May 18, 2024  
Graduate Catalog 2014 - 2015 
    
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Graduate Catalog 2014 - 2015 [ARCHIVED CATALOG]

Course Descriptions

 

Coun, Admin, Super, Adult
  
  

Counseling
  

  • CNS 501 - Chemical Dependency: Assessment, Treatment, Prevention

    (4 credits)
    Prerequisites: Acceptance in master’s program in counseling or social work. Provides an introduction to the assessment, prevention and treatment of chemical dependency, with emphasis on the application of specific clinical counseling strategies to this specialized problem area. Since substance abuse may underlie or coexist with a variety of other problems, including family violence, mental illness, health issues, etc. the counselor trained in the assessment, prevention, and treatment of chemical dependency will be better able to assess and intervene appropriately.


    Click here for the schedule of courses

  

  • CNS 502 - Pharmacology of Addiction

    (1 credits)
    Prerequisites: Acceptance in master’s program in counseling or social work. Provides an intensive overview of the pharmacokinetics and pharmacodynamics of drugs of abuse focusing on what is known about how particular drugs trigger dysfunctional gene-environment interactions resulting in physical dependence.


    Click here for the schedule of courses

  

  • CNS 503 - Legal & Ethical Issues in Treating Drug Dependence

    (1 credits)
    Prerequisites: Acceptance in master’s program in counseling or social work. Provides an overview of the ethical and legal codes pertaining to addictions, counselors, and drug dependence. This course assumes a general knowledge of ethics in the helping professions as covered in CNS 617 and elaborates on the Ohio Revised Code 4758-8-01 Code of Ethics for chemical dependency counselors.


    Click here for the schedule of courses

  

  • CNS 510 - Early Childhood Development & Mental Health

    (3 credits)
    Prerequisites: Acceptance in ECMH certificate program. This course is designed to enhance the helping professional’s knowledge of child development and factors affecting child development and mental health with a focus on knowledge of young children’s social and emotional development and their relationship to mental health. This includes knowledge of major theories of child development; an understanding about brain development and sensory processing and their role in children’s cognitive, social, and emotional development; knowledge of major developmental milestones; an understanding of bonding and attachment on the development of nurturing relationships; and an understanding of environmental and cultural factors that mediate children’s developmental experiences including what we are learning from the newer field of epigenetics. The knowledge of typical and atypical child development (and their relation to mental health) gained through this course will allow students to plan outcomes using developmentally appropriate strategies, interventions, or environmental adaptations or modifications and accommodations.


    Click here for the schedule of courses

  

  • CNS 511 - Families & Early Childhood

    (3 credits)
    Prerequisites: Acceptance in ECMH certificate program. This course is designed to enhance a student’s understanding of the dynamics of families with young children, including the way the family facilitates attachment and processes relational anxiety. This course will also help the student to be aware of anxiety and depression within the family and how that impacts family dynamics. Finally the course will examine the leading therapeutic interventions that will produce change in both the functioning of the family and the mental health status of the young child.


    Click here for the schedule of courses

  

  • CNS 512 - Early Childhood Assessment

    (3 credits)
    Prerequisites: Acceptance in ECMH certificate program. This course is designed to introduce students to the evaluation and assessment of children from birth to age five. Students will build upon their understanding of normal child development to learn how to determine when there are concerns about the children’s social and emotional development. The impact of the parent-child relationship on the growth, development, and functioning of the child will be understood. The effect of cultural and social diversity on the assessment process will be explored. Specific diagnostic tools will be examined as well as classification systems for early childhood mental health disorders. The necessary steps to refer and link children and families with mental health services will be reviewed.


    Click here for the schedule of courses

  

  • CNS 513 - Techniques & Interventions for Early Childhood Professionals

    (3 credits)
    Prerequisites: Acceptance in ECMH certificate program. A master’s degree in clinical or school counseling for certification in early childhood mental health, an undergraduate degree in teaching, psychology or social work for certification in early childhood mental health, CNS 510, CNS 511, CNS 512. This course is designed to introduce students to the developmental techniques and interventions applicable to helping relationships with children from birth to age five. Students will have experience with treatment planning, intervention and assessment as an ongoing process. This course will also cover play techniques and the use of behavioral assessment in consultation.


    Click here for the schedule of courses

  

  • CNS 514 - Internship in ECMH & Behavioral Consultation

    (4 credits)
    Prerequisites: Acceptance in ECMH certificate program. This course is designed for students to put into practice the knowledge and skills they have acquired in the early childhood mental health and behavioral consultation certification program. Students will complete and log a minimum of 300 supervised hours in either an early childhood mental health setting or in behavioral consultation. Students will work with both a faculty instructor and an on-site supervisor. This is the capstone course of the certification program, and successful completion will be measured by feedback from faculty instructor, site supervisor, and completion of class requirements. Because this class requires work with a special population, students will be held to a high standard of ethical behavior and clinical competence. Any concern about ethical or competent behavior by either instructor or site supervisor will result in a concerned person conference. Results of that conference could include, but are not limited to, a request that the student retake identified courses, retake internship at another time, a suggestion for personal therapy, or the student could be dropped from the program.


    Click here for the schedule of courses

  

  • CNS 604 - Cultural & Social Foundations in Counseling

    (3 credits)
    Provides a foundations background in current social/cultural issues, including multiculturalism, alcohol/drug use and dependency, and issues related to our pluralistic society.


    Click here for the schedule of courses

  

  • CNS 611 - Appraisal Counseling

    (2 credits)
    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.


    Click here for the schedule of courses

  

  • CNS 617 - Ethical and Legal Issues in Counseling

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • CNS 620 - Laboratory in Counseling Techniques

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • CNS 622 - Individual Counseling:Theory & Process

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • CNS 623 - Group Process and Practice

    (3 credits)
    Prerequisite: CNS 620 and 622. 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.


    Click here for the schedule of courses

  

  • CNS 624 - Career Development & Information Services

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • CNS 629 - Clinical Mental Health Counseling

    (3 credits)
    Historical development of the community mental health services movement; analysis of current trends, practices, and issues in mental health service delivery.


    Click here for the schedule of courses

  

  • CNS 632 - Seminar in Counseling (Selected Topics in Counseling)

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


    Click here for the schedule of courses

  

  • CNS 634 - Counseling and Spirituality

    (2 credits)
    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).


    Click here for the schedule of courses

  

  • CNS 650 - Case Conceptualization and Treatment

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • CNS 670 - Counseling Children & Adolescents

    (3 credits)
    Prerequisite: CNS 622 or equivalent. 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.


    Click here for the schedule of courses

  

  • CNS 678 - Foundations of School Counseling

    (3 credits)
    Prerequisites: Admission to counseling program or permission of instructor. 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.


    Click here for the schedule of courses

  

  • CNS 679 - Program Development and Management in School Counseling

    (3 credits)
    Prerequisite: CNS 678. 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.


    Click here for the schedule of courses

  

  • CNS 680 - Counseling Practicum

    (3 credits)
    Prerequisites: Admission in the school or clinical mental health counseling program, and CNS 620, CNS 622, and CNS 617, or equivalents. Offers students filed placements in school or clinical mental health counseling 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.


    Click here for the schedule of courses

  

  • CNS 685 - Internship in School Counseling

    (3 credits)
    Prerequisites: CNS 611, CNS 617, CNS 620, CNS 622, CNS 623, CNS 678, CNS 679, and CNS 680. 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.


    Click here for the schedule of courses

  

  • CNS 686 - Internship in Clinical Mental Health Counseling

    (3 credits)
    Prerequisites: CNS 611, CNS 617, CNS 620, CNS 622, CNS 623, CNS 629, CNS 680, and CNS 706. Supervised field experience in clinical mental health counseling with emphasis on the development of skills in individual counseling. First part of a two-course sequence, offered fall semester only.


    Click here for the schedule of courses

  

  • CNS 687 - Advanced Internship in Clinical Mental Health Counseling

    (3 credits)
    Prerequisite: CNS 611, CNS 617, CNS 620, CNS 622, CNS 623, CNS 629, CNS 680, CNS 686, and CNS 706. Supervised field experience in clinical mental health counseling with emphasis on the development of skills in individual counseling. Second part of a two-course sequence, offered spring semester only.


    Click here for the schedule of courses

  

  • CNS 701 - Assessment for Counselors

    (3 credits)
    Prerequisite: CNS 611 or equivalent. 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.


    Click here for the schedule of courses

  

  • CNS 702 - Individual Intelligence Testing

    (3 credits)
    Prerequisite: Admission into graduate program in counseling and CNS 611. 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.


    Click here for the schedule of courses

  

  • CNS 703 - Personality Assessment for Counselors

    (3 credits)
    Prerequisite: Admission into graduate program in counseling and CNS 611. 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.


    Click here for the schedule of courses

  

  • CNS 706 - Psychopathology and Diagnosis fo Counselors

    (3 credits)
    Prerequisite: CNS 622 or equivalent, or permission of instructor. 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.


    Click here for the schedule of courses

  

  • CNS 709 - Psychopharmacology for Counselors

    (3 credits)
    Prerequisites: CNS 706. 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.


    Click here for the schedule of courses

  

  • CNS 711 - Mentoring, Coaching, and Consulting

    (3 credits)
    Co-requisite: EST 577 . Pre-req: Need to be admitted into the Teacher Leader program. 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.


    Click here for the schedule of courses

  

  • CNS 712 - Theories of Personality & Counseling

    (3 credits)
    Prerequisite: CNS 622 or equivalent. 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.


    Click here for the schedule of courses

  

  • CNS 725 - Advanced Career Development: Theory and Practice

    (4 credits)
    Prerequisites: CNS 624 and current doctoral standing, or permission of instructor. 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 726 - Fundamentals of Supervision and Consultation

    (4 credits)
    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 - Advanced Family Issues in Counseling

    (4 credits)
    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 - Advanced Counseling Theory Seminar

    (4 credits)
    Prerequisites: CNS 622 and CNS 706 or equivalents, or permission of instructor. 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.


    Click here for the schedule of courses

  

  • CNS 732 - Seminar in Leading Interactive Groups

    (3 credits)
    Prerequisites: CNS 622, CNS 623, and permission of instructor. 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.


    Click here for the schedule of courses

  

  • CNS 738 - Family Counseling

    (3 credits)
    Prerequisites: CNS 622 or equivalent. 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.


    Click here for the schedule of courses

  

  • CNS 765 - Professional Issues in Counseling Psychology

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • CNS 780 - Counseling Psychology Doctoral Practicum I: Focus on Interventions

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • CNS 781 - Counseling Psychology Doctoral Practicum II: Focus on Diagnosis and Testing

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • CNS 782 - Predoctoral Internship in Counseling Psychology

    (1-4 credits)
    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.


    Click here for the schedule of courses

  

  • 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.


    Click here for the schedule of courses

  

  • CNS 825 - Advanced Career Development:Theory and Practice

    (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 - Fundamentals of Supervision and Consultation

    (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 - Advanced Family 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 - Advanced 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 - Research & Evaluation in Counseling

    (4 credits)
    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.


    Click here for the schedule of courses

  

  • CPY 663 - Biological Bases of Behavior

    (3 credits)
    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.


    Click here for the schedule of courses


Curriculum & Foundations
  

  • EGT 512 - Nature and Develpment Needs of Learners with Gifts and Talents

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • EGT 513 - Curriculum,Tching Strat & Eval Learners w Gifts & Talents

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • EGT 517 - Creativity, Inquiry & Productive Thinking

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • EGT 518 - Working W Students W Gifts & Talents, Their Families & Other Professionals

    (3 credits)
    Prerequisites: EGT 512 and EGT 513. 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.


    Click here for the schedule of courses

  

  • EGT 519 - Using Computers with Students with Gifts and Talents

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • EGT 580 - Practicum in Gifted and Talented Education

    (4 credits)
    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.


    Click here for the schedule of courses

  

  • EGT 582 - Action Research in Gifted Education

    (2 credits)
    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.


    Click here for the schedule of courses

  

  • ETE 501 - Technology Strand

    (2 credits)
    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.


    Click here for the schedule of courses

  

  • ETE 565 - Technology in the Classroom

    (4 credits)
    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.


    Click here for the schedule of courses

  

  • ETE 566 - Technological Change & Schools

    (4 credits)
    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.


    Click here for the schedule of courses

  

  • ETE 567 - Telecommunications in Education

    (4 credits)
    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.


    Click here for the schedule of courses

  

  • ETE 568 - Educational Web Design

    (4 credits)
    “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.


    Click here for the schedule of courses

  

  • ETE 595 - Seminar in Computer Uses in Ed

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • 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.


    Click here for the schedule of courses


Curriculum & Instruction
  

  • EDB 502 - Psychological Foundations of Education

    (3 credits)
    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.


    Click here for the schedule of courses

  

  • EDB 505 - Teaching and Management in the Secondary School

    (4 credits)
    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.


    Click here for the schedule of courses

  

  • EDB 511 - Seminar on 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)
    Provides in-service teachers with skills and knowledge of conflict education and social and emotional learning necessary for creating constructive learning environments with children, thereby increasing teacher learning and satisfaction, and bolstering teacher retention. The course also introduces ways to teach conflict resolution skills to students. Topics include class meetings, establish classroom norms and rules, active listening, deescalating conflict, bullying intervention, non-verbal communication, and culturally competent practice.


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  • EDB 555 - Women & Education

    (4 credits)
    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 - Statistics for Health and 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. Stemming from a contextualized definition of “data-driven” classroom instruction, the course connects assessment practices and differentiation with identifying appropriate sources of data, analyzing them, and using findings to strengthen classroom dynamics and curriculum negotiations. At the same time, communication strategies are investigated based on the various needs of education stakeholders, so that teachers become “assessment literate” and disseminators of effective teaching and learning data from their respective classrooms.


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  • EDB 575 - Data Based Decision Making and Differentiation

    (3 credits)
    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 - Seminar on Integrating Theory & Practice

    (3 credits)
    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 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)
    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)
    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 The American Past

    (3 credits)
    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 Education

    (3 credits)
    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 & Instruction

    (3 credits)
    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 - Psychology of the Adolescent Learner

    (3 credits)
    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 - Psychology of Learning & Instruction

    (3 credits)
    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 In Education

    (3 credits)
    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)
    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 School & Classroom Discipline

    (3 credits)
    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 - Individual Projects-Comprehensive Examination

    (1 credits)
    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 Curriculum & Foundations

    (4 credits)
    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 701 - Advanced Educational Research

    (4 credits)
    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 - Interpreting Student Performance Data

    (4 credits)
    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 Evaluation & Innovation

    (4 credits)
    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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Dance
  

  • DAN 524 - Somatic Techniques

    (1 credits)
    Study of the methods of somatic training and its application to the moving body. Potential training methods include Pilates Mat Work, an exercise-based system that aims to develop the body’s “center” to create a stable core for efficient and effective movement, and Anusara Yoga, a uniquely integral approach to Hatha Yoga combining clear principals for optimal alignment and balanced energetic action, and Tai Chi. Appropriate for all ages, no dance experience is required. Wear comfortable clothing, and bring a mat or blanket.


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  • DAN 573 - Contemporary Dance Techniques

    (1 credits)
    Course content incorporates material from a variety of sources, ranging from release-based work connecting with the floor to an eclectic series of standing contemporary sequences. Classes explore various elements including a weighted and grounded approach to movement, harnessing the body’s momentum and force, partnering skills and improvisational techniques.


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  • DAN 596 - Independent Study

    (1 credits)
    In depth personal research or practical experience in an area of dance including but not limited to: choreography and creative process, history, performance techniques, and aesthetics. Instructor permission upon approval of proposal.


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  • DAN 598 - Independent Study

    (4 credits)
    In depth personal research or practical experience in an area of dance including but not limited to: choreography and creative process, history, performance techniques, and aesthetics. Instructor permission upon approval of proposal.


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