Graduate Courses

Developing the professional behaviors necessary to be competent, ethical occupational therapists. Issues related to working in community healthcare arenas are addressed. Preparatory factors for fieldwork are addressed, including interviews for fieldwork placements.

This course provides students with information to transition from academic learning to clinical reasoning in varied fieldwork settings and practice arenas.

Overview of the regulations & requirements for professional practice in the field of communicative sciences & disorders. Topics include the major contemporary issues related to employment as a clinician in various settings, including professional competencies, ethical issues, conflict resolution, decision-making & interdisciplinary collaboration.

An orientation to the profession of counseling & its ethical guidelines & to the specific professional specialization of mental health counseling. The course will include discussion of the history of the field & will address issues such as professional roles, functions, & relationships of counselors with other human service providers, licensure & certification issues, & the role of professional organizations in professional development & identity. The examination of the ethical guidelines of the professions & their application to the specialization of mental health counseling will include attention to processes & model of ethical decision making.

An orientation to the American School Counseling Association & American Counseling Association ethical guidelines & legal issues related to work with children, adolescents, & families. The course will include the role of professional organizations in professional development & identity. Attention to processes & models of ethical decision-making related to various issues including group counseling, child abuse, sexual harassment, bullying GLBT, social justice & advocacy.

This is the fourth in a four-course sequence in which students create, assess and refine their portfolios. Portfolios are web-based and include performance observations, case studies, peer ratings, specialty certification, documentation of professional activities, publications, and presentation summaries. At the end of the program, students present their portfolio to a panel of faculty members. The portfolio must document how the student integrated knowledge and skills learned in the curriculum to his or her specialty practice area.

This is the second in a four-course sequence in which students create, assess and refine their portfolios. Portfolios are web-based and include performance observations, case studies, peer ratings, specialty certification, documentation of professional activities, publications, and presentation summaries. At the end of the program, students present their portfolio to a panel of faculty members. The portfolio must document how the student integrated knowledge and skills learned in the curriculum to his or her specialty practice area.

This is the third in a four-course sequence in which students create, assess and refine their portfolios. Portfolios are web-based and include performance observations, case studies, peer ratings, specialty certification, documentation of professional activities, publications, and presentation summaries. At the end of the program, students present their portfolio to a panel of faculty members. The portfolio must document how the student integrated knowledge and skills learned in the curriculum to his or her specialty practice area.

Research on mathematics teacher practice and development is examined through Issues and problems of curriculum, instruction, and evaluation and are considered in relation to sociological, scientific, political insights and influences.

This course complements the second semester of Student Teaching (MTHED-GE 2922), providing students a professional community of practice for continued learning as their teaching responsibilities increase. The course will focus on specific aspects of planning and intended instruction, enacted teaching, and the impact of teaching. Students will develop practices of deliberate reflection and analysis of their teaching, making explicit connections between their knowledge of theory and practical experiences. There will be an additional focus on pressing local issues in education and education research at the various levels, and their impact on teaching and learning. Students will make sense of these issues and develop informed stances, demonstrating their emerging abilities to do so in connection with their coursework and student teaching experiences in a culminating project.

Advanced theory-research integration seminar. Designed to examine, compare, and evaluate theories and conceptual models applicable to the study of complex organizations. Explorations of the relationships between the conceptualization and the design of research. Emphasis placed on the development by students of theoretical bases for doctoral dissertation research.

Advanced theory-research integration seminar. Designed to examine, compare, and evaluate theories and conceptual models applicable to the study of complex organizations. Explorations of the relationships between the conceptualization and the design of research. Emphasis placed on the development by students of theoretical bases for doctoral dissertation research.

Introduces students to graduate study in educational leadership. Students develop habits of schoarlship while exploring the lived realities of children and their school experiences. This dual focus deepens understanding of educational leadership and practice, e.g., student outcomes and the State learning standards, effects of testing, implications of reform policies.

This course is meant to integrate skills & knowledge acquired during the master’s program to achieve a professional level of competency in several areas: writing for professional journals or websites; developing survey or other instruments for data production; surveying the scholarly literature; writing scholarly abstracts; understanding the processes of self-editing and peer reviewing; & giving polished oral presentations of final writing &/or web-based projects.

Principles & practices of program development & evaluation for professional counselors in various counseling settings. Consideration is given to program development & evaluation of one-to-one, small group, large group (e.g., classroom) & institutional intervention by counselors working in schools & mental health settings.

A seminar, with particular emphasis on discussing & clarifying students, research ideas & in enabling progress towards the second year project proposal. Emphasis on issues such as selecting & formulating a research problem, generating testable hypotheses, understanding the strengths & limitations of students' selected methods & measures, & strategies for writing clear, concise, & compelling research proposals.

The practice of selected projective techniques used frequently in drama therapy, such as puppetry, mask, make-up, and video. Projective techniques are demonstrated in class and examined theoretically. Applications to special and normal populations.

Focus on particular subjects or techniques allows students to broaden the range of their skills and expression. Projects are chosen as a result of both faculty and student interest. Aesthetic and technical experiences that will enable the student to advance their understanding of the limitless possibilities inherent in the ceramic medium. Emphasis will be placed upon a sculptural/nontraditional approach to making objects in clay and will encourage invention, creative risk, and a personal interoperation of subject matter.

Focuses on particular subjects or techniques to allow students to broaden skills and expression. Projects are chosen as a result of both faculty and student interest.