Courses for Non-UB Students

↓  Counseling, School and Educational Psychology
↓  Educational Leadership and Policy
↓  Information Science
↓  Learning and Instruction

• 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 528 Statistical Methods: Inference
  The course covers basic principles and applications of hierarchical linear modeling (HLM) for multilevel data analysis in educational, psychological and social research. A common feature of the data structure in this course is hierarchical in the observations are nested within units, which may be also nested in a hierarchy of more inclusive units. Note. Prerequisite for this course is familiarity with basic regression analysis and experience running statistical analysis on a computer.
• 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 The Psychology of Learning and Instruction
  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.
• CEP 634 Multicultural Counseling
  This course is designed to assist students in developing the awareness, knowledge and skills to create therapeutic alliances with diverse clients and communities. Specifically, the course focuses on self-awareness and self-assessment; explore various cultural groups; examine structural oppression, worldview and identity development. This will help enhance students’ professional identity as social justice clinicians and ethical decision-makers in multicultural encounters. Using class discussions, videos, experiential experiences and classroom assignments, this course utilizes the tripartite model of multicultural awareness, knowledge and skills as an organizing framework, leading to three primary course objectives: (1) To enhance multicultural awareness. This will include exploring the underlying values, biases and assumptions influencing your worldview and your clinical work. (2) To increase multicultural knowledge. This will include exploring important definitions, constructs and theories related to multicultural counseling such as power, privilege and oppression, identity development, and a better understanding of within and between group similarities and differences across race, ethnicity, gender, sexual orientation, disability and other unique social identity groups. (3) To develop or enhance multicultural skills. This will include exploring the how-to of culturally competent assessment, diagnosis and treatment in diverse settings. Pre-Requisite: CEP 653. If not matriculated into a CSEP program, you must obtain permission from instructor.
• 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.

• ELP 629 Human Resources and Labor Relations in Education
  This course examines key conceptual and practical issues in the administration of Human Resources (HR) and Labor Relations (LR) in education. Although the course will focus primarily on HR issues in elementary and secondary public-school settings, the material presented will be pertinent to those intending to function in other educational and human service settings. Access to a school district HR administrator (or the person who administers HR for a school district or other organization) is required. If not employed by a school district, students, with permission of the instructor, may adjust/tailor assignments to reflect the career interests and work settings of those working in the public sector outside of public education.
• ELP 640 Teacher Leadership for School Improvement
  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.
  
• ELP 652 Leadership and Policy for Inclusion
  Complex issues shape and are shaped by K-12 leadership practice such as student access to disability services, language and cultural barriers, and trauma-induced learning problems, among others. Such issues underscore the importance of increasing educational leader knowledge about inclusive practice. Students in this course will critically examine educational leadership strategies, programming, and relevant policies concerned with fostering inclusivity within school building and district environments. As such this course operates from the premise that students and educational staff possess unique talents and struggles, as well as have a continuum of physical, social, emotional, and intellectual needs. This course also focuses on what it means to lead beyond inclusion, by examining what educational researchers who work across the K-12 leadership-policy spectrum have to say about working with students who occupy different developmental and identity statuses, as well as may have experienced trauma. In doing so, course discussions will push students to be cognizant of the kind of discourse used in research and practice to discuss these issues (e.g., special education v. students with disabilities; at-risk v. underserved). Course activities and written assignments are designed to provide students with opportunities to develop critical, meaningful, and relevant sense-making that helps leaders to improve learning for all learners. As reflexivity is integral to working with students from different backgrounds, coursework also will direct students to explore how their positionality matters to fostering equitable, inclusive, and safe school milieus.

• LIS 501 Special Topics in Info Management: Practical Cataloging
  This course is an introduction to cataloging and metadata work in libraries. We will learn about bibliographic models, standards, and procedures that assist in managing the description and access of resources in library collections. This course should be useful for those interested in the basics of cataloging and discovery, as well as foundational for those intending to work as catalogers and/or metadata specialists in libraries.
• LIS 503 Intro to Data Science for LIS
  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 the integration and synthesis of concepts and their application to solving problems.
• LIS 503 History of the Book
  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 503 STEM Librarianship
  STEM stands for science, technology, engineering and mathematics. STEM librarianship often relates to academic librarianship, especially liaison librarian and collection development librarian roles within the STEM areas. STEM librarianship can also be important when entering the profession as a public, special, or corporate librarian. This course will introduce students to the unique area of STEM librarianship through real-world examples.
• 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 523 Information Literacy Instruction
  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, this immersion into ILI will excite and engage you and show you the possibilities of this aspect of librarianship.
• LIS 532 Curriculum Role of the Media Specialist
  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 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 536 Multicultural Materials
  This course is designed for participants to develop a range of skills, knowledge and tools to create and deliver inclusive and accessible library services and collections for young people. Activities will also include developing inclusive library programming.
• LIS 560 Emerging Technology in Library Studies
  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 563 Digital Libraries
  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 565 Information Retrieval
  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 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 569 Database Systems
  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 the development of a working system.
• LIS 571 Information Organization
  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 581 Management of Libraries and Information Agencies
  Explores management theory and practice applicable to varied information agencies at the supervisory, middle and top management levels 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 585 Management of School Library Media Centers
  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 586 Health Science Librarianship
  This course is designed to introduce the unique aspects of health sciences librarianship, providing real-life examples of how it differs from typical career tracks in the library sciences. Topics covered by the course will include health sciences librarianship careers in academia as well as in the clinical/hospital setting, biomedical databases and sources, research questions from clinicians as well as consumers, scholarly communications issues in health sciences librarianship, and evidence-based practice (and how librarians can be involved). Students taking the course will be required to participate in weekly discussion board conversations, a graded exercise using biomedical databases, creating an instruction video, and a final project.
• LIS 587 Collection Management
  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.

• LAI 560 Language Arts Methods
  Curriculum, methods, programs and materials for listening, speaking, reading, and writing.
• 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 685 Learning Environments Design
  This course is designed to review theories and research on designing student-centered learning environments and implications of such for instruction in real-world classrooms and learning environments. After an overview of key theories and concepts in student-centered learning, we will consider issues related to the design of student-centered learning environments. The course features the most recent trends in learning and learning environment design, primarily through learning sciences and instructional technologies. Learning scientists study learning as it happens in real world contexts and design resources and environments to improve learning in those contexts. This can happen in school, in informal places, and online. Thus, designing learning environments can include curricula, instructional strategies, digital and computational tools, and professional development programs. It includes perspectives that consider: (a) who are the learners, (b) how learning environments are being designed to promote student-centered learning, (c) what design variables are needed to ensure student-centered learning that takes place in different learning environments, and (d) societal and technological influences on student-centered learning. This course has no prerequisite, but it is graduate level.
• 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.

↓  Counseling, School and Educational Psychology
↓  Educational Leadership and Policy
↓  Information Science
↓  Learning and Instruction

• 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 522 Stat Meth Ed Inference 1
  This applied statistics course is for graduate students who need to use statistical methods in their own research. It is the first part of the two-semester sequence CEP522-CEP523, although it is valuable as a stand-alone course as well. It includes theoretical concepts and applications of statistical methods. Statistical applications are emphasized through the use of hypothetical and real data sets, and through weekly computer labs in which students run the SPSS program and interpret the results. Students who complete this course will know how to choose an appropriate statistical procedure for many research questions, complete the statistical analysis, and interpret the results of the 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 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 560 Psych Learning and Instruction
  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 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 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 and 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 634 Multicultural Counseling
  Prerequisite: CEP 653: Foundations of Counseling Theories or equivalent.
  This course is designed to assist students in developing the awareness, knowledge, and skills to create therapeutic alliances with diverse clients and communities. Specifically, the course focuses on self-awareness and self-assessment; explore various cultural groups; examine structural oppression, worldview, and identity development. This will help enhance students¿ professional identity as social justice clinicians and ethical decision-making in multicultural encounters. Using class discussions, videos, experiential experiences, and classroom assignments, this course utilizes the tripartite model of multicultural awareness, knowledge, and skills as an organizing framework, leading to three primary course objectives: (1) To enhance multicultural awareness. This will include exploring the underlying values, biases, and assumptions influencing your worldview and your clinical work, (2) To increase multicultural knowledge. This will include exploring important definitions, constructs, and theories related to multicultural counseling such as power, privilege, and oppression, identity development, and a better understanding of within and between group similarities and differences across race, ethnicity, gender, sexual orientation, disability, and other unique social identity groups, and (3) To develop or enhance multicultural skills. This will include exploring the how to of culturally competent assessment, diagnosis, and treatment in diverse settings.
• CEP 653 Foundations of Counsel 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.
• 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.

• 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 and 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.

• LIS 502 Special Topics in Users & Uses/Digital Accessibility
  This course examines the role of libraries in promoting equitable access through digital accessibility. Students will explore accessibility standards, assistive technologies, inclusive design, and legal and ethical considerations. Weekly topics include evaluating digital systems, developing accessibility policies, and addressing emerging technologies. A final project allows students to apply their knowledge to improve a digital resource, preparing them to implement accessibility practices that align with libraries’ missions of inclusivity.
• LIS 503 Special Topics in Info/Lib Sci Grant Writing
  An introductory course on the grant writing process. Students will learn how information professionals can identify and pursue funding opportunities through foundations, professional associations, and governmental agencies. Students will be immersed in grant writing exercises, practice presenting a case for support, and engagement in peer review. Applicable for information professionals who plan to work in any type of information organization (e.g., public and school libraries, academic settings, industry, government, law firms, and non-profits).
• 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 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 536 Inclusive and Accessible Services and Collections for Young People
  This course is designed for participants to develop a range of skills, knowledge, and tools to create and deliver inclusive and accessible library services and collections for young people. Activities will also include developing inclusive library programming.
• LIS 560 Emerging Technologies for Library Studies
  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 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.

• 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 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 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 560 Language Arts Methods
  Curriculum, methods, programs and materials for listening, speaking, reading, and writing.
• 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 Composing and 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 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. 

↓  Counseling, School and Educational Psychology
↓  Educational Leadership and Policy
↓  Information Science
↓  Learning and Instruction

• 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 Intro 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 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 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 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.

• 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.

• LIS 502 Users and Uses/Business Information
  This course explores the diverse range of information sources available in the field of business. Students will gain experience in identifying, evaluating and utilizing resources across various business domains, including accounting, consumer research, finance, industry analysis, international business, job market information, management, marketing and entrepreneurship. Students will also develop the skills necessary to effectively support business information users in various settings. This course is recommended for those pursuing careers in academic, public or corporate librarianship.
• LIS 502 Information Practices
  This course explores people’s information practices in everyday life and in workplace contexts. The course will consider the theoretical and methodological approaches used in research in these areas, and focus on how people need, seek, manage, share and use information in socially embedded contexts. Learners will engage with landmark studies and current research and will have the opportunity to consider how research in this area can inform improvement and design of information systems and services. Prerequisite: Students must have LIS 508 successfully completed before taking this elective.
• 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 514 Conceptualization and 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 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 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 and 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 540 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 557 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 558 Social Media for Information Professions
  This course introduces the basics of social media and examines the ways in which interactive technologies are changing the process of information creation and sharing. The landscape of social media tools will be surveyed with a focus on critically analyzing their roles as effective means for delivering and receiving information. Students will examine social media's potential benefits and limitations, as well as appropriate ethical concerns, and develop insights they can take into their professional career.
• 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 Design and 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 websites.
• LIS 566 Information Search
  Emphasis is twofold: the conceptual understanding of basic information retrieval system structures and the practical aspects associated with searching of a variety of digital information resources. Topics covered include IR system structure, user modeling, resource selection, search strategies and tactics, evaluation, ethics in searching, and the role of information professionals in the online world. Students also develop practical search skills through exercises using a variety of tools including commercial databases as well as the Web.
• LIS 572 Archives and 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 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 589 Music Description and Access
  Students will become familiar with the bibliographic control of music through class sessions, assignments, and hands-on cataloging of various formats of music and music-related materials. Topics in theory and practice include descriptive cataloging, subject analysis, and authority data/controlled vocabularies. Emphasis will be placed on scores and sound recordings; additional work with videos, digital media, archival material, and other formats may be explored. Prerequisite: LIS 588 - Music Librarianship I.

• 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.