Jul 19, 2024  
Graduate Catalog 2013 - 2014 
    
Graduate Catalog 2013 - 2014 [ARCHIVED CATALOG]

Course Descriptions


 

Counseling

  
  • CNS 611 - Appraisal Cnslg

    (2 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. An introductory study of the psychological tests most widely used in the fields of school and clinical counseling. Includes an introduction to the practical use of psychological tests as well as material on test construction, validation, reliability, ethics, and testing in a culturally diverse society. Designed to train the counselor as a responsive, reflective professional who is a partner in the counseling process.


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  • CNS 617 - Ethical & Legal Issues Cnsl.

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Introduction to ethical standards for the profession and to the research relevant to ethical behavior of counselors in mental health and school settings. Study of important legal developments related to confidentiality, testing, research, and supervision. Application of ethical and legal standards to complex cases. Examination of emerging ethical issues and models of ethical decision making.


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  • CNS 620 - Lab. Counseling Techniques

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. Prerequisite: Admission to one of the counseling programs. Practicum in individual counseling with a focus on skill development and the establishment of a trusting counseling relationship. Students conduct actual counseling sessions with other class participants. Orientation to the role of the professional counselor in school and non-school settings is included. Must be taken in the first semester of enrollment in the counseling program. Graded on an S/F basis.


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  • CNS 622 - Indiv Counseling

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. Prerequisite: Admission to counseling program or permission of instructor. An overview of the stages of the counseling process and major theories of counseling. Humanistic, psychodynamic, behavioral, and cognitive theories are discussed with attention to research literature and application to diverse populations. Focus is on evaluating the strengths and weaknesses of the theories and building counseling skills through class exercises and role plays.


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  • CNS 623 - Group Process & Practice

    (3 credits)
    Prerequisite(s): CNS 620 or EDE 684 and CNS 622 or EDE 622; non-degree graduate students must obtain departmental permission Overview of group dynamics, leadership, and procedures. Examines the use of interactive groups to reach the goals of a school or agency guidance program. Students may be required to participate in group activities.


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  • CNS 624 - Career Develop

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Intensive study of the psychological and social factors in career development, as well as major theories of career development and how they influence the use of career and educational information in schools and agencies. Includes a review of major assessment tools and computer packages to assist in career decision making. Discussion of the relationship of career to other facets of development.


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  • CNS 629 - Cln Mentl Hlth Cnslg

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Historical development of the community mental health services movement; analysis of current trends, practices, and issues in mental health service delivery.


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  • CNS 632 - Seminar in Counseling

    (3 credits)
    Prerequisite: Permission of instructor. Presentation of counseling innovations; critical examination of theory and/or research. Offered occasionally.


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  • CNS 633 - Women and Mental Health

    (2 credits)
    Provides counselors and other mental health professionals with an understanding of the changing nature of treatment modalities for women in counseling and psychotherapy. Introduces feminist theories of counseling and special topics such as victimization, dual careers, gender discrimination, reproductive issues, and mid-life transition. Offered every other summer (odd years).


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  • CNS 634 - Counseling & Spirituality

    (2 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Provides an overview of the relationship of spirituality to counseling and psychotherapy. Covers the theoretical and applied aspects of integrating spiritual issues into clinical work with clients in both school and agency settings. The course material also includes diagnostic issues, related clinical techniques, and how spirituality is also an aspect of client diversity. Offered in the summer every other year (even years).


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  • CNS 650 - Case Concept & Trtmnt

    (3 credits)
    Prerequisite(s): Admission to the graduate program in counseling and CNS 620 or EDE 684, CNS 622 or EDE 622, and CNS 624 or EDE 624; non-degree graduate students must obtain departmental permission Prerequisites: Admission to the graduate program in counseling and CNS 620, CNS 622, CNS 624. Designed to help counseling students use diagnostic information in planning appropriate counseling interventions with clients. Students become familiar with major treatment modalities and learn to make effective choices among them for individual clients. The role of cultural, social, and individual variables in treatment planning is emphasized. Case studies are utilized frequently.


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  • CNS 665 - Issues in Counseling Psy

    (3 credits)
    Prerequisite(s): Counseling Psychology PhD Prerequisite: Acceptance in Counseling Psychology Program. This course educates first year doctoral students in the requirements and expectations of doctoral study in the counseling psychology specialization. Its primary purposes are to (a) facilitate students’ transition to full time doctoral study in counseling psychology, (b) to introduce students to the discipline of counseling psychology–its history, development, and current status, (c) to acquaint students with contemporary issues affecting research, practice, and training within the discipline, (d) to encourage preliminary independent inquiry into topics of interest within the field, and (e) to educate students on professional ethics for psychologists, the need for standards and accountability, ethical decision-making models, policies and procedures, and responsibility and rehabilitation.


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  • CNS 670 - Cnslg Child & Adol

    (3 credits)
    Prerequisite(s): CNS 622 or EDE 622 or equivalent; must be admitted as a graduate student to be eligible for this course. Major theories and interventions in counseling children and adolescents in schools and community settings. Topics include psychoanalytic, humanistic, play-therapy, behavioral, and cognitive models of counseling children and adolescents, and issues in multicultural counseling for this population.


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  • CNS 678 - Fndtns Sch Cnslg

    (3 credits)
    Prerequisite(s): CNS 622 or EDE 622, CNS 623 or EDE 623 and CNS 624 or EDE 624, or their equivalents; admission to a graduate program in counseling or permission of instructor; non-degree graduate students must obtain departmental permission to register for this course. Survey of history, philosophy, and current trends in school counseling. Role, function, and identity of the school counselor. Developmental approaches to assist students at points of educational and personal transition. Collaborative work and consultation with other school personnel such as teachers, administrators, school social workers, and nurses.


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  • CNS 679 - Prog Devel&Mgmt Sch Cnslg

    (3 credits)
    Prerequisite(s): CNS 678 or EDE 678; must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. Use management, analysis, and presentation of data from school-based information to design a comprehensive developmental school counseling program. Individual, group, and classroom guidance approaches that assist students to be successful addresses career and personal/social concerns. Approaches to peer facilitation as an intervention strategy.


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  • CNS 680 - Counseling Practicum

    (3 credits)
    Prerequisite(s): Admission to graduate program in counseling, and completion of CNS 620 or EDE 684, CNS 622 or EDE 622, CNS 623 or EDE 623, CNS 624 or EDE 624, and CNS 617 or EDE 617 or their equivalents; non-degree graduate students must obtain departmental permission Prerequisites: Admission in the school or community counseling program, and CNS 620, CNS 622, CNS 623, CNS 624, and CNS 617, or equivalents. Offers students filed placements in school or community agencies in which they provide individual and group counseling to clients under the supervision of a qualified professional. Placement requires a minimum of 100 hours on site, 40 of which they provide individual and group counseling to clients under the supervision of a qualified professional. Placement requires a minimum of 100 hours on site, 40 of which must be in direct service to clients. Students also meet on campus for individual and/or group supervision weekly.


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  • CNS 685 - Intern Sch Cnslg

    (3 credits)
    Prerequisite(s): CNS 680 or EDE 680, CNS 679 or EDE 616 and CNS 706 or EDE 731 and CNS 604 or EDE 604; also requires prior submission and approval of application two semesters in advance of placement; non-degree graduate students must obtain departmental permission Supervised field experience in school counseling, development of skills in counseling students, consulting with school personnel, interaction with parents and guardians. Emphasis on the development of individual counseling skills. Application for internship must be submitted two semesters in advance and enrollment must begin in fall semester.


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  • CNS 686 - Intern Comm Agency

    (3 credits)
    Prerequisite(s): CNS 680 or EDE 680, CNS 706 or EDE 731, also requires prior submission and approval of application two semesters in advance of placement; non-degree graduate students must obtain departmental permission Supervised field experience in community counseling with emphasis on the development of skills in individual counseling. First part of a two-course sequence, offered fall semester only.


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  • CNS 687 - Adv Intern Com

    (3 credits)
    Prerequisite(s): CNS 686 or EDE 686; non-degree graduate students must obtain departmental permission Supervised field experience in community counseling with emphasis on the development of skills in individual counseling. Second part of a two-course sequence, offered spring semester only.


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  • CNS 701 - Assessment for Counselors

    (3 credits)
    Prerequisite(s): CNS 611 or EDE 611or equivalent; must be admitted as a graduate student to be eligible for this course. This course further educates students about assessment instruments that can be used as part of the diagnostic and counseling process. Includes content focusing on selection, administration, scoring, and interpretation of several commonly used clinical assessment devices. Students also learn about inherent cultural biases in those instruments and develop skill in incorporation of test data into their counseling.


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  • CNS 702 - Indiv Intel Test

    (3 credits)
    Prerequisite(s): CNS 611 or EDE 611; admission to the graduate program in counseling is required for eligibility; non-degree graduate students must obtain departmental permission to register for this course. Presents the current versions of the Weschler Adult Intelligence Scale and the Weschler Intelligence Scale for Children, and the Adaptive Behavior Scale, the psychological test commonly used to assess individual intelligence and adaptive behavior in mental health settings. Instruction for competent administration, scoring, and reporting of test results is included. Also discussed are the history of intelligence testing, differential diagnosis, issues in use of these measures with culturally diverse populations, and ethical and legal issues.


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  • CNS 703 - Personality Assess

    (3 credits)
    Prerequisite(s): CNS 611 or EDE 611; admission to the graduate program in counseling; non-degree graduate students must obtain departmental permission to register for this course. Reviews the psychological test commonly used to assess individual personality functioning in mental health settings. The role of tests in assessing psychological dysfunction and treating mental and emotional disorders is discussed. Legal and ethical issues and the limitation of personality testing are examined.


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  • CNS 706 - Psychopathology

    (3 credits)
    Prerequisite(s): CNS 622 or EDE 622 or equivalent, or permission of instructor; must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. A review of major categories of psychopathology with emphasis on the behavioral, cognitive, and affective components of human dysfunction. Emphasis on the assessment of psychopathology, research evidence, and controversies about the appropriate role of the diagnosis of mental and emotional disorders in a multicultural society. Introduction to the current diagnostic manual in use in mental health settings. Review of testing concepts and the use of testing in diagnosing psychopathology.


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  • CNS 709 - Psychopharmacology

    (3 credits)
    Prerequisite(s): CNS 706 or EDE 731; must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. Psychological and physiological effects of the five major classes of psychotropic drugs are examined to assist counselors in understanding the ways these drugs affect their clients. Examples of commonly used drugs in mental health settings are included with review of their effects, side effects, and impact on the counseling process. Provides knowledge essential for counselors to understand drug impact and raise informed questions when seeking psychiatric consultation. Special attention is given to medications used to treat disorders of anxiety, depression, and psychosis.


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  • CNS 711 - Mentoring, Coaching, Consult

    (3 credits)
    Prerequisite(s): ADM 686 Co-requisite: EST 577 . Successful mentoring, coaching and consulting depend on the successful creation of a working relationship between mentor and mentee. The purpose of this course is to give teacher leaders the necessary skills to create and maintain a successful working relationship with other teachers individually as well as in a group. The course will draw a clear distinction between mentoring, coaching and supervision. Participants will be able to articulate clearly the ethical importance of confidentiality in a mentoring relationship. Course will focus on the basic interpersonal skills needed for consultation and collaboration, methods of facilitating collaborative meetings, consensus and teambuilding. Essential interpersonal skills include empathy, active listening, and intercultural communication. Participants will practice and receive feedback on their own use of active listening skills and reflect on their own communication style. Participants will practice evaluation of successful/not successful group Participants will read, study and practice research-based effective problem identification and problem-solving methods as a part of learning and practicing essential consultation skills.


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  • CNS 712 - Theories Personality

    (3 credits)
    Prerequisite(s): CNS 622 or EDE 622 or equivalent; must be admitted as a graduate student to be eligible for this course. A systematic and intensive examination of the philosophy, process, and technique of the major theories of personality, including theories of counseling and psychotherapy. Research findings related to these theories also are discussed along with their practical application.


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  • CNS 725 - Adv Career Devel:Theory/Prac

    (4 credits)
    Prerequisite(s): CNS 624 or EDE 624 and current doctoral standing, or permission of instructor; non-degree graduate students must obtain departmental permission to register for this course. Further educates students on career theory, research, and practice. Content focuses on convergence of career theory, integrating theory into practice, current topics in career counseling, special populations, and assessment practices.


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  • CNS 726 - Fund Supervision & Consult

    (4 credits)
    Prerequisite(s): Current doctoral standing or permission of instructor; non-degree graduate students must obtain departmental permission to register for this course. Prerequisite: Current doctoral standing or permission of instructor. Provides students with the theory base and skill background to be effective clinical supervisors or mental health clinicians. Focus on the social context of urban agencies and organizations, and how supervision practice interfaces with the social and political aspects of institutional functioning. Emphasis on contrasting models of supervision and comparison of strategies between models, and how each of those models facilitates supervisee development. There also is a component on effective consultation, through which students acquire the skills necessary to assess an organization’s needs, and help the organization to meet those needs.


    Click here for the schedule of courses

  
  • CNS 727 - Adv Fam Issues Cnslg

    (4 credits)
    Prerequisite(s): Current doctoral standing or permission of instructor; non-degree graduate students must obtain departmental permission to register for this course. Prerequisite: Current doctoral standing or permission of instructor. Prepares students to understand and treat family counseling situations that require an in-depth knowledge of research data relating to family issues in an urban setting, family life cycles, and family systems and their process of change. Challenging cases that family practitioners frequently face in clinical and school situations are discussed. Presentations, readings, and assignments are keyed to issues experienced by class members, especially those that focus on urban populations and their unique needs.


    Click here for the schedule of courses

  
  • CNS 728 - Adv Counseling Theory

    (4 credits)
    Prerequisite(s): CNS 622 or EDE 622 and CNS 706 or EDE 731 or equivalents, or permission of instructor; non-degree graduate students must obtain departmental permission Provides an in-depth study of one theoretical approach to counseling and psyghotherapy. In a discussion, experiential, seminar format, students learn advanced concepts and application of either psychoanalytic/psychodynamic, cognitive behavioral, Gestalt, humanistic, family systems, or contemporary brief therapy models.


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  • CNS 732 - Sem Interact Groups

    (3 credits)
    Prerequisite(s): CNS 622 or EDE 622, CNS 623 or EDE 623, and permission of instructor; non-degree graduate students must obtain departmental permission Group leadership for advanced counselor education students and practicing counselors. Includes at least 30 hours of field placement as a group leader along with class instruction in group-process theory and practice, philosophy of group processes, and practical approaches for implementing group programs in schools and community agencies.


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  • CNS 738 - Family Cnslg

    (3 credits)
    Prerequisite(s): CNS 622 or EDE 622 or equivalent; must be admitted as a graduate student to be eligible for this course. Review of major theories of family development and family counseling with special attention to families in crisis. Examines research data and applications to families in a multicultural society.


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  • CNS 771 - Using the Current Diagnostic and Statistical Manual of Mental Disorders

    (2 credits)
    Prerequisite(s): CNS 706  or equivalent. Includes an understanding of each category of mental disturbance, criteria used to identify specific forms of disturbance, training in differential diagnosis, case studies illustrating different forms of pathology, and discussion of how treatment plans and interventions are linked to specific diagnoses.


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  • CNS 780 - Doctoral Practicum I

    (3 credits)
    Prerequisite(s): Undergraduate students, Nondegree graduates ineligible to enroll in 600/700/800 level graduate courses. Pre-requisites: Admission to Ph.D. Program in counseling psychology and successful completion of the first year of the doctoral program in counseling psychology. This course is a community-based practicum in counseling/psychotherapy designed to help students understand the relationship between diagnosis, therapeutic relationship, treatment planning and treatment intervention. It is a 2-semester sequence aimed at helping trainees develop sound clinical judgment about client needs and skill in developing empirically supported professional relationships and using empirically supported interventions.


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  • CNS 781 - Doctoral Practicum II

    (3 credits)
    Prerequisite(s): Undergraduate students, Nondegree graduates ineligible to enroll in 600/700/800 level graduate courses. Prerequisites: Admission to Ph.D specialization in counseling psychology and successful completion of the second year of doctoral study. The purpose of this practicum is to gain supervised experience assessment and treatment of clients with diagnosable mental and emotional disorders and clients with developmental, career or adjustment issues. Students work with clients in approved sites in the greater Cleveland community. It is designed to help counseling psychologists understand the relationship between diagnosis, testing, and treatment plannning in counseling.


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  • CNS 782 - Predoctoral Intern Cns Psych

    (4 credits)
    Prerequisite(s): Admission to graduate program in counseling and completion of CNS 702 or EDE 777, CNS 703 or EDE 779, and CNS 706 or EDE 731; non-degree graduate students must obtain departmental permission Prerequisites: Admission into graduate program in counseling, and CNS 702, 703, and 706. The purpose of this 220-hour internship is to gain supervised experience in diagnosis of mental and emotional disorders using the DSM or related diagnostic systems and to administer and interpret personality inventories and individual intelligence tests in field settings. It is designed to help counselors understand the relationship between diagnosis, testing, and treatment planning in counseling. Interns are expected to comply with all culturally diverse clients.


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  • CNS 783 - Internship in Counseling

    (3 credits)
    Prerequisites: Admission into UEC program. This course refines the counseling skills of advanced doctoral students through placement in a school or community agency to conduct individual and group counseling under the supervision of an appropriately licensed professional and participation in an on-campus seminar. Students are also expected to gain supervision in diagnosis and assessment of client difficulties and to develop intervention plans. The course also aims at helping students develop the skills they need to work ethically and effectively with diverse client populations.


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  • CNS 825 - Adv Career Devel:Theory/Prac

    (4 credits)
    Prerequisites: EDE 624 and current doctoral standing, or permission of instructor. This course further educates students on career theory, research, and practice. Content focuses on convergence of career theory, integrating theory into practice, current topics in career counseling, special populations, and assessment practices.


    Click here for the schedule of courses

  
  • CNS 826 - Fundml of Supervision/Consultn

    (4 credits)
    Prerequisite: Current doctoral standing or permission of instructor. This course provides students with the theory base and skill background to be effective clinical supervisors or mental health clinicians. Focus on the social context of urban agencies and organizations, and how supervision practice interfaces with the social and political aspects of institutional functioning. Emphasis on contrasting models of supervision and comparison of strategies between models, and how each of those models facilitates supervisee development. There also is a component on effective consultation, through which students acquire the skills necessary to assess an organization’s needs, and help the organization to meet those needs.


    Click here for the schedule of courses

  
  • CNS 827 - Adv Fam Issues in Counseling

    (4 credits)
    Prepares students to understand and treat family counseling situations that require an in-depth knowledge of research data relating to family issues in an urban setting, family life cycles, and family systems and their process of change. Challenging cases that family practitioners frequently face in clinical and school situations are discussed. Presentations, readings, and assignments are keyed to issues experienced by class members, especially those that focus on urban populations and their unique needs.


    Click here for the schedule of courses

  
  • CNS 828 - Adv Counseling Theory

    (4 credits)
    Prerequisites: EDE 622 and EDE 731 or equivalents, or permission of instructor. This course provides an in-depth study of one theoretical approach to counseling and psychotherapy. In a discussion, experiential, seminar format, students learn advanced concepts and applications of either psychoanalytic/psychodynamic, cognitive behavioral, Gestalt, humanistic, family systems, or contemporary brief therapy models.


    Click here for the schedule of courses

  
  • CNS 888 - Rsch & Eval

    (4 credits)
    Prerequisite(s): Admission to the doctoral program; non-degree graduate students must obtain departmental permission to register for this course. A critical analysis of the current research data on the counseling process and outcome, and a review of models for effective evaluation of counseling programs. Acquaints students with the history and current status of counseling research and helps students develop competencies in critically analyzing and designing counseling research and evaluation projects. Discussion of the ethical issues in counseling research also is included.


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  • CPY 663 - Biological Bases of Behavior

    (3 credits)
    Prerequisite(s): Admission to the Counseling Psychology Specialization or permission of the instructor. Provides an introduction to the physiological processes related to behavior, an overview of physiological psychology and the latest relevant research on gene expression. The nervous, sensory, and hormonal systems will be studied in their relationship to psychological phenomenon. The relevance of the material to substance abuse and dependence and  neural correlates of mental/emotional disorders.


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Curriculum & Foundations

  
  • EGT 512 - Nature & Development Needs

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. Study of the multi-dimensionality of giftedness-history, identification, assessment, affective and cognitive characteristics-with an emphasis on the diversity of learners. Topics include gender, ethnicity, race, language, underachievement, socio-economic status, and learners with handicapping conditions.


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  • EGT 513 - Curr,Teaching Strategies/Evaln

    (3 credits)
    Prerequisite(s): EGT 512 and EDB 612, or permission of instructor; must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. Exploration of classroom organization and curriculum modifications to meet the needs of a diverse group of learners with gifts and talents. Programming structures, varied teaching strategies, and multiple evaluation methods are developed.


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  • EGT 517 - Creativity/Inq/Prod Thinking

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. An advanced course for teachers of students with gifts and talents. Examination of the construct of creativity and of curriculum materials and teaching strategies that promote creative thinking and problem solving. An inquiry approach is modeled and examined for classroom implementation.


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  • EGT 518 - Work with Students/Fam/Profess

    (3 credits)
    Prerequisite(s): EGT 512 and EGT 513; must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. Intensive exploration of recent research literature regarding guidance needs and effective practices with students and their families. Also examines collaborative teaching techniques and models for working with other professionals. Special attention is given to the acquisition of productive interview techniques and heightened interpersonal skills for teachers. The special needs of students due to gender, ethnicity, race, language, underachievement, socio-economic status, and handicapping conditions are explored.


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  • EGT 519 - Using Comp with Students

    (3 credits)
    Prerequisite(s): EGT 512 and EGT 513, or permission of instructor; must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. Exploration of a variety of technology-based activities with particular emphasis on their applicability to curriculum for the gifted/talented audience. Topics include common curriculum paradigms in gifted education, as well as explicit, hands-on instruction with computer tools, including specialized peripherals and use of the Internet.


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  • EGT 580 - Prac in Gifted & Talented Edu

    (4 credits)
    Prerequisite(s): EGT 512, EGT 513 and permission of instructor. Specialized field experience in an approved classroom setting for gifted and talented learners, under the supervision of a qualified teacher. Incorporates observation of classes with the planning and implementation of instruction for gifted and talented pupils.


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  • EGT 582 - Action Research in Gifted Ed

    (2 credits)
    Prerequisite(s): Prerequisties:EGT 512,513,517,518,519, EDB 601. Pre- or corequisite EGT 580 This course is the culmination of the Master’s Degree Program in Curriculum and Instruction with a Specialization in Gifted Education. During the course, students will complete a field experience of at least 30 hours working with identified gifted learners. In this setting, they will design and complete an action research project focused on gifted students, gifted curriculum and instruction, and/or gifted policy and practices.


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  • ETE 501 - Technology Strand

    (2 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Introduces students to the basic concepts and skills of computer technologies useful for educational settings and graduate study. An overview of user interfaces, file handling and WebCT on both Macintosh and Windows operating systems is presented. The use of the Internet for information retrieval is discussed and practiced. Internet research issues such as content validity and fair use are considered. Communication via electronic mail and attachments is introduced. Concepts and standard procedures in the use of common word processors, presentation software, graphics and spreadsheets are addressed. Emphasis is placed on APA formatting, presentation communication methods and graphing. Once mastery is achieved among the technology operation topics, students are expected to combine their skills to produce a comprehensive final project demonstrating the use of their skills in an educational context.


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  • ETE 565 - Technology in the Classroom

    (4 credits)
    Prerequisite(s): EDB 601; must be admitted as a graduate student to be eligible for this course. Course is aimed at classroom teachers in all subject areas and at all levels. Provides an overview of and hands-on experience with major instructional uses of technology in the classroom; familiarizes students with current research in the area; and builds a moderate level of competence and confidence in designing instructional applications of technology within a given setting.


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  • ETE 566 - Technological Change & Schools

    (4 credits)
    Prerequisite(s): EDB 601; must be admitted as a graduate student to be eligible for this course. Focuses on technological change in society and its impact on schools. Emphasizes the effective integration of technology into teaching and learning as change occurs. Students investigate major technologies and create the essential components of a school technology plan.


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  • ETE 567 - Telecommunications in Edu

    (4 credits)
    Prerequisite(s): EDB 601; must be admitted as a graduate student to be eligible for this course. Topics include advanced techniques in the use of electronic mail; procedures for searching and retrieving information from the Internet; publishing educational materials via the World Wide Web; procedures for establishing and maintaining microcomputer-based servers; simple videoconferencing; and Internet-based communications methodologies, such as avatars and online shared virtual realities.


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  • ETE 568 - Educational Web Design

    (4 credits)
    Prerequisite(s): EDB 601; must be admitted as a graduate student to be eligible for this course. “Programming” in this context means instructing the computer to conduct complex tasks related to instruction. Focuses on the creation and use of complex macros, hypermedia, and intelligent agents. Programming languages, such as Logo and HTML, are addressed, but are not the primary focus.


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  • ETE 595 - Seminar in Computer Uses in Ed

    (3 credits)
    Prerequisite(s): ETE 565, ETE 566, ETE 567, and ETE 568; must be admitted as a graduate student to be eligible for this course. A culminating experience in the Educational Technology program. Integrates and extends content of other specialization courses; incorporates the use of distance education technologies; requires the creation of a retrospective professional portfolio.


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  • ETE 690 - eLearning Fundamentals

    (3 credits)
    Exploration of applied frameworks for developing web-based instructional activities and online courses. Students learn technologies supportive of eLearning and engage in experiences that develop pedagogically sound instructional materials to be delivered online. Intended for adult educators who have experience teaching in higher education;elementary and middle, and high school teachers; and instructors engaged in training and professional development in the corporate sector.


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Curriculum & Instruction

  
  • EDB 502 - Psy Foundations of Education

    (3 credits)
    Prerequisite(s): check for undergrad in grad course; no cer or pb. Provides prospective teachers with an understanding of the theories and research of human development and learning, and teaching practices based on these theories and research studies. Topics addressed include cognitive, social, emotional, and psychomotor development, individual differences, theories of teaching and learning, inclusion, motivation, instructional strategies, and evaluation. Offered annually.


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  • EDB 505 - Teaching/Mgmt in Secondary Sch

    (4 credits)
    Prerequisite(s): check for undergrad in grad course; no cer or pb. Combines educational theory with actual classroom practice. Students identify and plan appropriate instructional strategies for diverse learners and secondary school contexts and identify appropriate classroom management skills and techniques for secondary students. Students examine a variety of classroom management techniques and develop a disciplinary unit of instruction to implement. Provides students with an opportunity to reflect on their own teaching. Offered annually.


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  • EDB 511 - Seminar Classroom Inquiry

    (3 credits)
    The purpose of this seminar is to introduce pre-service educators to the process of classroom inquiry and reflection, and to extend the skills of in-service educators, through a collaborative action research project. Specifically, the focus is to develop methods consistent with critically reflective practices that support effective teaching and enhance student learning. By employing a systematic process of classroom inquiry, participants will learn how to develop classroom-based research by searching for relevant literature, designing appropriate data collection methods, analyzing, interpreting and reflecting upon the results, and providing a discussion of the findings related to the classroom and teacher practice. In addition, participants will also share the findings with colleagues, submit an article to the online CSU Teacher Research Journal, and will be encouraged tro present the study at a regional conference.


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  • EDB 523 - Conflict Resolution in Teacher Education

    (2 credits)
    The focus of this course is on providing in-service teachers with the knowledge and skills related to conflict resolution that could be directly applied to various classroom settings by emphasizing the balance between social and emotional learning needed to sustain productive learning environments.


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  • EDB 555 - Women & Education

    (4 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Examination of sexist beliefs, attitudes, and values in schools and society, and their effects on the aspirations and autonomy of women; multidisciplinary examination of effects of socialization process on women; consideration of possible school-based remedies to sexism. Women’s Studies course.


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  • EDB 572 - Stats Health&Human Services

    (3 credits)
    An introduction to basic statistical methods. There is an emphasis on calculating, understanding, and interpreting introductory parametric and non-parametric statistical techniques.


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  • EDB 574 - Data-Driven Classroom Instruction

    (3 credits)
    This course is designed to provide teachers in their first years of professional practice with background knowledge and analytical skill sets necessary to make valid use of various data sets in the classroom as a way to improve student learning and teaching on a continuous basis.


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  • EDB 575 - Data Based Decision Making

    (3 credits)
    Prerequisite(s): ADM 686 Pre-requisite: Need to be admitted into the Teacher Leader program. This course will explore the following: data driven decision making as an ongoing process by understanding data sources, what they tell us, how they can be used to generate, support and monitor continuous improvement, and the ins and outs of differentiating instruction as a tool for improving the odds for all students to maximize their classroom experiences and increase their level of achievement thus contributing to overall schoolwide progress and success. Candidates will learn how to use coaching and collaboration models to improve data-driven decision-making and differentiation in schools and classrooms. Candidates will review, study, discuss and apply research on given topics, both in their own classrooms and in collaborative work with colleagues.


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  • EDB 595 - Sem on Integrating Thry/Pract

    (3 credits)
    Prerequisite(s): check for undergrad in grad course; no cer or pb. Exit seminar for initial licensure programs in secondary and middle childhood education. Students complete and present a professional teaching portfolio and action research project.


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  • EDB 601 - Educational Research

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Prerequisite or Co-requisite: ETE 501 . An introduction to quantitative and qualitative methods used in educational research. Emphas on understanding, interpreting, and critiquing research studies. The role of the socio-cultural context is considered. Offered every semester.


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  • EDB 604 - Social Issues & Education

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Focuses on the relationship of crucial issues in society to educational questions. Alternative purposes of education in light of the changing intellectual, social, and technological climate of modern America are considered. Offered every semester.


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  • EDB 606 - Philosophy of Education

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Designed to familiarize students with persisting issues in the philosophy of education by examining selected topics from both a historical and a contemporary perspective. Focuses on relating theories of knowledge and learning to current educational practices, and exploring questions of value in light of various philosophies. Offered annually.


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  • EDB 608 - School/Society in America Past

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Historical examination of changing perceptions of the purpose and nature of education, the relationship of schools to social and economic forces, substance and impact of major school reform movements, experience of minorities in schools, the role of schooling in social mobility, and development of urban schools. Offered annually.


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  • EDB 609 - Comparative/International Edu

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Examines selected foreign educational systems with emphasis on the historical, sociological, philosophical, and cultural influences that have shaped their development. Special attention is given to educational practices and innovations of interest to American educators. Offered annually.


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  • EDB 612 - Curriculum Theory & Instructn

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Overview of theoretical perspectives on the development, organization, implementation, and evaluation of curriculum. Topics include philosophical, social, technological, economic, and political influences on curricular decision making; identification of curricular and instructional aims; the relationship between curriculum theory and instructional methodology; current issues in curriculum reform; issues of diversity and equity; the role of federal and state standards. Offered every semester.


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  • EDB 620 - Psy of the Adolescent Learner

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Emphasis on basic principles of human growth and the development of learners from early to late adolescence; social and school environment and the total school program as it relates to principles of human development; and the implications of research findings in the behavioral sciences.


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  • EDB 628 - Psy of Learning & Instruction

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Development of cognitive-affective processes; review and evaluation of current research in attentional processes, concept formation, motivational behavior, perception, and problem solving.


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  • EDB 651 - Individual Projects Education

    (3 credits)
    Prerequisite(s): Undergraduate students, Nondegree graduates ineligible to enroll in 600/700/800 level graduate courses. Prerequisite: Permission of department chair. Individual study at the graduate level under the supervision of a graduate faculty member.


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  • EDB 671 - History of Minority Education

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Examines the experience of minority groups, including Native Americans, African Americans, European Americans, Asian Americans, and Hispanic Americans, in American education in a historical context.


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  • EDB 675 - Productive Sch/Class Disciplin

    (3 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course. Examines four major theoretical approaches to problems of management and discipline, including 1) behavior management and practices that emerge from theories of operant conditioning; 2) socio-emotional designs based on humanistic theories; 3) group process designs with a basis in social psychology; and 4) group management designs based on research and systematic observation of classroom teachers. Familiarizes teachers with these approaches and improves their skill in applying them in the classroom.


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  • EDB 691 - Ind Proj-Comprehensive Exam

    (1 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. Designed for M.Ed. candidates taking the comprehensive examination who have completed all course requirements. M.Ed. candidates must be registered for one credit to take the examination and to graduate. Offered every semester.


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  • EDB 693 - Special Topics In Curr/Foundtn

    (4 credits)
    Prerequisite(s): Grad course closed to all undergraduate students. Prerequisites: Undergraduate methods course in content area and permission of instructor. Exploration of a special topic through individual and group work under graduate faculty supervision.


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  • EDB 698 - Project

    (3 credits)
    Prerequisite(s): Undergraduate students, Nondegree graduates ineligible to enroll in 600/700/800 level graduate courses. May be repeated for a total of six credits. Registration by permission of advisor.


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  • EDB 699 - Thesis

    (3 credits)
    Prerequisite(s): Undergraduate students, Nondegree graduates ineligible to enroll in 600/700/800 level graduate courses. May be repeated for a total of six credits. Registration by permission of advisor.


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  • EDB 701 - Adv Educational Research

    (4 credits)
    Prerequisite(s): Must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. Continuation and extension of EDB 601. Alternative approaches to educational research, both quantitative and qualitative. Basic principles include sampling, validity, placing self in research, reductionism, hermeneutics, and interpretation. Theoretical assumptions, sources of research questions, data collection and analysis, and rhetoric are addressed.


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  • EDB 704 - Interpret Student Perform Data

    (4 credits)
    Prerequisite(s): EDB 601 An overview of data based decision-making in a K-12 school environment, with particular focus on classroom assessment, Ohio standardized assessment data, and Ohio’s value-added and accountability models. The purpose of this course is to prepare students to develop assessments, interpret data from classroom and standardized assessments, and to use these interpretations to make informed decisions.


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  • EDB 711 - Educational Evaluatn/Innovatn

    (4 credits)
    Prerequisite(s): EDB 601; must be admitted as a graduate student to be eligible for this course; non-degree graduate students must obtain departmental permission to register for this course. Provides knowledge and skills to conduct educational evaluations. Also focuses on research findings concerning the process of innovation and the evaluator’s role in it. Offered once a year.


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