Graduate Courses

This course explores the politics of civil conflict, peacebuilding, and the role of education in promoting violence or peace. Specifically it explores the humanitarian efforts of international actors (international organizations, bilateral donors, NGOs), local actors (civil society associations, nationalist and ideological factions), and their influence on education systems during war and emerging peace. Case studies may include Afghanistan, Colombia, Sierra Leone, Pakistan, and West Bank/Gaza.

Explores tools of political and strategy in education, including concepts and theoretical frameworks applicable to the political process; political and governance structures in education, and major issues in educational policy.

The meditation and technological development of vision and its dominance over the human sensorium is integral to the emergence of the modern, including experiences of urbanism, consumer desire, gender/sexual identities, race and ethnicity, trans-cultural image systems, aesthetic production, and the making of power and political truth claims. This seminar will focus on introducing participants to the core theories and analytic methods of visual culture, and the socio-political history of the human sensorium in a variety of disciplines, including ethnography, social history, urban studies, cinema studies, social geography, material culture studies, and media studies.

Students participate in a variety of activities and assignments to help them create and enact their own curriculum, lessons and activities in the space of a 21st century secondary music classroom. Students gain practical experience in learning and teaching contemporary popular music instrumentation including guitar, electric guitar, electric bass, ukulele, drum-kit, keyboard, and other electronic instruments.

Course provides structure for teaching portfolios to demonstrate efficacy in components of the Learning to Teach Framework.

Course provides structure for teaching portfolios to demonstrate efficacy in components of the Learning to Teach Framework.

Course provides structure for teaching portfolios to demonstrate efficacy in components of the Learning to Teach Framework.

Building on innovations in the merging field of positive psychology, this course explores research and theory on factors that represent strengths and virtues and that enhance the human capacity to experience wellness. Particular emphasis is placed on the interplay between culture, context and positive psychological outcomes (e.g., hope, creativity, purpose, wisdom) and on state-of-the-artinterventions that facilitate individual, family, and community efforts to achieve these outcomes.

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.

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

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.

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.