or consent of the department chair

The roles of critical inquiry, research, and evaluation in reflective leadership are explored. A field research project that focuses on school system structures and processes is required.
1 credit hours

• Graduate status
• Concurrent enrollment in concurrent enrollment in LEAD 500,
• or consent of the department chair

Students explore methods of communicating with and influencing decision makers outside the school community to promote equitable access in learning. Emphasis is on building sociopolitical and fiscal resources to support learning.
3 credit hours

• Admission to the M.Ed. in Educational Leadership program
• LEAD 500
• Concurrent enrollment in LEAD 503

Students develop skill in communication, organization, and collaboration in diverse contexts. A fifty-hour field experience in an urban agency, or in a family- or youth-serving agency or school is required. Performance-based assessments are expected.
1 credit hours

• Admission to the M.Ed. in Educational Leadership program
• Concurrent enrollment in LEAD 502

Students develop skills and dispositions needed for instructional and transformational leadership. Emphasis is on articulating an equitable vision for learning through critical reflecation and on advocating data-based decision making and accountability.
4 credit hours

• LEAD 502

Students enact an equitable educational platform for learning characterized by collaborative instructional teams, effective supervision, and systemic monitoring of learning outcomes. The role of information technology is examined.
2 credit hours

• LEAD 504
• Concurrent enrollment in LEAD 511

Policy making and legislation at the local, state, and federal levels to advance learning are reviewed. Emphasis is on creating and managing structures for safe, equitable, and effective learning organizations.
4 credit hours

• LEAD 505

Models, strategies, and research on change and conflict resolution to improve school culture are examined. Emphasis is on the use of problem-framing, outcome monitoring, and data analysis in building capacity.
4 credit hours

• LEAD 506

This course synthesizes the research, examines ethical practice, and promotes individual and group reflective practice for leading change. Accountability through critical inquiry and evidence-based decision making is emphasized.
2 credit hours

• Concurrent enrollment in LEAD 512
• LEAD 507

This initial 150-hour, school-based experience nurtures entry-level competencies in promoting positive school culture and best practice for leading learning. Competency-focused work samples and dispositional assessments are expected.
2 credit hours

• Concurrent enrollment in LEAD 505

This final 150-hour, school-based experience focuses on consolidating entry-level competencies in promoting positive school culture and leading change. Submission of a competency-focused performance-based portfolio is required.
2 credit hours

• Concurrent enrollment in LEAD 508