Graduate Courses

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.

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.

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

The course examines and applies training models for clinical interaction with clients. Students conduct structured training activities with MA level students, including teaching and supervision, under the supervision and oversight of clinical/counseling faculty. Models of consultation are reviewed and practiced in class.

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

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.

Covers the areas of long-range planning, application for tax exemption, program budgeting, incorporation, demographics, board and constituency building, staff development, and community development as related to the establishment and viability of performing arts organizations. Students participate in a class project and case studies that integrate administrative, planning, programing development, and marketing skills.

An overview of the professional structure, standards, & practices of the music entertainment industry & its application to record product & individual career development. Case studies are explored.

Models of early intervention. Assumptions about development and learning in the early years. Development of early childhood curricula across developmental domains with modifications appropriate to the individual needs and characteristics of the young child with disabilities. Monitoring and evaluating child and family outcomes.

Theories, principles and techniques of movement in the dance therapy field. Topics include the symbolic aspects of the body; the physiological basis of emotion; movement from a developmental perspective; and cultural differences in movement behavior. The creative process as analogous to the therapeutic process is explored. A lexicon of movement elements is examined as a systematic tool for observation and interpretation. The relationship to education is emphasized.

This course is focused on understanding social science research methods. The course provides the following: 1) an introduction to the relationship between theory and research; 2) a broad introduction to research logics in social sciences; 3) critical awareness about methodological choices and issues when conducting research; and 4) exemplars of various methodological approaches. The course encourages students to become knowledgeable consumers of empirical educational research that is theoretically informed.

Analysis of the underlying principles of the following types of therapeutic exercise: stretching, strengthening; active assistive; active; resistive, using manual resistance pulleys, weights, hydraulics, elastics, robotics, and mechanical or electromechanical devices: neuromuscular relation, inhibition and facilitation; neuromuscular reeducation; motor training or retraining; developmental; activities; breathing exercises, including ventilatory muscle training; aerobics endurance activities, using cycles, treadmills, steppers, pools, manual resistance, pulleys, weights, hydraulics, elastics, robotics, and mechanical or electromechanical devised; aquatics exercises; and conditioning and reconditioning.