Graduate Courses

The aim of this advanced graduate seminar is to bring together two fields which are rarely discussed together: postcolonial theory and global media studies. Although postcolonial theory is primarily concerned with issues of race, class, gender and decolonization, it has a deep underlying interest in the role of novels, narrative and visual modes in the process of decolonization. Global media studies, which focuses largely on the recent flow of money, images, peoples and commodities, needs to be critically aware of the ways in which minds, bodies and states throughout the world are still entangled in colonial modes of thought and practice. Bringing these frameworks together can cast new light on power, mediation and coloniality.

Problems in academic theatre: research projects; instructional procedures; creative expression in acting, directing, and writing. Exploration of the uses of drama at all levels of education.

Integration of art education theory and practice in secondary school art classrooms that address the question of the role of art in our democratic society. Developing socially and culturally relevant curricula. Researching and planning appropriate instructional strategies that address student interests and issues, including motivation and classroom management through assessment in order to plan and/or modify students' teaching practices. Through a systematic approach such as action research, students reflect on and analyze their own teaching practices and develop a portfolio of their teaching experience, thereby learning to be reflective practitioners.

This course will first cover Kolgomorov's axioms of probabilities, basics of set theory, discrete combinatorial probability, Bayes' theorem, probability distributions and their properties and assumptions of dependence and independence, followed by the foundational topics of statistics: sampling distributions, the law of large numbers and the central limit theorem. This course will mix theoretical approaches with simulation-based illustrations of these main topics. The student will solve via analytical and simulation based approaches in statistical programming language R.

This lab course focuses on the practical elements of interactive tool development for data analysis, with specific emphasis on Shiny, an R package for building interactive web apps, including dashboards, interactive visualizations, learning modules, and simulation tools. Students learn coding skills, principles and processes of user centered design, and develop their own portfolio of increasingly complex applications. Special emphasis on communicating results from statistical models and on tools designed expressly for learning. Prerequisite: some experience with R.

No Description Available.

This course will introduce the student to active research in the social sciences, emphasizing the connections between the substantive research and appropriate statistical methods. To fulfill the course requirements, students will attend research seminars offered through PRIISM and other departments/centers and engage in discussions in a weekly class. Concurrently, students will gain familiarity with academic papers that use quantitative methodology.

This course will introduce the student to statistical programming and simulation using R. Students will first understand variables, data structures, program flow (e.g., conditional execution, looping) and functional programming, then apply these skills to answer interesting statistical questions involving the comparison of groups. Most statistical analysis will be motivated via simulations, rather than mathematical theory. The course content (programming and data analysis) requires significant outside reading and programming.

Students will learn structured and semi-structured techniques for clinical interviewing to inform diagnosis and treatment recommendations. Under the supervision of the course instructor, students will complete intake assessments with clients in the Center for Counseling and Community Wellbeing, including determining appropriate diagnoses and making clear, specific, and realistic treatment recommendations.

Students apply critical counseling skills learned in previous coursework in a mental health setting with clients. Under the supervision of the course instructor and the onsite supervisor, students work to develop competencies as a professional mental health counselor. Students must complete 100 hours of practical experience (minimum of 40 direct contact hours) and participate in weekly supervision with a licensed mental health professional. Students must have a field site prior to starting the course and all field sites must have departmental approval.

Examination of training models for counselor-client interaction. Students conduct structured training activities with M.A. & undergraduate students under the supervision of faculty from the counseling programs.

This two-semester course is an integral part of the PSI doctoral program. Practicum site experiences involve activities along a continuum of intervention development, implementation, and/or evaluation, and occur in a setting that is action-oriented, not research-oriented. Students engage in required fieldwork relating to activities such as refining a logic model or conducting a needs assessment, collaborating to conceptualize or implement an intervention, planning and facilitating a process or outcome evaluation, or engaging in policy analysis and dissemination.

This two-semester course is an integral part of the PSI doctoral program. Practicum site experiences involve activities along a continuum of intervention development, implementation, and/or evaluation, and occur in a setting that is action-oriented, not research-oriented. Students engage in required fieldwork relating to activities such as refining a logic model or conducting a needs assessment, collaborating to conceptualize or implement an intervention, planning and facilitating a process or outcome evaluation, or engaging in policy analysis and dissemination.

This is a practicum course on models for multi-level growth curve data. This course is a natural sequel to E10.2040 Multi-Level Modeling Growth Curve. Building on the theory and examples developed in that course, students will participate in a guided, larger research project that employs multi-level growth curve models. Students will meet in groups with the instructor in a lab setting to fit, evaluate and describe these models. The final project for the course will consist of a 'results and discussion' section, journal article quality write-up.

Experience in clinical research centers under supervision of experienced clinical researchers of problems concerned with human motion of cardiopulmonary function.

Experience in clinical research centers under supervision of experienced clinical researchers of problems concerned with human motion of cardiopulmonary function.

Students will apply critical counseling skills learned in previous coursework in a K- 12 school setting (elementary, middle or high school). Under the supervision of the course instructor and the onsite supervisor, students will work to apply the ASCA National Model. Students must complete 100 hours of practical experience (minimum of 40 direct contact hours with a K-12 student) and participate in weekly supervision with a certified school counselor. Students must have a field site prior to starting the course, and all field sites must have departmental approval

Focuses on conferencing strategies for assessing and working with an individual's writing processes and problems. Analyzes teaching-learning dialogues in whole-class and tutoring contexts to explore the role of conversation in encouraging the revision process. Includes working with an individual writer.

The seminar reviews the history & scope of higher education & student affairs; studies structure & function of administrative & professional norms & ethics; issues of professional practice & supervision; case studies pertinent to student roles & responsibilities

Helps teachers increase their awareness of the nature of writing and of the contexts and approaches that promote writing abilities. Explores the assessment of student writing processes and performances, the creation and sequencing of writing prompts, and the role of response in the revision process. Encourages a workshop approach to the reaching of writing.