Graduate Courses

Promotes culturally responsive, positive and management of learning environments in support of healthy social emotional and behavioral development for students with disabilities, including preventative and prosocial strategies for supporting students with challenging behaviors. Knowledge/skill development aligned with policy requirements for teacher analysis of group interactions and individual student behaviors and individualized planning. Focus in on strategies for professional collaboration, conflict resolution, and family partnerships.

Explores processes for designing effective learning experiences, bridging theory (cognitive science, psychology, learning sciences) and practice through case studies and a semester‑long challenge project. We cover models from ADDIE to SAM and human‑centered design, examining analysis, design, development, implementation, evaluation phases, and their integration with agile and waterfall methodologies. Students apply frameworks to diverse settings—classrooms, online communities, museums, game worlds—designing environments that enable meaningful learning interactions

This graduate seminar focuses on learning disciplinary concepts & practices, both in & out of formal instructional settings. Most theories of learning presume classrooms as settings for learning, though it is clear that people learn across a variety of places & over their entire lifespan. In this class, we consider how learning is organized within & across varied settings beyond the classroom. These include workplaces, sports or ensemble performance, commercial
& non-profit community centers designed to support youth development, families & home environments, & online spaces. We will think broadly about learning on & off the “grid” of formal schooling, & begin to develop new research on how people learn in & out of school.

In this graduate seminar, students investigate theories of learning that have guided education research, and some that are transforming the field. Students critically examine the development of key theories, explore how theory drives research (and vice versa), and consider the methodological and practical consequences that emerge from theoretical choices. The course provides a foundation in learning theories in education research, and introduces students to practices involving selecting and developing theoretical frames for their own research questions.

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The course looks at legal psychological research and how to improve criminal investigations and judicial decision-making. We look at factors that affect witness statements and how to improve their reliability, child witnesses, and dangerousness assessment of offenders. The course has an inter-disciplinary approach, examining the influence of societal and cultural factors on legal practices. The course ends with a mock trial, based on real case materials, in which students adopt the role of either a psychological expert or a lawyer.

Students begin to integrate academic learning with clinical practice. Students are assigned to two clinical placements during the course of the semester. The first assignment is for 8 consecutive Mondays and the second is for 8 consecutive days. Weekly seminars focus on discussing students’ experiences as well as clinical, ethical, and professional issues such as practicing clinical skills, problem solving, and documentation.

Level I Fieldwork Experience 3 in the spring semester of second year is a continuation of Level I Fieldwork Experience 1 in the fall semester. Students continue to integrate academic learning with clinical practice.

Fieldwork I in the spring semester as a continuation of Fieldwork I in the fall semester. Students integrate academic learning with clinical practice.

This fieldwork course is designed to integrate academic learning with clinical practice. Students are assigned to two clinical placements during the course of the semester. The first assignment is for 8 consecutive Mondays & the second is for 8 consecutive days. Weekly seminars focus on discussing students’ experiences as well as clinical, ethical, & professional issues; & practicing clinical skills, problem solving, & documentation.

Social justice and advocacy are central to the work of the counseling and helping
profession. It is imperative that mental health counselors utilize their voice, power, and privilege to advocate for communities that are negatively impacted by hateful rhetoric. This course provides students with an overview of social justice and advocacy standards, as well as practical tools to advocate for clients in the LGBTQ+ community. In particular, students gain knowledge and practical skills in writing letters of support for LGBTQ+ clients.

This course provides students with opportunities to learn the healthy foundations of
sex, relationships, and community for LGBTQ+ clients. Students develop foundational knowledge, skills, and awareness when addressing sexual health and relationship well-being with LGBTQ+ clients through research and clinical case examples. In particular, students also increase their knowledge of consensual nonmonogamy to help clients form secure relationships with their partner(s).

In-depth knowledge of human development throughout the life cycle. The student will be given the foundation upon which typical and atypical behavior may be compared.

The systematic study of phonological, grammatical, and discourse systems and of principles of language use across languages.

This course examines phonetics, phonology, syntax, sociolinguistics, morphology, and language acquisition. Students explore the phonetics and syntax of their primary language and have the opportunity to research a topic in current linguistic theory.

Explores the ways in which literary works, in whatever media, contribute to the adolescent's sense of himself and his society. Examines a wide range of literary and sub literary representations of the adolescent experience and the equally wide range of the adolescent's expectations, responses, and attitudes toward the literary experience and its relationship to his life.

Survey of principles and practices of formative and standardized literacy assessments. Review of measurement concepts, psychometric principles, and the communication of test results to school personnel, caregivers, and other stakeholders. Practical experience applying a variety of assessments to inform, monitor, and evaluate instruction in classroom, intervention, or special education setting.

This course addresses instructional practices for integrating disciplinary content learning and literacy, fostering conceptual vocabulary development, and utilizing new media technologies. Special attention is provided for meeting the wide-ranging academic and linguistic needs of children in the intermediate grades. Field experiences provide opportunities for application of instructional practices in intermediate classrooms.