Courses for Non-UB Students - Graduate School of Education Online - University at Buffalo

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Courses for Non-UB Students
Are you looking to take a class or two but not ready to enroll full-time in a degree program? Non-degree courses are a great way for you to earn credit and experience in the classroom. Non-degree study is possible within our four departments and many of the courses are available online.
- Benefits of Non-Degree Study
  You can take courses with the Graduate School of Education even if you’re not pursuing a degree. Non-degree, or non-matriculated, study is a great way to:
  collaborate with our faculty and graduate students
  conduct research
  earn credit toward a future degree
  experience college-level learning environments
  improve your skills or train for employment through professional development
  prepare for college-level or graduate study
Explore Our Courses
Graduate Courses Undergraduate Courses Professional Development
Professional Development for Religious and Independent School Teachers
The University at Buffalo’s Graduate School of Education is pleased to partner with the New York State Department of Education in providing professional development opportunities to teachers in religious and independent schools.
Eligibility
To be eligible, you must currently be teaching in a religious or independent school. Proof of eligibility will be requested at the point of application.
Tuition and Fees
Approved students will have in-state tuition and fees paid for successfully completed courses from the list below.

Available Courses
Courses are presently open to non-UB students who are practicing teachers in religious/independent schools. You can take up to two courses per semester. Course lists are subject to change.

Deadline to apply for winter courses: Dec. 15, 2023 (classes begin Dec. 28)
Course delivery: All courses are offered online
Download winter professional development course list
↓ Counseling, School and Educational Psychology
↓ Educational Leadership and Policy
↓ Information Science
↓ Learning and Instruction
Counseling, School and Educational Psychology
CEP 501 Psychological Foundations of Education
This course is designed to engage students in the field of Educational Psychology and its contributions to classroom teaching and learning. We will explore thinking, learning, relationships, culture, background and experiences and how these relate to teaching and learning. Through lectures, discussions, and interactive exercises, we will explore the dynamic relationship between students, the teacher, and the learning environment. Discussion will focus on both theoretical models and real-world applications, with emphasis on contemporary approaches to stimulating active and reflective learning and the improvement of the quality of education we provide to students.
CEP 504 Introduction to Addiction and Substance Abuse
Introduction to the field of rehabilitation counseling and its application to substance abuse and addiction. Examination of the social, psychological, and biological bases of addiction; exploration of assessment, diagnosis and treatment issues; understanding of the functional limitations of substance addiction especially as they relate to work and independent living. All students complete quizzes, midterm and final examinations. Undergraduates (CEP 404) must read and critique two journal articles relevant to the course content. Graduate students (CEP 504) must write a paper on disability and substance abuse and lead selected group discussions.
CEP 566 Mindfulness Interventions
We will review mindful and yoga-based protocols with a focus on specific techniques and practices. The emphasis will be on the evidence-based, key mechanism of change, and specific activities that therapists and other helping professionals can use in practice. Each evidence-based protocol will be broken down into component parts to allow for a deeper understanding of how the intervention is experienced by clients (e.g. Dialectic Behavioral Therapy, Acceptance and Commitment Therapy, Mindfulness-Based Stress Reduction). Empirical evidence will be explored giving context to the practice. Coursework will include a combination of readings, discussion, and research review. We will integrate applied online lectures, online discussions, student presentations, and active practice with journaling. Students are expected to actively practice skills, participate in class discussions and complete assignments.
CEP 616 Grief Counseling and Issues in Grief & Loss
Grief is the most common and painful experience known to men and women. It affects everyone and at times it affects everyone profoundly. We are born with innate ways of healing from the pain of loss, but our society extinguishes many of these coping mechanisms by adolescence. Unresolved grief is the major reason people seek counseling and a significant cause of health problems, yet it is often unrecognized as a source of the problem. The purpose of this course is to discuss how you can respond in helpful and comforting ways to people who are grieving by understanding your own grief, the nature of grief and healing, and the things that seem to help people who are hurting. This course is more personal than academic, more practical than theoretical, yet focuses on the underlying scientific grieving principles to explain why some things help and other things don't. To help grieving people we need to learn a set of behaviors based on these principles. We also have to unlearn typical ways of responding to people who are hurting. The class is intended to be relatively informal and our time will be spent talking about grief, listening to some tapes, in discussion with questions and answers, and in personal discussion of some of our own experiences. We will focus on counseling grieving people, the aftermath of murder and suicide, crisis interventions in schools, suicide prevention, and the spiritual aspects of death and loss.
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Educational Leadership and Policy
No courses available
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Information Science
No courses available
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Learning and Instruction
No courses available
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Deadline to apply for spring courses: Jan. 15, 2024 (classes begin Jan. 24)
Course delivery: All courses are offered online
Download spring professional development course list
↓ Counseling, School and Educational Psychology
↓ Educational Leadership and Policy
↓ Information Science
↓ Learning and Instruction
Counseling, School and Educational Psychology
CEP 510 Psychometric Theory in Ed
An introduction to basic concepts and methods of measurement as applied to education and psychology. Students are expected to learn the history, theory, and practice of educational and psychological measurement. The focus is on the theory and technology of measurement rather than on the use of particular instruments. Practical and statistical aspects of measurement are discussed and illustrated. Topics covered include reliability, validity, fairness, item analysis, selection/decision analysis, scaling and equating, and computer-based testing.
CEP 523 Statistical Methods: Inference II Lecture & Lab
This course focuses on the applications of linear statistical models. Specifically, estimation and significance tests for a variety of linear models will be covered, including analysis of variance, multiple regression, and analysis of covariance. Students learn how to choose appropriate statistical models for a variety of research designs and how to implement the analyses using a computer package. Analysis and interpretation of simulated and actual data sets occurs both in lecture and in the one-hour-per-week computer laboratory.
CEP 524 Experimental Design
The course introduces the principles and applications of experimental and quasi-experimental research designs in education, behavioral and social sciences. It covers various advanced statistical modeling and data analysis techniques for policy/program evaluation, including regression discontinuity, difference-in-differences, propensity scores, and instrumental variables. Statistical applications are emphasized through hands-on analyses of real datasets as well as reviews of research examples. Prerequisite: one semester of graduate-level statistics course (e.g., CEP 522)
CEP 525 Applied Multivariate Analysis
This course focuses on multivariate analysis of variance (MANOVA), multivariate regression, factor analysis, cluster analysis, and latent variable models (e.g., latent class/profile analysis). Students will learn and apply multivariate statistical methods by using several datasets and R for data analysis exercises. Prerequisite: CEP 523 or equivalent.
CEP 532 Understanding Statistical Research
The purposes of this course are to understand the reasoning and methods upon which quantitative research is conducted and to interpret and critique research studies involving quantitative data. This course is designed for "consumers" of empirical research. Learning will take place through reading about statistics, critiquing journal articles, and participating in class activities and discussions. Although some statistical methods are discussed and practiced, this course would not be sufficient preparation for the completion of a master's thesis or doctoral dissertation.
CEP 541 Human Growth & Development
This course is designed to engage students in a meaningful exploration of human development from prenatal experience through adolescence. The central questions of developmental psychology concerning the nature and sources of development, as well as the importance of the cultural contexts in which development occurs, will be considered throughout. Special attention will also be given to contemporary themes, such as the meaning of childhood, cognitive development and schooling, identity formation, and cultural influences on development. This course is especially useful for professionals who work with children in a variety of settings, such as schools, daycare centers, or child service agencies.
CEP 560 Psych Learng & Instr
The study of educational psychology involves both theory and practice. Focusing upon applying the principles of psychology and research to the practice of teaching, the ultimate goal is the understanding and improvement of learning and instruction. This course will explore how students learn and how that learning varies as a function of the student's context, culture, and development. With a focus on the effective application of psychological concepts and principles in the learning and instructional process, students will develop an understanding of the foundational and contemporary principles that define this field and explore the research in this area.
CEP 586 Assessment in Mental Health Counseling
Students will be exposed to a variety of assessment methods to screen for and evaluate common mental and behavioral health concerns, and address concerns pertaining to administration, scoring, and interpretation of standardized assessment tools appropriate for mental health counseling practice. The course will also review considerations pertaining to psychometrics, diagnostic criteria, practical limitations, and ethics.
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Educational Leadership and Policy
ELP 640 Teacher Leadership for School Improvement
Reg #19530
This course is intended to explore the history and definition of teacher leadership; the types of leadership roles teachers take on in their schools; the types of leadership needed to develop, support and sustain teacher leadership; and the ways in which teacher leadership fosters school improvement. We will explore the historical and changed roles of teachers and leaders, the literature and evidence supporting teacher leadership and its relationship to school improvement, the skills needed for teachers to develop into leaders, the ways in which school administrators can foster and support teacher leaders, and the development of professional learning communities in schools.
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Information Science
LIS 501LEC Special Topics in Information Management: Information Retrieval
Reg. #20307
This course provides an introduction to information retrieval. Students will learn about theories and techniques for automatically processing, storing, and retrieving documents. Topics include indexing data structures and algorithms, retrieval models (geometric, logic-based, and probabilistic), query languages, search user interfaces, methods of system evaluation, and ethical issues, such as bias, censorship, and privacy. Students will apply their knowledge to a number of domains, for example: conversational search, digital libraries, multimedia search, recommender systems, and search engines.
LIS 503LEC Special Topics in information & Library Science: History of the Book
Reg. #22377
This course introduces students to a diverse range of topics and perspectives in the history of the book, expanding beyond the intellectual content of the books into the social, political, and technological forces that shaped the book as a cultural artifact and a physical object. Topics covered will include the early writing and printing systems, literacy and the dissemination of print material, the politics of gathering book materials, the roles of books in religious and social movements, censorship and intellectual freedom, and how digital book formats built on their legacies.
LIS 503LEC Special Topics in Information Technologies: Introduction to Data Science for LIS
Reg. #20661
Data science is a fast-growing field. In this course, students will learn basic concepts, techniques and tools of data science that are more and more important for all information-centric fields. The course will introduce data collection and integration, exploratory data analysis, predictive modeling, descriptive modeling, model interpretation and evaluation. Behaviors, organizations, policies, and society issues around data will also be discussed. The emphasis will be placed on integration and synthesis of concepts and their application to solving problems.
LIS 518LEC Reference Sources and Services
Reg. #16088
This course introduces the knowledge and skills necessary to provide professional information services to diverse users in a broad range of contemporary information environments. The course is designed for students with varying levels of skills and experience for a wide range of information professional career paths. The course covers interaction with users, development of search strategies, and analysis and use of general and specialized reference tools.
LIS 523LEC Information Literacy Instruction
Reg. #19303
LIS 523 introduces principles, theories, and practical applications of user education, including design, delivery, and assessment of information literacy methodologies and resources. Emphasis is given to current and effective teaching practices in a variety of library and information center environments. Information literacy instruction (ILI) is a core public and educational service of libraries, and is an increasingly critical one. It is a vibrant subfield of librarianship, filled with energetic librarians who are passionate about teaching and learning. A great deal of the abundant literature addresses ILI in academic libraries, but those interested in school or public libraries will have the opportunity to tailor their learning in this course for those settings. While this course will be challenging, my hope is that this immersion into ILI will excite and engage you, and show you the possibilities of this aspect of librarianship.
LIS 532LEC Curriculum Role of the Media Specialist
Reg. #13090
This course examines the curricular role of the school's library media program. By means of clinical experiences, students learn from practitioners in a school library in their geographical area. A student-centered approach is used to design information literacy lesson plans and assess student learning outcomes based upon the Common Core Learning Standards (CCLS) and AASL's Standards for the 21st Century Learner as well as other research-based inquiry models. Students engage in an interactive professional community and receive feedback from practitioners and peers. Discussions focus on problem solving, collection development, curriculum design, CCLS, AAPR, and instructional methods.
LIS 535LEC Resources and Services for Young Adults
Reg. #13118
A study of literature and other media produced for young adults. Includes an introduction to adolescent psychology, lifestyles, and interests and how these impact young adults and their reading/viewing habits. Students will learn to evaluate and promote materials according to their various uses, both personal and curricular, and according to the needs of individual young adults.
LIS 560LEC Emerging Technology in Library Studies
Reg. #20606
Library and information professionals are often required to learn and determine how emerging technologies can best be used to meet client needs. This class will guide students in examining technology trends of the 21st century such as mobility, openness, and literacy. Students will examine how emerging technologies promote new ways of thinking about information and productivity. Students will be expected to be familiar with IT and online instruction.
LIS 563LEC Digital Libraries
Reg. #20177
The course examines both theoretical concepts and practical techniques of digital libraries. Topics covered include digitalization, organization, access management, evaluation and preservation in digital libraries, as well as social, economic and legal environments of digital library. Trends into the future of digital libraries will be discussed.
LIS 568LEC Computer Applications in the School Library Media Center
Reg. #18521
This course focuses on state-of-the-art technologies used to enhance productivity, efficiency, and collaboration in teaching information literacy and managing a school library. A student-centered approach is used to employ effective strategies and techniques in the field. An interactive Center professional community is employed as candidates collect feedback from K-12 students and practitioners. Discussions focus on the role of technology, computer applications, and emergent technologies in the context of school libraries.
LIS 569LEC Database Systems
Reg. #18929
Study of microcomputer-based data management techniques and systems, including evaluation of software packages, for the organization, manipulation, and retrieval of information. Examination of relational database techniques such as sorting, searching, indexing, report generation, and data transfer using DBMS command language. Projects include development of a working system.
LIS 571LEC Information Organization
Reg. #16089
Introduces students to the nature and structure of information. It lays the theoretical foundation for understanding and applying a range of concepts and techniques for creating and using traditional, modern, and future information systems, from paper libraries to linked data. It covers the conceptual structures in the organization of data, information, knowledge, language, and text. It introduces major knowledge organization systems and metadata systems and guides students in their practical application in cataloging library and other materials, both paper and digital, and in searching many different information sources. The course emphasizes the importance of user requirements in designing information systems. It has students analyze cultural, linguistic, and gender biases that hinder equity of access.
LIS 581LEC Management of Libraries and Information Agencies
Reg. #22683
Explores management theory and practice applicable to varied information agencies at the supervisory, middle, and top management level through lecture, case studies, problem analysis, role playing, and course assignments. Connection to and sustainability within communities through evidence-based decision-making, planning and advocacy is emphasized. Equal opportunity employment guidelines and diversity in employment and in the people served are discussed.
LIS 585LEC Management of School Library Media Centers
Reg. #12975
This course focuses on the leadership and management of school libraries. Through clinically-based experiences in a school library in their area, students are exposed to a variety of methods used to evaluate the effectiveness of a school library's programs, services, budget, policies and procedures. Students study leadership in the context of advocating for the school library program at the local, state, and national levels. National and state school library standards are used as a framework for understanding the components of an effective, quality school media program.
LIS 587LEC Collection Management
Reg. #17244
Investigates current and traditional approaches to collection development in libraries of all kinds. Topics considered include: philosophic and ethical foundations; strategies for defining community needs and collection goals; formulation of collection development policies; approaches to materials selection and acquisition; collection evaluation; problem materials and censorship; interlibrary cooperation, resource sharing, and document delivery systems; collection maintenance, preservation, and management; and impact of new technologies.
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Learning and Instruction
LAI 512 Readings in Multicultural Literature
This is a literature reading course focusing on diverse voices often excluded in the literature curriculum in U.S. schools. The class will function as a reading group discussing short texts, some of which have become multicultural classics, including literature written by African American, Asian Americans, Latino/a, Native Americans (e.g., Cisneros, Kinkaid, Walker, Wilson, Momaday, Tan, Petry, Alexie). As we respond aesthetically to literary works and share those responses in writing and discussion, we will also examine the ways that individuals and groups make sense of these texts. The course is grounded in cultural, constructivist approaches to literature and will focus, too, on how authors construct texts out of their own sets of experiences in cultural contexts. Students will have some choice in the selection of texts which suit their interests and needs.
LAI 517 Media, Popular Culture, and ELA
This online course is designed to provide teachers with the opportunity to critique popular media in the classroom. Grounded in critical media literacy, socio-cultural theory, and multimodality and new literacy theories, this course takes a thematic arc to the intersection of canonical and popular media texts. We will actively engage in our own personal inquiries around popular media and in viewing and responding to numerous texts. Given the modality of our online collaboration, the form of our responses will take the form of the texts we are studying.
LAI 560 Language Arts Methods
Curriculum, methods, programs and materials for listening, speaking, reading, and writing.
LAI 565 Diverse Children’s Literature
The study of children's literature has grown increasingly important in the past decade due in part to an explosion in this area of publication, as well as to the emphasis in many schools on literature-based instruction. Furthermore, beyond the pedagogical value of learning to read, children's literature is a significant cultural artifact, one that has "power to celebrate, perpetuate, interrogate, subvert, expose, and even openly defy cherished myths and deeply entrenched ideological assumptions" (Butler, Dillard, & Keyser, 1996). In this course we examine historical and contemporary literature for children in order to identify not only the traditional elements of literature and illustrations, but to identify as well the myths and ideological assumptions of authors and illustrators. Topics include the definition and depiction of families, multicultural selections, gender roles, expository text, and visual literacy.
LAI 593 Teaching Foreign Languages Grades 1-6
This course is meant to prepare teachers for language instruction in early grade levels in alignment with research and theory in the field as well as NYS and national standards for language teaching. Upon completion of the course teachers will be able to: (1) articulate various rationales for early world languages study; (2) describe current program models and processes for organizing and implementing early programs; (3) discuss current research findings regarding early language learning; (4) identify the developmental stages of pre-school and elementary age children and create developmentally-appropriate objectives and activities for specific age groups; (5) discuss current trends in world languages methodology and apply these to planning in the early grades classroom; and (6) demonstrate advocacy skills through a simulated new program proposal.
LAI 599 Technology and Curriculum Integration
This class is designed to answer the following questions:
- How can technology be used in the classroom environment?
- How does the incorporation of technology impact classroom management practices, instructional strategies, student motivation, and assessment strategies?
- Will using technology enable students/teachers to do something that they could not do before?
- Will the use of technology enable students/teachers to do something that they could do before but can do better (differently) now?
- How do we answer educators' concerns about its use?
- When is the use of technology an appropriate and effective use of tools?
LAI 800 Characteristics and Needs of Gifted Learners
This course is an overview of the characteristics and needs of gifted learners including: the intersections of giftedness with cultural, linguistic, socioeconomic factors and individual differences; the domains of intellectual, academic, creative, leadership and artistic giftedness; and the social and emotional development of gifted children and teens. Teachers will learn to implement evidence-based strategies, such as developing thinking dispositions and integrating approaches for twice-exceptional students, in order to help unlock potential in gifted students and to support students in learning content, adapting to different environments, developing self-efficacy, and becoming ethical leaders. Prospective teachers will develop culturally responsive collaboration strategies for working with school staff and families.
LAI 801 Differentiated Models and Curriculum for Gifted Learners
This course will examine conceptual foundations and practical applications of service models for gifted learners, including supports needed for integration into various program placements. Teachers will analyze case studies, practice lesson and unit design that reaches each student's instructional level, learn how to become talent scouts in their schools, and explore ways to connect gifted learners to community assets. Attention will be given to analysis of different forms of research-supported curriculum modifications such as curriculum compacting, school-wide enrichment, and metacognitive models.
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Deadline to apply for summer courses: May 20, 2024 (classes begin May 28)
Course delivery: All courses are offered online only
Download summer professional development course list
↓ Counseling, School and Educational Psychology
↓ Educational Leadership and Policy
↓ Information Science
↓ Learning and Instruction
Counseling, School and Educational Psychology
CEP 501 Psychological Foundations of Education
This course is designed to engage students in the field of Educational Psychology and its contributions to classroom teaching and learning. We will explore thinking, learning, relationships, culture, background and experiences and how these relate to teaching and learning. Through lectures, discussions, and interactive exercises, we will explore the dynamic relationship between students, the teacher, and the learning environment. Discussion will focus on both theoretical models and real-world applications, with emphasis on contemporary approaches to stimulating active and reflective learning and the improvement of the quality of education we provide to students.
CEP 503 Tests and Measurements
This course focuses on basic measurement principles, client assessment in the counseling process, and the nature of tests used in rehabilitation and school counseling. First, the course focuses on the history and foundations of tests and measurement, basic testing and assessment concepts, important social and ethical issues in testing, and statistical and psychometric concepts in measurement necessary to interpret and use testing information. Next the course deals with the identification, administration, scoring, interpretation, and usage of tests frequently used in the field. Finally, the course introduces students to program evaluation methodology. Upon completing the course, students will be better able to identify and gather essential client information, interpret test results, understand the limitations of test information, and use test results to assist in planning, monitor the progress of their clients, and evaluate the effectiveness of treatments/service plans.
CEP 504 Introduction to Addiction and Substance Abuse
Introduction to the field of rehabilitation counseling and its application to substance abuse and addiction. Examination of the social, psychological, and biological bases of addiction; exploration of assessment, diagnosis and treatment issues; understanding of the functional limitations of substance addiction especially as they relate to work and independent living. All students complete quizzes, midterm and final examinations. Undergraduates (CEP 404) must read and critique two journal articles relevant to the course content. Graduate students (CEP 504) must write a paper on disability and substance abuse and lead selected group discussions.
CEP 532 Understanding Stat Research
The purposes of this course are to understand the reasoning and methods upon which quantitative research is conducted and to interpret and critique research studies involving quantitative data. This course is designed for "consumers" of empirical research. Learning will take place through reading about statistics, critiquing journal articles, and participating in class activities and discussions. Although some statistical methods are discussed and practiced, this course would not be sufficient preparation for the completion of a master's thesis or doctoral dissertation.
CEP 541 Human Growth & Development
This course is designed to engage students in a meaningful exploration of human development from prenatal experience through adolescence. The central questions of developmental psychology concerning the nature and sources of development, as well as the importance of the cultural contexts in which development occurs, will be considered throughout. Special attention will also be given to contemporary themes, such as the meaning of childhood, cognitive development and schooling, identity formation, and cultural influences on development. This course is especially useful for professionals who work with children in a variety of settings, such as schools, daycare centers, or child service agencies.
CEP 548 Coaching for Wellness & Physiological Integration
This is an online interactive course for graduate students and beyond who seek to integrate a proven effective coaching model of personal change into their helping practice. The model has grown out of a grounded theoretical base and is based on both positive psychology and integrated Eastern practices. The coaching process encourages clients to take empowered action in the present moment and does not focus on pathology, counseling, or the client's distant past. This course is designed to help counselors, lawyers, doctors and others in the helping professions assimilate the best practices of coaching toward personal growth for their clients, patients, as well as into their own lives. Students will learn, practice and discuss the coaching process, develop an empirically based understanding of the effectiveness of these techniques, as well as learn to implement coaching for wellness and physiological integration. Students will learn to guide their patients and clients toward addressing feelings, thoughts and beliefs so that they can take action. Coursework will be a combination of readings, discussions, research reviews and partnered personal coaching toward wellness, and practices that result in physiological integration. Students will be expected to participate in discussions, successfully complete the structured unit assignments as well as to call in for a group and team coaching session once every other week.
CEP 553 Self Care in Service
This course will review the practice of self-care within the context of a service-oriented vocational life. It is appropriate for anyone studying or practicing in the helping professions (e.g., therapists, counselors, psychologists, occupational therapists, social workers, coaches, teachers, and those in the medical field). Responding to the increasing rates of burnout, substance abuse, and exposure-based, secondary trauma in the helping professions, this course is designed to assist the helping professional develop an active practice of self-care. The emphasis will be on the evidence-based, key mechanism of change, and specific activities that therapists and other helping professionals can use, in practice, in order to cultivate a healthy self-care routine. Empirical evidence including strengths and weaknesses within the evidence base will be explored giving context to the practice. Coursework will include a combination of readings (e.g., Parker J. Palmer's Let Your Life Speak: Listening for the Voice of Vocation; John C. Norcross and James D. Guy's Leaving it at the Office: A Guide to Psychotherapists Self-Care), discussion, and research review. The Mindful Self-Care Scale will be used throughout the course as an assessment tool for students as they work to understand and cultivate their own self-care. This course will integrate applied lectures, discussions, student presentations, and active practice with journaling. Students are expected to actively practice skills, participate in class discussions and complete all assignments.
CEP 566 Mindfulness Interventions
We will review mindful and yoga-based protocols with a focus on specific techniques and practices. The emphasis will be on the evidence-based, key mechanism of change, and specific activities that therapists and other helping professionals can use in practice. Each evidence-based protocol will be broken down into component parts to allow for a deeper understanding of how the intervention is experienced by clients (e.g. Dialectic Behavioral Therapy, Acceptance and Commitment Therapy, Mindfulness-Based Stress Reduction). Empirical evidence will be explored giving context to the practice. Coursework will include a combination of readings, discussion, and research review. We will integrate applied online lectures, online discussions, student presentations, and active practice with journaling. Students are expected to actively practice skills, participate in class discussions and complete assignments.
CEP 611 The Mindful Therapist
Mindfulness-based practices have become increasingly integrated in both the prevention of disorder and as supplemental intervention in the treatment of many physical and mental disorders. There is a growing body of research documenting the benefits of yoga, meditation, and relaxation in the treatment of disorders such as depression, anxiety and eating disorders, as well as in the reduction of stress and enhancement of outcomes in physical illness such as cancer and heart disease. As the research grows, there has been a growing understanding of the physiological and psychological mechanisms underlying these positive outcomes. This course is designed to help developing and practicing therapists begin to integrate mindfulness-based techniques into their practice as well as their lives. Students will learn and discuss mindfulness-based practices, develop an empirically-based understanding of the effectiveness of these techniques, as well as learn to implement mindfulness-based practices. Coursework will be a combination of lecture, discussions, research review, and active practice of yoga, meditation, and relaxation techniques. Students will be expected to participate in discussions as well as to participate in yoga, meditation, and relaxation activities during the class session.
CEP 615 Legal/Ethical Counseling
This course will present a contemporary frame of reference for the relevance of ethics and law to the practice of counseling. We will explore the various legal and ethical frameworks supporting the work of the counselor. Through a learning group approach we will combine the theoretical and the practical to develop the knowledge, skills and attitudes relative to these frameworks that are necessary for effective counseling professionals.
CEP 616 Grief Counseling and Issues in Grief & Loss
Grief is the most common and painful experience known to men and women. It affects everyone and at times it affects everyone profoundly. We are born with innate ways of healing from the pain of loss, but our society extinguishes many of these coping mechanisms by adolescence. Unresolved grief is the major reason people seek counseling and a significant cause of health problems, yet it is often unrecognized as source of the problem. The purpose of this course is to discuss how you can respond in helpful and comforting ways to people who are grieving by understanding your own grief, the nature of grief and healing, and the things that seem to help people who are hurting. This course is more personal than academic, more practical than theoretical, yet focuses on the underlying scientific grieving principles to explain why some things help and other things don't. To help grieving people we need to learn a set of behaviors based on these principles. We also have to unlearn typical ways of responding to people who are hurting. The class is intended to be relatively informal and our time will be spent talking about grief, listening to some tapes, in discussion with questions and answers, and in personal discussion of some of our own experiences. We will focus on counseling grieving people, the aftermath of murder and suicide, crisis interventions in schools, suicide prevention, and the spiritual aspects of death and loss.
CEP 680 Career Development
Work in America and basic aspects of vocational counseling; theories of career development and choice; relationship between education or training and work; career counseling in various settings and with diverse populations; special problems (e.g., job satisfaction, displacement, dual-career families, indecision, and indecisiveness, etc.); assessment and information issues; impact and development of interests, abilities, and values.
CEP 683 Vocational Placement Process
The course is designed to introduce students to the theoretical, research, and practical issues relating to the placement of individuals with disabilities into productive roles in society. The content of the course includes vocational theories, vocational and labor market assessment, transitioning from school to work, legal and ethical concerns with regard to relevant disability legislation including The Americans with Disabilities Act of 1990 and The Rehabilitation Act of 1973 - Sections 501, 502, 503, 504, federal and state resources, tax incentives and disincentives, job analysis and development, and practical approaches to job placement, including supported employment, mentoring, apprenticeships, and EAP's. The course is conducted as an interactive seminar. Given the levels of individual knowledge and experience typically brought to the class, students are encouraged to actively contribute through interactive group discussion and sharing of experiences. The course is required of all candidates in rehabilitation counseling majors. It is also offered to other counseling students and may be taken, with permission, by students outside of the department.
CEP 695 Psychopathology Interventions
The course will focus on the fundamentals of psychopathology, diagnosis, and the integration of evidence-based biopsychosocial interventions in professional practice. Students will review the current edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM-5) and consider the benefits and limits of the DSM. An additional emphasis of the class is the application of evidence-based therapeutic interventions.
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Educational Leadership and Policy
ELP 500 Nature of Inquiry
This course provides a broad overview of the nature of inquiry in education, including the major concepts, assumptions, methods and theories used in various forms of educational research. By examining and critiquing examples of different kinds of inquiry, the class should prepare students for the more detailed methodology courses they will take later in their studies. It will also provide them with the basic skills to locate, read and give rudimentary evaluations of a range of research studies.
ELP 630 Leading & Managing People
This course examines past and present theories and research about educational leadership, organization and policy. We will be paying particular attention to schools as social systems; their structure, culture and climate and how power, politics and communication interplay with a school's and/or school district's internal and external environments to impact student learning. We will examine in detail leadership, decision-making, teacher empowerment, employee motivation and school effectiveness in relation to student performance, changing societal contexts and expectations.
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Information Science
LIS 518 Reference Sources and Services
This course introduces the knowledge and skills necessary to provide professional information services to diverse users in a broad range of contemporary information environments. The course is designed for students with varying levels of skills and experience for a wide range of information professional career paths. The course covers interaction with users, development of search strategies, and analysis and use of general and specialized reference tools.
LIS 532 Curriculum Role of the Media Specialist
This course examines the curricular role of the school's library media program. Using clinical experiences, students learn from practitioners in a school library in their geographical area. A student-centered approach is used to design information literacy lesson plans and assess student learning outcomes based upon the Common Core Learning Standards (CCLS) and AASL's Standards for the 21st Century Learner as well as other research-based inquiry models. Students engage in an interactive professional community and receive feedback from practitioners and peers. Discussions focus on problem solving, collection development, curriculum design, CCLS, AAPR and instructional methods.
LIS 534 Resources and Services for Child
A study of children’s literature and other related media applicable to children. Includes an overview of the history of children’s literature, child development, and other factors that affect the selection and evaluation of children’s materials in public and school libraries. Students will learn to evaluate and promote materials according to their various uses, both personal and curricular, and according to the needs of the individual child. Course content is delivered through lectures, readings, class exercises, and authentic learning experiences.
LIS 568 Computer Applications in the School Library Media Center
This course focuses on state-of-the-art technologies used to enhance productivity, efficiency, and collaboration in teaching information literacy and managing a school library. A student-centered approach is used to employ effective strategies and techniques in the field. An interactive Center professional community is employed as candidates collect feedback from K-12 students and practitioners. Discussions focus on the role of technology, computer applications, and emergent technologies in the context of school libraries.
LIS 570 Archival Arrangement and Processing
This course is designed to provide students with theory of arrangement and descriptive practice for archival materials through foundational readings, discussion, and hands-on practice. Each class will address the subjective decisions an archivist makes on a daily basis while adhering to professional values and ethics in areas such as accessioning, creating donor agreements, and providing access to collections. In particular, the course will examine the creation of finding aids, the mode for delivering archival descriptions to patrons. Each class will focus on different aspects of the finding aid as well as methods for creating an encoded finings aid. The class will also include a service learning project; each student will encode a legacy finding aid using Archives Space.
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Learning and Instruction
LAI 514 Adolescent Writing Across the Curriculum
This course begins with an overview of theory and research in cognitive strategies and sociocognitive views of reading, writing, speaking and listening processes. It then describes an approach to the teaching of reading and writing called strategic literacy instruction. The focus throughout is on discovering ways to help struggling readers and writers: students usually referred to as "low performing," "general," or "developmental;" students perceived as learning-disabled, resistant, at-risk or lower-track; students in special education classes or in classes where special students are mainstreamed; or kids who are just plain unmotivated. Evaluation includes a midterm report and a final project concerned with designing strategy-based literacy instruction.
LAI 517 Media, Popular Culture, and ELA
This online course is designed to provide teachers with the opportunity to critique popular media in the classroom. Grounded in critical media literacy, socio-cultural theory, and multimodality and new literacy theories, this course takes a thematic arc to the intersection of canonical and popular media texts. We will actively engage in our own personal inquires around popular media as well viewing and responding to numerous texts. Given the modality of our online collaboration, the form of our responses will take the form of the texts we are studying.
LAI 529 Computers in Early and Primary Education
Information and communication technologies (ICTs) are inundating the daily lives of young children. In this course, we will explore various issues related to ICT and young children's learning and development, and help you develop knowledge and competencies in teaching with ITC in PreKindergarten through Grade 3. Specifically, this course is designed for participants to achieve these four objectives:

1) Understand the debate about appropriateness of ICT for young children and related policy, gender and equity issues
2) Gain understanding of how young children experience ICT in different contexts
3) Explore how young children's ICT experiences affect their physical, social, and cognitive development
4) Practice technology integration into classroom teaching and familiarize with local and online resources related to teaching and learning with ICT, as well as develop basic skills of selecting and evaluating technology and software programs.

The content of this course is organized around these four broad themes and corresponding readings are drawn from research journals, practitioner magazines, web publications, and books. To achieve the four objectives, the participants will engage in a wide range of experiences, from hands-on work with computer programs, to readings and discussions, to actual teaching experiences using computers. Coursework will include collecting local and online resources related teaching with ICT, investigating young children's ICT experiences, evaluating technology or software for young children, and a teaching experiment with ICT.
LAI 549 Childhood Development and Learning
This course introduces child development as a scientific, applied and interdisciplinary field. Participants will gain a fundamental knowledge of the history and theories of child development, examine research on children's physical, cognitive, and social/emotional development, and study diverse paths of child development in different contextual, cultural and social settings. Furthermore, participants will explore the implications of child development research for social, political and educational issues. Finally, in order to connect one's knowledge of child development to practice, each participant will be required to conduct a case study of a child's development in multiple settings. Through the case study, participants will practice observational and interview skills, learn how to interpret and reflect on the results, and provide suggestions to facilitate the child's development and learning.
LAI 551 Childhood Literacy Methods
Instructional theory and practice focusing on teaching, reading and writing in Grades 1-6 emphasizing: teaching literacy with literature; teaching literacy from reader response, critical, and interactive perspectives; and integrating instruction across content areas. Topics dealing with techniques for improving comprehension and word identification, creating a literate environment, creating interest and motivation, and creating authentic forms of assessment and evaluation as part of ongoing instruction are explored.
LAI 552 Middle Childhood/Adolescent Literacy Methods
Instructional theory and practice focusing on literacy in Grades 5-12 emphasizing building literacy in the content areas. Topics dealing with techniques for creating interest and motivation for literacy, study strategies, strategies for building comprehension, constructing meaning, and assessing students' literacy performance are explored.
LAI 574 Teaching the Exceptional Learner in the Regular Education Classroom
The purpose of this course is to aid in understanding diversity by preparing teachers to offer direct and indirect services to students within the full range of disabilities and special health-care needs in inclusive environments. Students will be provided with techniques designed to enhance academic performance, classroom behavior, and social acceptance for students with disabilities and special needs. Students will learn skills enabling them to (1) differentiate and individualize instruction for students with disabilities and special needs, (2) become familiar with instructional and assistive technologies, (3) implement multiple research-validated instructional strategies, (4) formally and informally assess learning of diverse students, (5) manage classroom behavior of students with disabilities and special needs, and (6) collaborate with others and resolve conflicts to educate students with disabilities and special needs.
LAI 576 Literacy and Technology
Examines the connection between technology and the teaching of literacy; integration of technology into literacy curriculum.
LAI 580 Literature for Young Adults
The purpose of Literature for Young Adults is to read, study, and respond to a variety of literature for young adults in a variety of ways. Genres studied include historical fiction, contemporary realistic fiction, autobiography/memoir, short stories, science fiction, and fantasy. Multicultural literature is also studied to examine critical literacy, as well as sociocultural/sociohistorical, stereotypes, and gender. Censorship concerns, issues, and queries, and the influence challenged, banned, or censored books have on pedagogy and learning is examined.
LAI 766 Sel Topics - Composing & Arranging for Music Teachers
This course will focus on teacher-created repertoire, aligned with the pedagogy and process of Gordon and Orff. Teachers will bring rhythmic and melodic ideas from their own curricula that can be arranged and orchestrated for any common media: classroom percussion, voices, winds, concert percussion, strings, and electronic media. Likewise, all genres and styles are appropriate. The process will encourage noodling and improvisation to generate complementary parts. Next, we will use arranging and orchestration techniques to create chamber or large ensemble pieces as teaching vehicles or performance pieces. We will consider ways to mirror this process in the classroom for young people, but the main goal is to nurture the educator-arranger.
LAI 767 Sel Topics - Developing Personal Musicianship for Student Engagement
Guiding musical development and learning in students requires exposure to songs and chants in a variety of tonalities and meters. This course will focus on developing personal musicianship in multiple tonalities and meters, building a repertoire of songs and chants, establishing a vocabulary of tonal and rhythm patterns using solfège and rhythm syllables, and procedures for teaching songs and bass lines by rote. These skills provide the foundation for facilitating aural/oral literacies, creativity, improvisation, and composition skills in students.
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Deadline to apply for fall courses: Aug. 20, 2024 (classes begin Aug. 26)
Course delivery: All courses are offered online
Download fall professional development course list
↓ Counseling, School and Educational Psychology
↓ Educational Leadership and Policy
↓ Information Science
↓ Learning and Instruction
Counseling, School and Educational Psychology
CEP 501 Psychological Foundations of Education
This course is designed to engage students in the field of Educational Psychology and its contributions to classroom teaching and learning. We will explore thinking, learning, relationships, culture, background and experiences and how these relate to teaching and learning. Through lectures, discussions, and interactive exercises, we will explore the dynamic relationship between students, the teacher, and the learning environment. Discussion will focus on both theoretical models and real-world applications, with emphasis on contemporary approaches to stimulating active and reflective learning and the improvement of the quality of education we provide to students.
CEP 506 Intro to Educational Technology
This course is designed to provide students with an introduction to the theoretical bases and practical applications of technology, particularly as used in classrooms. There are several objectives: (1) Assure some basic familiarity with computing technology and its common uses in the classroom; and (2) encourage a perspective toward viewing classroom technologies contextually.
CEP 521 Mental Health Counseling
This introductory course provides an overview of mental health counseling as a profession. The texts and assignments are designed to introduce students to the field. Core topics include: history and current trends of counseling, mental health counselor’s activities and work settings, role of diagnosis and counseling theories, community interventions and outreach, professional issues, and ethics. The eight core areas of the Standards of Practice for CACREP (Council for the Accreditation of Counseling and Related Educational Programs) also will be briefly examined: human growth and development, social and cultural foundations, helping relationships, career development, group work, appraisal, research and program evaluation, and professional ethics. Emphasis on multicultural competence and social justice advocacy as well as awareness of personal characteristics and strengths needed to be an effective counselor are also explored in this class.
CEP 530 Introduction to Meta Analysis
This course targets graduate students who are preparing for their research projects using meta-analysis. This course aims to acquaint graduate students who are preparing for a research project in social, psychological, and/or educational fields with practical knowledge and skills in the applications of meta-analysis. Prerequisite: Permission of instructor or some familiarity with regression analysis
CEP 532 Understanding Stat Research
The purposes of this course are to understand the reasoning and methods upon which quantitative research is conducted and to interpret and critique research studies involving quantitative data. This course is designed for "consumers" of empirical research. Learning will take place through reading about statistics, critiquing journal articles, and participating in class activities and discussions. Although some statistical methods are discussed and practiced, this course would not be sufficient preparation for the completion of a master's thesis or doctoral dissertation.
CEP 541 Human Growth & Development
This course is designed to engage students in a meaningful exploration of human development from prenatal experience through adolescence. The central questions of developmental psychology concerning the nature and sources of development, as well as the importance of the cultural contexts in which development occurs, will be considered throughout. Special attention will also be given to contemporary themes, such as the meaning of childhood, cognitive development and schooling, identity formation, and cultural influences on development. This course is especially useful for professionals who work with children in a variety of settings, such as schools, daycare centers, or child service agencies.
CEP 649 Rehab Foundations
This course will provide a broad overview of the profession of rehabilitation counseling with an emphasis on both theoretical and practical aspects of the field. It also introduces the history, philosophy, ethical and legal basis, principles, service delivery systems and procedures of rehabilitation counseling. It equips future rehabilitation counselors with fundamental knowledge and skills in serving people with disabilities in state-federal (public), non-profit, and private/for-profit rehabilitation sectors as one of the rehabilitation team members.
CEP 653 Foundations of Counseling Theory
The main function of this course is to introduce the major theories of counseling and psychotherapy, their background or history, the theories of personality from which they are derived, and their applications to counseling practice. The course also includes consideration of professional and ethical issues in counseling. In addition to learning about established counseling theories, each student will have the opportunity to develop her/his own counseling theory. Class time will be divided among lecture presentations, viewing of videotapes of various counseling approaches, and small group discussions and activities. As a result of this course you will:
• Be exposed to a variety of ethical and professional issues in counseling and develop positions on some of these issues.
•  Study the ACA and/or APA ethics code(s) and have your own copy of them for future reference.
•  Gain basic understanding of the theory, practice, and application of varied approaches to counseling.
•  Form your own personal theory of counseling.
•  Develop skills in self-evaluation, writing and critical thinking.
•  Notice your own qualities that support and hinder your attempts at being therapeutic for others.
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Educational Leadership and Policy
ELP 636 Educational Organization Diagnosis
In order to develop and sustain effective school organizations, it is important that both formal and informal leaders of a school have the requisite conceptual and technical skills for identifying current or potential problem areas. In this course, we develop an organizational health framework, visit schools to test the framework, and documents the current state of that school through portraiture and related analytics. A final assignment is to apply the process to an organization of the student's choice.
ELP 685 Quantitative Research for School Leaders
The course will take students through the stages of a quantitative research project, including developing and testing hypotheses, exploring data, presenting results, and thinking through significance and implications, all with the goal of understanding how statistics can be used as a problem-solving tool in schools and districts. The purpose of this course is to train school leaders to properly analyze data, use statistical software, and be critical consumers of research, so as to understand and address issues of concerns in their local contexts. This course covers descriptive and inferential statistics. Students will learn to identify the type of data, select appropriate statistic and graphical methods, analyze data, and interpret the results. Specific methods include t-tests, correlations, simple linear regressions, and multiple regressions. Students will learn how to use Excel to execute these tasks.
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Information Science
LIS 500 Information Visualization
This course provides an introduction to the art and science of information visualization. You will gain familiarity with a range of visualization techniques for communicating relational, spatial, temporal, and other data. Through hands-on practice, you will learn to apply principles from visual arts, psychology, and statistics to the design and evaluation of information visualizations.
LIS 503 Archives & Records: Practice/Principals
This course is a survey of the principles and practices of archives and records management. It will address the decisions archivists and records managers make while adhering to professional standards, values and ethics. We will discuss how the fields of archives and records management complement each other, how they differ, and how they function within the larger field of information science and with allied professions. We will also address how archival practice informs and is informed by society, emphasizing the history and development of records and recordkeeping systems and the institutions and communities responsible for them. Through lectures, foundational readings, discussion, independent research, and hands-on practice, students will learn how archivists and records managers apply complex theoretical concepts in their work to preserve and provide access to materials.
LIS 503 Equity, Diversity, Justice, and Inclusion in LIS
This course focuses on issues of diversity, equity, and inclusion in librarianship and information science. Through discussion, research, and self-reflection, students will develop their cultural competence; critically examine information work through discussion of race and power and social justice; and explore the role of information professionals as allies, advocates, and co-conspirators.
LIS 503 History and Role of Libraries as Social Actors
This course covers the development of libraries and the roles these institutions play within their service communities. Increasingly, libraries of all kinds have come to play a social role as social actors, change agents, and as “places”, both physical and virtual, that enable to development of social capital. This course examines the development of libraries, information & communication technologies (ICTs), and the role of information access in the many societal “revolutions” of human history, with emphasis on the societal impact of library growth in the United States. Current trends and problems are also examined from a societal and historical perspective.
LIS 514 Conceptualization & Representation of Information
Covers principles and practical methods of document representation such as abstracting, indexing, and thesaurus construction. Topics include pre- and post- coordinate indexing, concept analysis, and vocabulary control. Student work focuses on construction and evaluation of indexes and thesauri. Examines the effects of indexing practices on information storage and retrieval and the impact and implications of advancing technologies.
LIS 531 Marketing of Information Services
Covers research, public relations and the design and use of services. Theoretical, practical and research results from organization-centered and community-centered perspectives will be examined and applied. Field observations, productions and analysis will be used extensively.
LIS 534 Resources & Services for Children
A study of children’s literature and other related media applicable to children. Includes an overview of the history of children’s literature, child development, and other factors that affect the selection and evaluation of children’s materials in public and school libraries. Students will learn to evaluate and promote materials according to their various uses, both personal and curricular, and according to the needs of the individual child. Course content is delivered through lectures, readings, class exercises, and authentic learning experiences.
LIS 535 Resources and Services for Young Adults
A study of literature and other media produced for young adults. Includes an introduction to adolescent psychology, lifestyles, and interests and how these impact young adults and their reading/viewing habits. Students will learn to evaluate and promote materials according to their various uses, both personal and curricular, and according to the needs of individual young adults.
LIS 538 Pedagogy for School Librarians
A study of pedagogical practices and concepts that underpin successful student learning. Course content and activities will address the domain areas of planning and preparation, the classroom environment, instruction, and professional responsibilities. Teaching strategies and learning theories in the context of the library media center in the school setting (LMC) are addressed.
LIS 560 Emerging Technologies
Library and information professionals are often required to learn and determine how emerging technologies can best be used to meet client needs. This class will guide students in examining technology trends of the 21st century such as mobility, openness, and literacy. Students will examine how emerging technologies promote new ways of thinking about information and productivity. Students will be expected to be familiar with IT and online instruction.
LIS 564 Web Development
Introduces the principles, techniques, technologies, and tools of front-end Web design and development with an emphasis on hands-on experience. Topics include the Web architecture, Web design guidelines and evaluation, HTML, CSS, client-side programming, and Web content management. Students will gain basic knowledge and skills of designing, developing, and evaluating small to medium sized Web sites.
LIS 577 Scholarly Communication
This course explores the significant changes occurring in the digital research environment and the resulting evolution of how scholarly information is communicated. Particular emphasis is given to understanding how libraries and information organizations need to understand and manage these changes. The course examines contemporary issues like commercial publisher exploitation, the tenure system, the peer review system, copyright, open access, open educational resources, digital repositories, large data sets, bibliometrics, altimetric, bibliographic management, and the burgeoning importance of scholarly communication professionals. Web-based scholarly collaboration and communication tools are explored, and the concept of scholarly communication as a genre is discussed.
LIS 580 Information Policy
An examination of freedom as it relates to human thought and communication and the effect on library and information resources and services. The effects of censorship, pressure tactics, cultural pluralism, personal bias and the effect on unrestricted access to materials. Professional librarian and information specialist concerns are examined and practical applications of principle are discussed.
LIS 588 Music Librarianship
Beginning with an overview of the history and literature of music librarianship and music libraries, the course addresses the materials of the music library: their selection, acquisition, and physical treatment. Emphasis is placed on the cataloging, classification, and subject analysis of music, books about music, sound recordings, and related formats. Emerging formats and bibliographic relationships also are explored. An examination of public services in the music library addresses reference, bibliographic instruction, circulation policies, reserves, and outreach such as exhibits and concert series. Music library equipment, renovation, and space planning are discussed the context of facilities. Considerations of music library administration included the music library's relationship to a larger institution, budgets and statistics, personnel, and development. Careers in music librarianship and opportunities for professional development are also explored.
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Learning and Instruction
LAI 508 Educational Uses of Internet
This class is an exploration of ways the Internet can be utilized in instructional settings. Beyond acquiring hands-on experience with Web searching, using Web-based tools, and developing Web-based modules, we will investigate related technical, pedagogical, cultural, and social issues, to clarify what the Internet means in the context of educational experiences: How might teaching and learning practices change with Internet uses? What is needed for successful experiences using the Internet in education? What new concerns does the Internet bring? How does the Internet relate to the cultural context of the classroom and the cultural background of teacher and learner?
LAI 519 Research in Writing
This course explores research in writing and the teaching of writing. The course examines research methods and findings from selected studies. Our objectives are to build an understanding of scholarly inquiry in written composition, especially in the area of cognition and writing, to develop an understanding of some of the theoretical foundations scholars bring to writing research, and to explore how pedagogical knowledge may be generated from such scholarship.
LAI 537 Language Diversity & Literacy
Most educators agree that basic grammar and usage should be taught in some shape or form, what specifically do students need to know? Why and for what purposes? How does the notion of linguistic correctness fit into the intelligent teaching of reading and writing? How does grammar teaching fit into standards and standards-based assessment, and how does it mesh with issues in multicultural education and urban schooling? Finally, what, realistically, can we expect to gain from the time we spend teaching language and usage? To answer these questions, this course offers a view of language diversity and literacy based in sociocultural and sociolinguistic theories of literacy learning. The course pays special attention to what sociocultural approaches tell us about the ongoing debate over the teaching of grammar and usage. It discusses the language and literacy-learning strategies students bring from home and how these strategies can be used for facilitating the learning of academic writing, grammar, and usage. The practical side of the discussions and readings focuses on two separate issues: what teachers should know about grammar, usage, style, and mechanics; and what, how, and why teachers should teach grammar, usage, style, and mechanics.
LAI 676 Pedagogy of Programming
This course teaches beginners the fundamentals of computer programming while using that learning experience as a context for developing K-12 pedagogical content knowledge of how programming is most effectively taught and learned. The course is for future CS teachers or future teachers interested in interdisciplinary CS as well as graduate students in social sciences, arts and humanities who want to use computational methods in research or art. Programming topics include variables, data types, control flow, planning, debugging, collaboration, abstraction and modularization. Pedagogical topics include debugging, misconceptions and assessment.
LAI 802 Instruction and Assessment of Gifted Learners
This course introduces students to methods for the assessment, evaluation and instruction of gifted learners with special attention to minimizing bias in identification and placement. Teachers will learn to use multiple assessment methods in order to understand student readiness, interest, strengths and learning profile when creating goals for learners. Teachers will learn strategies for selecting, adapting, and creating materials in order to enhance creativity, acceleration, and complexity while meeting standards, and creating safe, inclusive and culturally responsive environments in the general education classroom.
LAI 803 Curricular Leadership and Advocacy for Gifted Learners
This course provides a broad overview of gifted education, including its historical roots, basic terminology, theories and models. Different perspectives on curriculum, its use, and usefulness are considered along with issues and trends in the field of gifted education. Teachers will explore teacher-peer mentoring, ethical and inclusive referral, community needs, and potential policies for gifted programming, as they develop advocacy plans and prepare to be school or district leaders in gifted education. Professional organizations and opportunities for continued growth will be introduced.
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Apply Now

1. Complete the online application form. Once you have activated your application account: select the term you are applying for; choose “Non-Degree Study” in the “Area of Interest” dropdown field; then choose “Religious and Independent School Professional Development – Non-Degree Student” in the “Degree Program” dropdown field.
Please note that this program covers in-state tuition only. If your permanent or mailing address is outside of New York State, you would be responsible for paying the difference in tuition.
You will need to upload a copy of your transcripts that shows completion of your bachelor's degree (not master’s) and the conferral date, as well as proof of your employment at an eligible religious or independent school.
Application deadlines:
Summer 2023 courses: May 20, 2023 (classes begin May 30, 2023)
Fall 2023 courses: Aug. 20, 2023 (classes begin Aug. 28, 2023)
Winter 2024 courses: Dec. 15, 2023 (classes begin Dec. 28, 2023)
Spring 2024 courses: Jan. 15, 2023 (classes begin Jan. 24, 2024)
Deadlines are based on availability of funding and are subject to change.
Apply Now
2. Wait for approval: Once your online application has been received, your application requesting non-degree status will be reviewed. We will notify you once it has been processed and approved. You will receive an email confirmation of your approval and instructions on the registration and enrollment process.

Teachers and staff who have been approved for any term in 2020 and beyond to take non-degree courses as part of this initiative can register in a subsequent semester if there was no break in enrollment.
Complete the course preference registration form (login required using your application account credentials) and submit it with an updated proof of your employment at an eligible school by the relevant deadline:
Summer 2023 courses: May 20, 2023 (classes begin May 30, 2023)
Fall 2023 courses: Aug. 20, 2023 (classes begin Aug. 28, 2023)
Winter 2024 courses: Dec. 15, 2023 (classes begin Dec. 28, 2023)
Spring 2024 courses: Jan. 15, 2023 (classes begin Jan. 24, 2024)
Deadlines are based on availability of funding and are subject to change.
Course Registration Form (Login Required) for students approved winter 2020 and beyond
Questions?

Counseling, School and Educational Psychology (CSEP)
JENNIFER AUSTIN
Phone: 716-645-1004
Email: jhaustin@buffalo.edu
Educational Leadership and Policy (ELP)
ALYSSA STEINBORN
Phone: 716-645-1104
Email: amzaidel@buffalo.edu
Information Science (IS)
ARRYONNA SINGLETON
Phone: 716-645-1473
Email: asingle@buffalo.edu
Learning and Instruction (LAI)
MARIAN SUMMA
Phone: 716-645-4342
Email: mesumma@buffalo.edu

How many credits can I take, as a student in the religious and independent school teachers professional development (RIPD) program?
Students can take up to 12 credits as part of the RIPD program.
What is the cost?
NYSED covers the cost of tuition and fees, for up to 12 credit hours, for successfully completed courses.
Do I pay an application fee?
The initial $35 application fee is covered by NYSED. If you don’t maintain continuous enrollment you are responsible for any subsequent application fees, however, NYSED will continue to pay the tuition and fees for up to 12 credit hours for successfully completed classes.
Who is eligible?
Educational personnel at non-public or independent schools within New York State.
What are the program requirements?
The RIPD program is a non-degree program through UB and does not have any program requirements. Registration is limited to only RIPD-eligible courses.
What if I don’t have a completed bachelor's degree?
Students must have an awarded bachelor’s degree in order to be eligible for this program.
What do I need to show proof of employment?
Eligible documents include school ID card, current pay stub, letter from supervisor, and current contract.
I previously participated in RIPD but had a gap in enrollment do I need to reapply?
Yes, you will need to submit a new application and pay the $35 non-refundable application fee. Only the initial application fee is paid for by NYSED.
Can these credits be used toward a GSE program in the future?
Completed credits can be used toward our matriculated program requirements upon review and approval of a program director. If you have questions or interest in one of our matriculated programs, please reach out to our staff directly for further information.
Can I take a break in between semesters?
Continuous registration is considered fall and spring semesters; summer and winter semesters do not count toward continuous registration. If you do not enroll for a fall or spring semester and maintain continuous enrollment, you will need to reapply to the program and pay the $35 application fee. Only the initial application fee is covered by NYSED.
Can I take classes that aren’t on the RIPD list and pay for them myself?
No. While you are participating in the RIPD program, you are only able to take RIPD-eligible courses. Upon completion of the 12 allowable RIPD credits, you can apply as a graduate non-degree student to take other eligible non-degree courses. Our system is unable to separate courses on your record into different billing categories and NYSED has placed a limit of two classes per semester, one for our winter session.
Will I be awarded a degree or certificate?
No, this is a non-degree program. All courses will be listed on an official transcript.
Can I take more than 12 credits hours?
No. While you are participating in the RIPD program, you are only able to take RIPD-eligible courses. Upon completion of the 12 allowable RIPD credits, you can apply as a graduate non-degree student to take other eligible non-degree courses. If you are interested in any of our matriculated programs, please contact our admission office for further information.

I have a hold on my account for my graduate advisor. How do I get rid of that?
An advising hold is placed on all religious and independent school teachers professional development (RIPD) participant records to prevent registration. This is to ensure students are only enrolled in courses covered by NYSED. The advising hold will remain on your record throughout your participation in the RIPD program.
Do I have to complete the financial agreement if my courses are being paid for?
Yes. All students are required to complete their financial agreement each semester to be eligible to enroll for classes. NYSED will pay the tuition and fees for up to 12 credits for successfully completed courses.
How do I register for classes?
RIPD students will need to complete a Course Preference/Registration Request form each semester. This form is located in your application portal and requires your application email and password to access. You will be registered administratively by the department offering the course and you will receive a registration confirmation email at your UB email address.
Why did I receive a bill in the mail for my RIPD course?
Our billing system is automated, and you will continue to receive a billing statement for each cycle. The final invoice is sent to NYSED for payment after the end of each semester with the list of final grades. It can take several months for the NYSED payment to be received and processed to your student account. As an RIPD participant, you will have an indicator placed on your student record to prevent any late fees from being incurred.
Download the Religious and Independent School Teachers Professional Development Student Roadmap