Graduate Department of
Educational Psychology and Learning Systems
College of Education
Chair: Alysia Roerhig; Associate Chair: Lyndsay Jenkins; Professors: Dennen, Ebener, Eccles, Eklund, Ke, Klein, Osborn, Phillips, Roehrig, Turner, Yang; Associate Professors: Almond, Dong, Hines, Jenkins, Jeong, Krach, Swanbrow Becker, Zhang; Assistant Professors: Caskrulu, Hall, Marks, Staudt-Willet, Wolf, Yoon; Teaching Faculty: Burner, Dozier, Foster, May, Thompson; Professors Emeriti: Becker, Burkman, Dick, Driscoll, Keller, Kelly, Oosterhof, Pargman, Peterson, Pfeiffer, Prevatt, Reardon, Reiser, Sampson, Shute, Tate, Tenenbaum, Wager
The Department of Educational Psychology and Learning Systems is committed to improving human learning and performance in a variety of settings, including schools, universities, and adult learning contexts such as government agencies, business, human services, and industry. Specifically, the department seeks to provide service to the college; prepare graduates for leadership roles in universities, school districts, state departments of education, educational research organizations, human service agencies, and private industry; and conduct research designed to expand the knowledge base of our field and improve the quality of education and training.
The following degrees, majors, and certificate programs are offered by the Department of Educational Psychology and Learning Systems:
- Educational Psychology
- Learning and Cognition M, S, D
- Sport Psychology M, D
- Instructional Systems and Learning Technologies
- Instructional Systems and Learning Technologies M, S, D
- Learning Design and Performance Technology D
- Measurement and Statistics M, S, D
- Counseling Psychology and Human Systems
- Combined Program in Counseling Psychology and School Psychology D
- Counseling and Human Systems
- Career Counseling M/S
- Clinical-Mental Health Counseling M/S
- School Counseling M/S
- School Psychology M/S
- Certificate in College Teaching
- Certificate in Human Performance Technology
- Certificate in Measurement and Statistics
- Certificate in Instructional Design and Technology
- Certificate in Online Teaching and Learning
The program offers master's and doctoral degrees in two major areas: Learning and Cognition, and Sport Psychology.
The major in Learning and Cognition is theory- and research-oriented at both the master's and doctoral levels. The major includes coursework in cognition, learning theory, research methods, and an emphasis on educational applications. Graduates of this major are prepared to take positions in universities, educational agencies, research organizations, and private enterprises that focus on improving educational practice. The thesis-track master's, which is recommended for those interested in pursuing doctoral studies, is only available for face-to-face students. Online distance master's students complete the coursework-only track.
The Learning and Cognition program also offers a graduate certificate in College Teaching. The certificate program requires twelve graduate credit hours of coursework and can be completed partially or entirely online along with a graduate degree or as a stand-alone certificate.
The major in Sport Psychology provides the basis for understanding and influencing the behavior of people involved in sport, exercise, and other types of physical activity. Graduates with this major are prepared to take positions in college and university settings or sport and exercise settings as teachers, researchers, and performance enhancement consultants for athletes and coaches.
For all programs, applicants must provide transcripts, a letter of intent indicating career goals and expectations, and three recent letters of recommendation. Letters should be from former teachers/professors or other persons qualified to make predictive statements regarding the applicant's probable success in graduate studies, personal and work characteristics, intellectual ability, and/or scholarly attainments.
Learning and Cognition: The Learning and Cognition program admits thesis-track master's students and doctoral students for Fall only. Course-work-only master's students are admitted for Fall and Spring. The priority application deadline for Fall is February 15. The priority application deadline for Spring course-work-only master's applicants is October 1. It is strongly recommended that PhD applicants complete their applications early (by December 15) to be considered for fellowships beginning in the following Fall semester. The following are the final University application submission deadlines: July 1 for Fall admission and November 1 for Spring admission.
- A minimum requirement for admission to the master's degree program includes an upper-division undergraduate grade-point average of 3.0 and a score of 90 or above on the internet-based version of the TOEFL for international students whose native language is not English.
- A minimum requirement for admission to the specialist or doctoral programs includes a grade-point average of 3.3 or better in a graduate program, a master's degree from a recognized institution, and the minimum scores shown below on the Graduate Record Examination (GRE) as well as the TOEFL if applicable.
- A minimum score at the 50th percentile on the verbal reasoning section of the GRE is required. Preference will be given to applicants who earn a percentile rank of 75% or above on the verbal reasoning section.
- A minimum score at the 20th percentile on the quantitative reasoning section of the GRE is required. Preference will be given to applicants who earn a percentile rank of 35% or above on the quantitative reasoning section.
- A score of 3.5 or above on the analytical writing section of the GRE.
- A score of 90 or above on the Internet-based version of the TOEFL is required of international students whose native language is not English.
Sport Psychology: Minimum requirements for admission to a master's degree program include a grade-point average of 3.0 in the last two years of the undergraduate program and scores at least at the 50th percentile on the verbal reasoning and quantitative sections of the Graduate Record Examination (GRE). Also, a score of 90 or above on the Internet-based version of the TOEFL is required of international students whose native language is not English.
Minimum requirements for admission to the doctoral programs include an upper-division undergraduate grade-point average, a master's degree from a recognized institution with a minimum graduate GPA of 3.5, and the following minimum scores on the GRE:
- A minimum score at the 50th percentile on the verbal reasoning section of the GRE is required. Preference will be given to applicants who earn a percentile rank of 75% or above on the verbal reasoning section of the GRE.
- A minimum score at the 50th percentile on the quantitative reasoning section of the GRE is required. Preference will be given to applicants who earn a percentile rank of 75% or above on the quantitative reasoning section of the GRE.
- A score of 3.5 or above on the analytical writing section of the GRE.
- A score of 90 or above on the Internet-based version of the TOEFL is required of international students whose native language is not English.
Master's students who are taking the thesis option and all doctoral students are expected to write and defend both a prospectus and final thesis/dissertation to their committee. The committees must be formed according to the rules of The Graduate School and College of Education.
Learning and Cognition: All committee members and the student must attend the entire defense in real time, either by being physically present or participating via distance technology. A grade of PASS for the defense requires the approval of all members of the committee.
Sport Psychology: Both the defending student and all committee members will attend all defenses in person. However, if this is impossible, Skype or another form of video conferencing can be used under the following guidelines: the defending student must attend in person, two examiners may attend the PhD dissertation defense via Skype/videoconference, all others must attend in person. If more than two examiners are unable to attend in person, the defense must be rescheduled.
Instructional Systems & Learning Technologies
This degree program offers a Master of Science (MS) a Doctor of Education (EdD) and a Doctor of Philosophy (PhD) in Instructional Systems and Learning Technologies (ISLT). Emphasis is placed on facilitating learning and improving performance through the analysis, design, development, implementation, evaluation, and management of appropriate processes and tools. The program has a strong focus on instructional design, emerging technologies, and human performance improvement. Excellent job opportunities and salaries await graduates of the program. Alumni work in a variety of settings including large corporations, colleges and universities, government agencies, consulting firms, the military, and public schools.
The MS program in Instructional Systems and Learning Technologies (ISLT) prepares students to become practitioners in the ISLT field. It requires a minimum of 36 graduate credit hours and can be completed in two years. The ISLT master's degree is offered both on campus and online. Non-Florida residents (including international students) accepted to the online MS program may be eligible for reduced tuition.
The EdD program in Learning Design and Performance Technology prepares school-practitioners to engage in problem solving and research in applied settings. The program consists of seventy-two graduate credit hours past the master's degree, inclusive of a dissertation. The EdD program is an online program with a cohort-based learning approach. Students who keep pace with their cohort will complete the degree in three years.
The PhD program in Instructional Systems and Learning Technologies (ISLT) prepares students for careers as research scientists and faculty members. Students are required to complete both coursework and a dissertation. The PhD program is a residential program.
The ISLT program also offers graduate certificates in Human Performance Technology, Online Instructional Development, and Online Teaching and Learning. Each certificate program requires a minimum of fifteen graduate credit hours of coursework and can be completed on campus or online along with a graduate degree or as a stand-alone certificate.
The following are required for admission to the Instructional Systems and Learning Technologies (ISLT) program:
- A bachelor's degree from an accredited institution.
- A minimum upper-division undergraduate GPA of 3.0 is required for admission to the MS and graduate certificate programs; a minimum upper-division undergraduate GPA of 3.2 is required for admission to the PhD program; an earned master's degree with a minimum graduate GPA of 3.2 is required for admission to the EdD program.
- GRE verbal reasoning scores at or above the 50th percentile and a score on the quantitative reasoning section for all doctoral degrees; GRE analytical writing scores of at least 3.5 for the EdD degree program, and at least 4.0 for the PhD program; applicants to the PhD program must also score at or above the 50th percentile on the quantitative reasoning section, and applicants to the EdD program must also score at or above the 50th percentile on the verbal reasoning section. GRE waivers are available for EdD program applicants who meet certain criteria. GRE waivers are not available for the PHD program.
- A statement of purpose explaining career goals and aspirations
- Letters of recommendations from three individuals who can address the student's likelihood of success in graduate school
- A professional résumé
- A TOEFL score of 90 or above is required for all international students whose native language is not English.
Students enrolled in the ISLT MS program are required to complete a portfolio as part of their degree requirements. The purpose of this portfolio is to assess the degree to which the competencies expected of an ISLT MS graduate have been mastered.
Students enrolled in ISLT PhD and EdD programs are required to complete a qualifying review by the end of their first year and a preliminary examination before beginning work on their dissertation. ISLT PhD and EdD students are also expected to write and defend both a prospectus and final dissertation to their committee. The committees must be formed according to the rules of the Graduate School and College of Education. The candidate and all committee members must attend and participate in the defense meetings. For PhD committees, the student and major professor must be physically present in the room. One committee member may join electronically (e.g., via Skype or telephone) if necessary. Exceptions to this policy (e.g., if two members request electronic participation) must be approved by the program faculty on a case-by-case basis prior to the defense. Should a committee member be unable to attend at the last minute, an alternate member who meets the criteria for committee membership set forth by the Graduate School may be substituted. For EdD committees, the defense may be conducted via videoconference so long as all committee members are present in real time.
Measurement and Statistics
The Measurement and Statistics program offers master's (both online and face-to-face) and doctoral degrees.
The Measurement and Statistics major is designed to prepare leaders in educational research to serve in the following types of professional positions: educational measurement and educational statistics specialist for a test publisher or governmental licensing, certification, or assessment unit; director of measurement activities for a school or school system; measurement and educational statistics expert for a regional education laboratory; or professor in measurement and statistics at a college or university.
The Measurement and Statistics program also offers a certificate in Measurement and Statistics to prepare students to become proficient in educational measurement and applied statistics methods. The certificate program requires sixteen credit hours and can be completed along with a graduate degree or as a stand-alone certificate. For more information, visit https://education.fsu.edu/measurement-stats-cert
The Measurement and Statistics program admits students in all semesters, except that the online master's program admits students in Fall. However, opportunities to funding are most likely for Fall admissions. Completed applications for those interested in scholarship funding should be submitted by January 1. Completed applications will be considered for admission until available Fall student slots are filled, after which the application portal will be closed.
- For admission to the master's degree program, students must have a grade-point average of 3.0 or better in the last two years of the undergraduate program, or an average of at least a 3.0 in a master's degree from an accredited institution.
- For admission to the doctoral program, students must have a grade-point average of at least a 3.3 or better in the last two years of the undergraduate program, or an average of at least a 3.0 in a master's degree from an accredited institution.
- For both programs a score of at least the 50th percentile on the verbal reasoning and quantitative sections of the Graduate Record Examination (GRE) is required. Preference will be given to applicants with a percentile rank of 85% or above on the quantitative reasoning section. A TOEFL score of at least a 550 on the paper-based exam and 80 on the internet-based exam is required of international applicants whose native language is not English.
Defenses can be held with the assistance of distance technology (e.g., Skype); the student and major professor must be physically present. A grade of PASS for the defense of a thesis or dissertation requires approval of a majority of the committee.
Counseling Psychology and Human Systems
The Counseling Psychology and Human Systems program offers work leading to the Doctor of Philosophy (PhD) in the Combined Program in Counseling Psychology and School Psychology.
Combined Program in Counseling Psychology and School Psychology (PhD)
The mission of the Combined Doctoral Program in Counseling Psychology and School Psychology is two-fold:
- To contribute to the advancement of the profession of counseling psychology and school psychology through research and scholarly contributions. Students develop competencies that will allow them to obtain positions as faculty members in counseling psychology or school psychology training programs or to obtain employment as licensed psychologists in an array of settings.
- To enable students to acquire knowledge and skills necessary for the practice of health service psychology with specializations in counseling psychology and school psychology in a variety of applied health service settings.
To accomplish this mission, the program provides students a core education and training across the profession-wide competency and discipline-specific knowledge areas in health service psychology. In addition, students receive specialized training and education in counseling psychology, school psychology, or both. Graduates of the school psychology specialization are prepared to provide psychological assessment/diagnosis, intervention, prevention, health promotion and consultation at the individual and systems level. Graduates of the counseling psychology specialization are prepared to provide psychological assessment, diagnosis, and treatment services that focus on improving psychological well-being, alleviating distress, and resolving crises, as well as consultation services to individuals and organizations.
Graduates of the program are prepared to obtain employment as licensed psychologist in an array of settings. These settings include schools, school-based and school-linked health centers, postsecondary education, medical facilities, correctional facilities, mental health agencies, private practice, career centers, the workplace, and other public or private social service, medical, or educational organizations. Graduates are also active contributors to the profession and provide professional leadership. Graduates contribute to the knowledge base of the profession by conducting, supervising and/or disseminating research, serving in professional associations, providing service in the community, presenting at national conferences, supervising psycho-educational service providers, and teaching, supervising and/or mentoring other professionals.
The Combined Doctoral Program at Florida State University is accredited by the American Psychological Association as a Combined Professional Program in Counseling Psychology and School Psychology.
Counseling and Human Systems
The Counseling and Human Systems program offers four integrated Specialist in Education (EdS)/Master of Science (MS) degrees: Career Counseling, Mental Health Counseling, School Counseling, and School Psychology.
Career Counseling, Mental Health Counseling, and School Counseling Majors in Counseling and Human Systems (MS/EdS)
The specialist/master's (MS/EdS) degree in Counseling and Human Systems is designed to prepare individuals for professional positions at various levels in elementary and secondary schools, junior colleges, institutions of higher education, or in a wide variety of human-services agencies (e.g., mental health, substance abuse, career counseling, adult and child counseling). Students majoring in Counseling and Human Systems at the MS/EdS level select a specialization in Career Counseling, Clinical Mental Health Counseling, or School Counseling. These majors are offered as specialist-level programs with an integrated master's degree.
The Career Counseling major includes a minimum of sixty-one graduate semester hours. The Clinical Mental Health Counseling major includes a minimum of sixty-one graduate semester hours. The School Counseling major includes a minimum sixty graduate semester hours. A supervised internship in an applied setting is also required in all three programs. The Career Counseling and Mental Health Counseling specializations are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
School Counseling is offered as a separate major within Counseling and Human Systems as a specialist-level program with an integrated master's degree leading to initial Florida certification in School Counseling. The School Counseling major requires students to successfully pass the Florida Department of Education's Professional Education Test, and the Guidance and Counseling Subject Area Examination by July 1, if student teaching in the Fall, or November 1, if student teaching in the Spring, as a requirement for graduation and to be a certified school counselor in the State of Florida. This major is a Florida Department of Education-approved Other School Personnel Preparation program in school counseling, grades PK through 12 (DOE Certification Area 304).
Students enrolled in the Career Counseling, Clinical Mental Health Counseling, and School Counseling programs are eligible to take the National Counselor Examination during the Spring semester of their last year of study. The Career Counseling major, the Mental Health Counseling major and the School Counseling major in Counseling and Human Systems are offered as integrated MS/EdS programs, and as a result, the MS and EdS degrees cannot be completed separately.
School Psychology Major in Counseling and Human Systems (MS/EdS)
School Psychology is offered as a separate major within Counseling and Human Systems as a specialist-level program with an integrated master's degree leading to initial Florida certification in School Psychology. This educator preparation program prepares personnel to practice as school psychologists within educational as well as nontraditional settings. This major is accredited by the National Association of School Psychologists and is a Florida Department of Education-approved Other School Personnel Preparation program in school psychology grades PK through 12 (DOE Certification Area 330). The School Psychology major in Counseling and Human Systems is offered as an integrated MS/EdS program, and as a result, the degrees cannot be completed separately.
The Human Services Center (HSC), located in the College of Education, serves as a site where graduate students in all degree offerings receive intensive training in skill development. Through the center, students provide educational, personal, and vocational counseling. School psychologist services are offered to members of the community in the Adult Learning and Evaluation Center, which is housed in the Human Services Center. Here students receive direct faculty supervision as part of their clinical training. Information on the HSC is located at https://education.fsu.edu/centers-institutes/human-services-center-hsc.
The Adult Learning Evaluation Center (ALEC) is a not-for-profit assessment center that provides low cost psycho-educational evaluations for college students and other adults who may be experiencing scholastic difficulties due to a possible learning disability or Attention Deficit Hyperactivity Disorder. The clinic staff consists of faculty members, licensed psychologists, a clinical director, and graduate students in the specialties of school and counseling psychology. In addition to evaluation services, the center provides educational workshops and individual client coaching and maintains an ongoing research and training function.
The Center for the Study of Technology in Counseling and Career Development (Tech Center) aims to be innovative and promote exceptional integration of theory, research, practice, service, and teaching. Technology is conceptualized as any media (e.g., paper, electronic, or mechanical/machinery) that facilitates or contributes to individual learning and is used with or without practitioner assistance. The mission of the Tech Center is to provide evidence-based research to inform FSU Career Center practices including advising, counseling, teaching, supervision, employer relations and experiential learning practices that also applies to other settings, promote collaboration between the College of Education and the Career Center to conduct life/career development research and support the student experience at Florida State University, disseminate information about life/career services and issues to the University community, the nation, and the world, and train career service practitioners on career theories, research, assessments and interventions. The center's website, https://career.fsu.edu/tech-center, expands upon this mission.
All applicants to graduate degree programs must at least meet the minimum admission requirements for undergraduate grade point average, graduate grade point average (if applicable), and/or Graduate Record Examinations scores (Ph.D. program only). Each degree offering may set different standards for admission based on programmatic objectives and the applicant pool. Applicants can find specific admission requirements on the Web page of the program of interest (see https://education.fsu.edu/degrees-and-programs/graduate-programs). A formal application for graduate study must include the following: 1) official graduate application to Florida State University (apply online at https://admissions.fsu.edu/gradapp); 2) three letters of recommendation on letterhead; 3) a current résumé highlighting relevant educational, clinical and research experience; and 4) an autobiographical/personal statement including how the degree sought can meet personal/professional goals. Admitted students who do not have the required prerequisite coursework will be expected to make up these deficiencies early in their program. Although not required, applicants who have completed courses in general psychology, human services, school settings, and/or related areas, and who have some full-time, part-time, or volunteer experience in counseling, education, or related social services fields, will be given preference in the application process. We value a diversity of perspective in our program and encourage students from diverse backgrounds to apply.
Admission to Educator Preparation Programs
Students planning to pursue an Educator Preparation program at Florida State University must be formally recognized as such by making application to the College of Education in the first term of program enrollment. Admission to an Educator Preparation program is administered by the Dean of Education and is assigned to the Office of Academic Services and Intern Support (OASIS), 2301 Stone Building. Admission to Educator Preparation is distinct from admission to a college or school in that students must meet State of Florida and Florida Department of Education criteria. For details on the criteria for admission, the student should refer to the 'Planning Guide to Educator Preparation Programs' section in the "College of Education" chapter of this Graduate Bulletin.
Per policy adopted by the Florida State University Professional Education Advisory Council, any student seeking readmission to an educator preparation program shall be responsible for meeting the most current course, clinical, and certification requirements set by that program; readmitted students in these programs will not be 'grandfathered' under the educator preparation requirements in effect at the time of original admission to the major.
The Educator Preparation admissions standard for state-approved programs is subject to revision based on changes in Section 1004.04, Florida Statutes, Public Accountability and State Approval for Educator Preparation Programs, and State Board of Education Rule 6A-5.066, Approval of Educator Preparation Programs.
Criteria for Admission to an Educator Preparation Program
- Have earned a baccalaureate degree from a regionally accredited institution;
- Submit an online Graduate Application for Admission to Educator Preparation to the Office of Academic Services and Intern Support: https://fsu.qualtrics.com/jfe/form/SV_00RfV2wNWTMD5hX (this online application is distinct from admission to the College or a specific academic program);
- Approval of the respective department in accordance with departmental criteria; and
- Approval of the Office of Academic Services and Intern Support.
Clinical Experience Requirements
- At least thirty semester hours completed in the subject specialization area as determined by the student's program;
- Professional education coursework to include (a) the acquisition of reading literacy for the appropriate certification level; (b) integrated classroom management, school safety, professional ethics and educational law; (c) human development and learning; and, (d) assessment to include understanding the content measured by state achievement tests, reading and interpreting data, and using data to improve student achievement;
- A series of clinical experiences in diverse settings throughout the program that culminates with a full-time student teaching experience of at least ten weeks duration in an approved setting; and
- A Level II Security Check is required for all FSU students who will have direct contact with PreK-12 students. Students should be aware that if you have been arrested for certain crimes you may not be considered for a teaching position. Fingerprinting and Level II-background clearance are required for any placement in a PreK-12 setting.
Students should consult with a program advisor for specific course requirements.
Master's/specialist students who are taking the thesis option and all doctoral students are expected to write and defend both a prospectus and final thesis/dissertation to their committee. The committees must be formed according to the rules of The Graduate School and College of Education. For oral preliminary exams and oral prospectus defense, the student must be physically present and one, but no more than one, committee member may participate via distance technology. For the dissertation defense, the student, major professor, and the University representative must be physically present on campus; remaining committee members may participate via distance technology. A grade of PASS for all oral exams requires the approval of the majority of the committee.
Requirements for Lab Classes, Practicum, and Internship in School Psychology
A Level II Security Check is required for all Florida State University Students who will have direct contact with children (birth to age 18 years). Students should be aware that if they have been arrested for certain crimes they may not be considered for a position as a psychologist, school psychologist, or counselor. Fingerprinting and Level II background clearance are required for any placement in a setting with children (birth to age 18 years) including lab courses involving volunteers ages birth to 18 years.
Definition of Prefixes
EDF—Education: Foundations and Policy Studies
EME—Education: Technology and Media
MHS—Mental Health Services
PCO—Psychology for Counseling
PET—Physical Education Theory
RCS—Rehabilitation Counseling Services
SDS—Student Development Services
ADE 5189. Staff Training and Development (3). This course covers the theory and practice of training and staff development based on the design and use of experiential instructional interventions meant to enhance individual, group, and organizational efforts. This course introduces students to the key concepts, principles, and processes that drive the staff training and development function and to enable them to improve their related analytical and technical skills.
APK 5404. Sport Psychology (3). This course provides an introductory graduate survey of sport psychology topics and research.
APK 6410. Group Dynamics in Sport (3). This seminar is designed to provide an overview and perspective of the area of group dynamics in sport from a theoretical, empirical, and practical level.
APK 6412. Sport and Exercise Psychology Ethics (3). This course consists if in-depth elaboration on current important professional issues related to ethics in sport and exercise psychology. The issues presented and discussed in class consist of book chapters, the American Psychological Association (APA) and the Association of Applied Sport Psychology (AASP) Codes of Ethics publications.
DEP 5068. Life-Span Human Development (3). This course discusses central theories and topics in developmental psychology across the life span, focusing especially on the implications of developmental theory and empirical research on counseling and other helping professions.
DEP 5070. Child and Adolescent Development (3). This course demonstrates that being an effective school psychologist depends on many factors, including the ability to ensure that students participate in services that are appropriate for their developmental levels. The course teaches students to learn to conceptualize children's development from multiple theoretical perspectives and translate current scientific findings in order to address complex issues that arise in the school setting.
EDF 5300. Motivation and Emotion (3). This graduate-level seminar provides students with information to understand underlying processes of humans' motivations and emotions.
EDF 5400. Basic Descriptive and Inferential Statistics Applications (4). This course prepares students to both read and write papers containing basic statistical analyses. Topics covered include descriptive statistics, basic plots and graphing, hypothesis testing, confidence intervals, correlational techniques, and introduction to the general linear model.
EDF 5401. General Linear Model Applications (3). Prerequisite: EDF 5400. In this course, topics included are general linear model applications including multiple regression, ANOVA, ANCOVA, aptitude-treatment-interaction analysis, and other techniques.
EDF 5402. Advanced Topics in Analysis of Variance Applications (3). Prerequisite: EDF 5400 or equivalent. This course explores topics such as multiway ANOVA, covariance, repeated measures designs, nested designs, and generalizability theory.
EDF 5404. Bayesian Data Analysis (3). Prerequisite: EDF 5000. Corequisite: EDF 7418. This course provides students with practice in applying Bayesian methods for linear, generalized linear, and hierarchical linear models to educational data sets. The class covers using both the EM and MCMC algorithms in R and Stan. The course emphasizes interpretation of results and writing summaries of analyses.
EDF 5406. Multivariate Analysis Applications (3). Prerequisite: EDF 5401. This course examines design and analysis of research studies with multiple independent and dependent variables including path analysis, confirmatory factor analysis, and exploratory factor analysis.
EDF 5409. Causal Modeling (3). Prerequisite: EDF 5406. This course considers causal modeling techniques, including structural equation modeling, longitudinal growth modeling, multiple-sample structural equation modeling, as well as assumptions underlying causal modeling.
EDF 5419. Missing Data Analysis (3). Prerequisites: EDF 5401. This course prepares students to analyze data sets with missing values using linear statistical models (i.e., regression, analysis of covariance, etc.). This course covers models for missing data, situations in which listwise and pairwise deletion strategies do and do not provide unbiased estimates, single and multiple imputation methods, and Bayesian computation (expectation maximization—EM—algorithm and Markov chain Monte Carlo-MCMC).
EDF 5431. Classroom Assessment (3). This course prepares prospective teachers for activities related to assessing students including establishing validity evidence, enhancing generalization of observations, using traditional and alternative assessment strategies, interpreting and using data to improve achievement, and utilizing assessment in the process of learning.
EDF 5432. Measurement Theory I (3). Prerequisite: EDF 5400 or equivalent . This course is an introduction to test theory; mathematical bases for operational procedures; practical applications of theory.
EDF 5434. Item Response Theory (3). Prerequisite: EDF 5400 or equivalent. This course covers the theory, principle, and techniques of a modern measurement theory, which is called item response theory (IRT).
EDF 5435. Theory of Scaling and Equating (3). Prerequisites: EDF 5401 and EDF 5434. This course introduces the basic theory and applications of scaling and equating for educational and psychological testing (e.g., achievement test, questionnaire, and attitude survey) for master and doctoral students.
EDF 5442. Inquiry and Measurement for Practitioners (3). This foundational course addresses inquiry and measurement concepts for master's students. It focuses on inquiry to support data-based decision-making processes related to learning and human performance. Prerequisite: EDF 5432. Pre- or corequisite: EDF 5402 or EDF 5401
EDF 5448. Scale and Instrument Development (3). Prerequisites: EDF 5400, and EDF 5431 or EDF 5432. This course provides the skills essential to conceptualizing, designing, producing, administering, and interpreting educational and psychological scales and instruments. Focuses upon measures of achievement, aptitude, attitude, and interest.
EDF 5456. Introduction to Categorical Data Analysis (3). Prerequisite: EDF 5400 or instructor permission. This course introduces statistical methods for binary, ordinal, and nominal categorical data and frequency data for students and applied researchers in social sciences. The course covers the concepts of logit modeling and loglinear modeling in the generalized linear modeling framework and applications of those modeling with real data.
EDF 5462. Evaluation of New Educational Programs and Practices (3). Prerequisite: EDF 5461. This course is an advanced level seminar on the theoretical and pragmatic aspects of program evaluation. Students begin with an overview and understanding of evaluation theoretical roots and the philosophical premises shaping evaluation theory. This leads to further understandings about the application of different research designs to the practice of evaluation, as presented in evaluation cases.
EDF 5481. Methods of Educational Research (3). This course is a survey of selected types of educational research and appropriate related techniques; emphasis on criteria of validity.
EDF 5484. Educational Data Analysis (3). Prerequisite: EDF 5401. This course provides students with practice in applying linear and generalized linear models to educational data sets. The focus is not on specific methods, but rather on identifying which methods are appropriate for a given data sets, interpreting the results and writing up reports summarizing the results.
EDF 5492. Applied Research Methods in Learning Design and Performance Technology (3). This course is a survey of applied research methods commonly used to support problem-solving in learning design and performance technology contexts.
EDF 5681. Urban and Rural Schools (3). This course examines education within the context of urban and rural school settings.
EDF 5867. Education Abroad: Advanced Access, Equity, and Opportunity (3). (S/U grade only.) This course introduces and investigates a variety of topics in counseling psychology and education. It includes real-life, hands-on experiences related to counseling in other countries.
EDF 5906r. Directed Individual Study (1–3). (S/U grade only). This course provides students with a self-directed learning opportunity focused on a specific area of interest and is negotiated with the supervising faculty member. May be repeated to a maximum of thirty (30) credit hours.
EDF 5910r. Supervised Research (1–9). (S/U grade only). This course provides students with an opportunity to work on a research project(s) under the supervision of a professor. May be repeated to a maximum of eighteen credit hours.
EDF 5911r. Supervised Research. (1–4). (S/U grade only). May be repeated to a maximum of five credit hours; may be repeated within the same term.
EDF 5916. Research Proposal Writing (1). Corequisite: EDF 5481. This course provides the opportunity to develop a written research proposal (including literature review) and to select and specify the appropriate research design and data collection methods to answer one's research questions.
EDF 5940r. Supervised Teaching (1–4). (S/U grade only). A maximum of three hours may apply to the master's degree. No limit on the doctoral degree; may be repeated within the same term.
EDF 5942r. Field Laboratory Internship (1–8). (S/U grade only). May be repeated to a maximum of twenty-four semester hours.
EDF 5971r. Thesis (1–6). (S/U grade only). A minimum of six semester hours is required. May be repeated to a maximum of six credit hours; may be repeated within the same term.
EDF 5973r. Specialist in Education Thesis (1–6). (S/U grade only). A minimum of six semester hours is required. May be repeated to a maximum of six credit hours; may be repeated within the same term.
EDF 5992r. Educational Psychology Colloquium (0-1). (S/U grade only.) This course is an introduction to the skills needed for success in graduate study in educational psychology, including writing, reading academic papers, research ethics, and presentation skills. This course may be repeated to a maximum of fifteen (15) credit hours.
EDF 5973r. Specialist in Education Thesis (1–6). (S/U grade only). A minimum of six semester hours is required. May be repeated to a maximum of six credit hours; may be repeated within the same term.
EDF 5974r. Thesis (3-6). (S/U grade only.) A minimum of six semester hours is required. May be repeated to a maximum of six credit hours; may be repeated within the same term.
EDF 6057. Large-Scale Assessment (3). Prerequisite: EDF 5432. Corequisite: EDF 5434. This course prepares students to work on large-scale assessment programs. Students gain familiarity with all aspects of the program including item development, field-testing, test construction, scaling, equating, vertical linking, standard setting and generating technical reports.
EDF 6455. Data Use in Education Settings (3). This course introduces the theoretical and practical application of data-driven decision making for educational leaders from the school-building level to the state level. This class focuses on how to collect, analyze, review, and present data and information to educational decision makers.
EDF 6475. Qualitative Methods in Educational Research (3). This course introduces methods of data collection: qualitative, participant observation, and ethnographic interviews. Attention is given to strengths and shortcomings for use in educational research and evaluation.
EDF 6482. Experimental and Quasi-Experimental Research Design (3). This advanced course develops skills necessary to plan high quality research and be a discriminating consumer of existing research. The course covers both randomized experiments and non-randomized quasi-experiments, exploring the implications of the design for causal conclusions which could be drawn from the data.
EDF 6499. Discourse and Conversation Analysis (3). This course prepares students to use discourse and conversation analysis techniques in their research.
EDF 6576. Policy to Practice: District, School, and Classroom Policy Implementation (3). This course focuses on the implementation of educational policy at the district, school, and classroom levels. The course covers the central theories that have been used to understand the goals and mechanisms of different state and federal policy efforts aimed at improving schools and schooling; reviews research on how districts, schools, and teachers in classrooms respond to state and federal policies; and also covers three different "cases" representing dominant trends in educational policy, providing a multi-level perspective on how state and federal policies shape district, school, and classroom practices.
EDF 6619. Advanced Qualitative Data Analysis (3). Prerequisites: EDF 6475 and EDF 6476. This doctoral seminar covers approaches to qualitative data analysis and writing. It introduces students to the logics undergirding data analysis as well as different steps, strategies, and approaches that researchers use as they collect, organize, analyze and write their findings.
EDF 6683. Family Support for Learning (3). This course addresses the theories, current research, and research methods associated with the multiple influences families have on students' educational achievement, with particular attention to issues of development and diversity.
EDF 6755. Theoretical and Practical Issues in Education (3). Prerequisite: EDF 5216 or EDP 5935. This course is designed as a synthesis for some of the most important themes relevant to learning, cognition, and instruction, including theoretical and practical issues in education related to lifespan development, human cognition, theories of learning and instruction, motivation and emotion, and family support for children. The goal of this course is to consider the implications of these issues.
EDF 6912r. Preliminary Research (1–3). (S/U grade only). This independent study course provides students with a self-directed learning opportunity focused on a specific area of interest and is negotiated with the supervising faculty member. This course may be repeated up to eighteen semester hours.
EDF 6937r. Seminar in Advanced Research Problems (1–3). This seminar course focuses on current research topics regarding ethics as well as developing the rudiments for constructing students' individual instructional philosophy. Students utilize a variety of research materials to investigate traditional schools of thought and academic theory. May be repeated to a maximum of fifteen (15) semester hours; repeatable within the same term.
EDF 6980r. Dissertation (1–12). (S/U grade only). Prerequisite: Admission to doctoral candidacy. May be repeated to a maximum of ninety-nine credits; may be repeated within the same term.
EDF 7418. Multilevel Modeling (3). Prerequisite: EDF 5401. This course introduces multilevel models, which allow for (and account for) the dependency present in nested data (e.g., students nested within classrooms; or schools, or repeated measures, nested within subjects). Students learn about a variety of multilevel or hierarchical models appropriate for a broad range of applications.
EDF 7489. Meta-analysis (3). Prerequisites: EDF 5400 and either EDF 5401 or EDF 5402. This course covers conceptual issues and analysis methods relevant to research reviews and quantitative synthesis methods. Students are introduced to the issues and controversies in the area of research synthesis and to a set of quantitative procedures for summarizing sets of related studies.
EDF 8964r. Preliminary Doctoral Examination (0). (P/F grade only.) This preliminary examination determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the preliminary examination, students are admitted to candidacy and may begin taking dissertation hours. May be taken up to two times; may be repeated within the same term.
EDF 8966r. Master's Comprehensive Examination (0). (P/F grade only.) May be repeated up to ten times; may be repeated within the same term.
EDF 8969r. Specialist in Education Comprehensive Examination (0). (P/F grade only.)
EDF 8976r. Master's Thesis Defense (0). (P/F grade only.)
EDF 8979r. Specialist in Education Thesis Defense (0). (P/F grade only.)
EDF 8985r. Dissertation Defense (0). (P/F grade only.) May be taken up to six times; may be repeated within the same term.
EDG 5465. Grounded Theory Analysis (3). This course focuses on collecting and analyzing qualitative data using grounded theory approach, a specific form of qualitative data analysis. Students analyze data and develop a theoretical model that is grounded in qualitative data.
EDG 6328. Alternate Views of Teaching and Learning (3). This course is an overview of the empirical and conceptual basis for a variety of viewpoints regarding teaching, learning, and models of instructional design.
EDG 6362. Instructional Systems Research Seminar (3). This course heightens students' awareness of the critical issues in instructional systems. It examines how research methodologies have been used to study these issues, explores how research programs and theories are progressively honed, and defines programmatic areas of disciplined inquiry.
EDG 6363. Research on Learning, Instruction, and Performance Systems (3). This course provides students with hands-on experience applying research methods to address problems and answer questions in instructional systems and learning technologies (ISLT).
EDH 5305. College Teaching: Instruction in Higher Education (3). This course examines classroom and individualized instruction including objectives-oriented instruction, evaluation, student motivation, and media utilization in college curriculum.
EDP 5053. Introduction to Educational Psychology (3). This course surveys major theories with respect to student's learning, motivation, individual differences in abilities, and development of cognitive and social skills as they apply to educational settings.
EDP 5216. Theories of Learning and Cognition in Instruction (3). This course focuses on the applications of prominent contemporary theories of learning, cognition, and information processing to instructional settings.
EDP 5217. Principles of Learner Motivation (3). This course examines the study of theories and concepts of human motivation. The primary emphasis is on the motivation to learn and techniques for stimulating and sustaining learner motivation.
EDP 5275. Development of Children in School (3). This course discusses central theories and topics in developmental psychology across the life span, focusing especially on the implications of developmental theory and empirical research on counseling and other helping professions.
EDP 5285. Group Processes in Instruction (3). This course examines the theory, research, and practice in interpersonal interaction, group dynamics, and management of group processes in the classroom and school setting. Topics include group development, leadership, conflict management, organizational dynamics, values.
EDP 5935. Topics in Educational Psychology (3). This course surveys major theories with respect to students' learning, motivation, individual differences in abilities, and development of cognitive and social skills as they apply to instructional decision making. The course components enable students to put research into practice and balance theoretical and practical perspectives of students' learning and teachers' practices.
EME 5077. Mobile Learning (3). This course addresses issues related to design, development, and implementation of mobile solutions for learning and performance support.
EME 5078. Design of Online & Digital Adaptive Learning (3). This course is designed to guide students to develop and implement online and digital adaptive learning technologies by understanding and applying the interdisciplinary principles of instructional design, learning technologies, human computer interaction, and learning analytics. The course reviews the design theories of adaptive and personalized learning and examines how instructional designers and educators can leverage digital culture, emerging technologies, and data science to design or develop online and digital adaptive learning products and environments.
EME 5250. Open Learning and Open Educational Resources (3). This course addresses the historical and social context of open learning and open education resources (OER), and engages students directly in the design, development, and implementation of open learning experiences and resources.
EME 5405. Media, Text, and Technology (3). This course covers what media can and cannot do, about texts that can be produced and disseminated and about the technologies that help and hinder the process of understanding.
EME 5456. Online Pedagogy and Design (3). This course presents various approaches to both synchronous and asynchronous online learning, online class activity design, and online class management. It prepares students to design and deliver their own online classes.
EME 5457. Introduction to Distance Learning (3). This course provides an overview of the foundations of distance learning and online educational programs. It examines the design and technologies necessary for quality interactive education at a distance.
EME 5601. Introduction to Instructional Systems (3). This course is an overview of systems theory applied to instructional systems development and includes principles and procedures for developing total instructional systems. In the course, students learn about the systematic approach to instructional design, the contexts in which this approach is applied, and the roles instructional systems professionals in the instruction design and performance improvement processes.
EME 5603. Introduction to Systematic Instructional Design (3). This course is an introduction to the systematic design of instruction. Includes practical experience in developing and evaluating instructional materials.
EME 5608. Trends and Issues in Instructional Design (3). This course is an overview of the field of instructional design and technology. Includes historical perspective, research findings, and current issues and trends.
EME 5614. Design of Learning Games (3). This course is designed to guide students to design and prototype learning games by understanding and applying the interdisciplinary principles of game design, psychology of play, education, and cognitive science.
EME 5906r. Directed Individual Study (1–3). (S/U grade only). May be repeated to a maximum of twelve semester hours.
EME 6064. Application of Research Methods in Learning Design & Performance Technology (3). This course provides students with hands-on experience applying research methods associated with learning design and performance.
EME 6356. Learning and Web Analytics (3). This course addresses the collection and use of data for decision making and assessment in learning and human performance contexts. Students get hands-on experience with small data sets and learn how big data sets are collected and used.
EME 6357. Evaluation of Instruction and Training in HPT (3). This course focuses on the evaluation of training and instruction through a systemic analysis of the organization sponsoring the training program. The course provides for knowledge and skills for conducting an HPT-based evaluation of training systems. Students actively participate in discussions, presentations, synthesis of materials, and the writing of papers.
EME 6403. Designing for Online Collaborative Learning (3). Prerequisite: EME 5601. This course teaches strategies and techniques for designing instructional activities for distance learning based on theories and principles of collaborative learning.
EME 6414. Web 2.0-Based Learning and Performance (3). This course focuses on how the widespread use of social networking/media have influenced learning and human performance. Additionally, the course covers how instructional learning experiences and performance supports might be designed to take advantage of participatory culture.
EME 6415. Development of Computer Courseware (3). Prerequisite: EME 5603 or EDG 6677. This course focuses on procedures for the systematic design and production of computer-based instruction. Includes practice in computer-based course development.
EME 6476. Internet Based Inquiry (3). This course focuses on two key issues related to the Internet and research: (1) Conducting research on online settings and (2) Using Internet-based tools to support data collection and analysis.
EME 6507. Development of Multimedia Instruction (3). In this course, students practice basic instructional systems design principles in active and digital learning environments. The course focuses on the design, development, implementation/distribution, and assessment of multimedia-based learning experiences systems.
EME 6616. Case Studies in Instructional Systems (2). This course studies representative contemporary instructional delivery systems, their planning, development, and implementation.
EME 6631. Managing Instructional Development (3). Prerequisite: EME 5601. This course is an introduction to procedures for managing instructional development projects and organizations. Includes project and organizational design and development, staff development, and leadership principles.
EME 6632. Instructional Systems Inquiry Project Design and Management (1). (S/U grade only.) This course explores issues related to the design and management of inquiry-based projects focused on instructional systems problems of practice. The course uses a project-based approach.
EME 6635r. Seminar in Advanced Instructional Systems Problems (3). Prerequisites: EDG 6362 and EDF 5489. This course is only offered periodically and addresses special topics that are not covered in other courses. May be repeated to a maximum of six (6) credit hours.
EME 6636. A Systems Approach to the Management of Change (3). This course discusses performance interventions in terms of changes in organizational environment, structure, processes, and workforce performance. The course examines the issues surrounding planning, implementing, sustaining, and evaluating changes that result from instructional and non-instructional interventions which target the overall improvement of organizational performance.
EME 6665r. Synthesis, Analysis, and Argumentation in Instructional Systems Research (3-6). Prerequisite: EDG 6362. This course covers tools, techniques, and procedures for finding, synthesizing, analyzing, and summarizing research related to past and ongoing relevant topics in Instructional Systems. May be repeated to a maximum of six credit hours.
EME 6677. Advanced Instructional Design and Development (3). Prerequisites: EDP 5216 and EME 5603. This advanced course explores theory and research that serve as the foundation for current and emerging instructional design (ID) practice. The course is aimed at graduate students who have already mastered basic knowledge and skills related to instructional design and learning theory.
EME 6691. Performance Systems Analysis (3). This course is an introduction to human-performance technology (HPT) and familiarizes students with HPT theoretical foundations and practical methodology through a performance-systems analysis (PSA) project. The course covers systems thinking, systematic processes involved in conducting a PSA, as well as PSA models and their application for identifying performance gaps and recommending solutions.
EME 6694. Academic Publishing in Instructional Systems and Learning Design (3). This course addresses the academic publishing process and prepares Instructional Systems and Learning Design students to disseminate the results of their research at conferences and through academic journals and books.
EME 6697. Entrepreneurship, Consulting, and Leadership in Learning Design and Performance Technology (3). This course addresses entrepreneurship, consulting, and leadership skills that are needed by learning design and performance technology professionals.
EME 6920r. Learning Design and Performance Technology Colloquium (1). (S/U grade only). This colloquium addresses timely issues related to practice and inquiry in the field of learning design and performance technology. Ethics, standards, and cases are explored. May be repeated to a maximum of three (3) credit hours.
MHS 5007. Foundations of Mental Health Counseling (3). This course provides a history and overview of the counseling profession, including ethical and legal issues, controversies in the field, and the impact of contemporary problems on mental health problems.
MHS 5010. Foundations of School Counseling (3). This course is an introduction to the field of school counseling with an emphasis on historical foundations, role and function, legal and ethical issues, and standards of practice. It provides a theoretical and practical orientation to applied counseling practice in the schools.
MHS 5060. Psychosocial and Multicultural Aspects of Counseling (3). This course examines the relationship among psychological, social, environmental, disability, and multicultural factors as they pertain to understanding human behavior.
MHS 5070. Psychopathology Across the Lifespan (3). This course provides a broad overview of psychopathology across the lifespan. The course focuses on the observation, description, epidemiology, conceptualization, etiology, and treatment of the major DSM-5 disorders.
MHS 5225. Intellectual and Psychoeducational Assessment for Health Service Providers (4). This course focuses on direct assessments commonly provided by Health Service Psychologists (HSPs) for the purposes of conducting comprehensive, psychoeducational assessments. Including the administration and interpretation of cognitive, academic, adaptive, and executive functioning assessments.
MHS 5340. Foundations of Career Development (4). This course examines the career development of individuals and the process of career counseling and guidance.
MHS 5341. Career Development Program Design and Evaluation (3). This course examines contemporary career interventions and strategies for program development and implementation.
MHS 5400. Introduction to Counseling Theories and Techniques (4). This course examines traditional theories of personality and counseling, as well as how to translate theory into effective practice. Develops basic counseling skills that include an awareness of self and a capacity to use oneself in the counseling process.
MHS 5435. Theories and Fundamentals of Family Therapy (3). This course provides students with theories and models of intervention related to working with families and family systems.
MHS 5496. Current Issues in the Psychology of the Gifted (3). Prerequisite: Instructor permission. This course exposes students to current issues and trends in the psychology of the gifted. Topics include intelligence and intelligence testing, characteristics of the gifted, creativity, talent development, underachievement, socio-emotional development of the gifted, and policy impacting the gifted. Students formulate a research proposal based on a review of the research literature in one area of giftedness.
MHS 5511. Group Counseling: Theory and Practice (3). Prerequisites: MHS 5400. This course covers introductory group leader training; theoretical and experiential components.
MHS 5635. School Counseling Program Development and Planning (4). Corequisite: SDS 5820. This course provides students with knowledge and learning experiences of developing, evaluating, and implementing a comprehensive school counseling program in a school setting.
MHS 5801r. Practicum in Counseling (4). Prerequisite: MHS 5400. This course provides intermediate training in counseling in the human services center, through direct client counseling, role play, instruction, and observation. May be repeated for a maximum of sixteen semester hours.
MHS 5860r. Supervised Teaching (1–4). (S/U grade only). May be repeated to a maximum of five semester hours. A maximum of three semester hours may apply to the master's degree.
MHS 5905r. Directed Individual Study (1–3). (S/U grade only). This course provides students with a self-directed learning opportunity focused on a specific area of interest and is negotiated with the supervising faculty member. May be repeated to a maximum of twenty-one semester hours within the same term.
MHS 5915r. Supervised Research (1–4). (S/U grade only). This course provides students an opportunity to work on a research project or projects under the supervision of a professor. May be repeated to a maximum of twenty one semester hours.
MHS 6064. Affective and Cognitive Aspects of Behavior (3). This course covers historical, theoretical, empirical, and methodological issues regarding the development of affect and cognition and their relation to behavior and learning. The course focuses heavily on how research in this area applies to clinical and school-based practice in assessment and intervention.
MHS 6220. Individual Appraisal in Counseling (3). Prerequisite: MHS 6905. This course allows students to acquire skill in use and interpretation of selected instruments and techniques for individual assessment. This course is intended to educate emerging psychologists, counselors, and therapists in construction, evaluation, selection, administration, scoring, interpretation, and reporting.
MHS 6229. Psychometrics and Assessment in Health Service Psychology (3). Prerequisites: MHS 5060, SPS 5176, or equivalent. This course focuses on the integration of psychometrically sound assessment methods (objective and subjective) in making diagnostic and intervention decisions. Students learn a multi-method approach to critically analyze assessment results as well as use these results as part of a problem-solving approach to client care.
MHS 6300. Theories of Vocational Behavior (3). This course covers the meaning of work, theories of vocational behavior, career development consultation.
MHS 6401. Evidence-Based Counseling/Psychotherapy (3). Prerequisite: MHS 5400 or equivalent. This course covers the nature of theory and instruction in a variety of counseling theories. Emphasis is placed on counseling-research literature and evidence-based practice.
MHS 6410. Behavior Management: Principles and Applications (3). This course provides understanding of behavior patterns of children and adolescents and develop effective strategies for behavior management.
MHS 6450. Substance Abuse and Addictions Counseling (3). This course is designed to provide graduate students with an overview of theories, concepts, and issues related to the etiology, assessment, diagnosis, and treatment of persons with addictions and substance use disorders.
MHS 6466. Trauma & Crisis Intervention (3). This course provides students with a survey of the complexity of crisis situations, as well as theories of and models of intervention when working with clients during and after traumatic events and crises. The course discusses traumatic experiences including but not limited to grief, suicide, and natural and man-made disasters.
MHS 6600. Consultation and Organizational Development (3). This course covers problem identification, consultation strategies, development of social networks, conflict resolution, workshop development, individual and organizational change strategies in education and related agency settings.
MHS 6610. Supervision (3). This course covers the development of skills in clinical and managerial supervision. Understanding a variety of supervisory models.
MHS 6630. Program Development and Evaluation in Counseling (3). This course covers needs assessment, programmatic goals and objectives, program planning, evaluation design, accountability, and dissemination.
MHS 6715. Design and Critical Review of Research in Counseling (3). This course covers the conceptualization of counseling problems in researchable terms; critical review of published counseling research.
MHS 6720. Introduction to Health Services Psychology Profession (3). This doctoral seminar presents an introduction to professional issues relevant to counseling and school psychology, including topics such as values, current trends, basic therapeutic skills, stress management, and burnout prevention.
MHS 6721. Professional Development Seminar in Advocacy and Ethics for Health Services Psychology (3). Prerequisite: MHS 6720. This doctoral seminar provides an in-depth look at ethical standards and advocacy specific to the field of counseling and school psychology.
MHS 6803. Seminar in Clinical Supervision, Consultation and the Law (3). Prerequisite: MHS 6805. This seminar provides students with exposure to standards of practice in professional psychology, to ethical and legal issues in the provision of psychological services, and to clinical supervision and consultation.
MHS 6805r. Advanced Group or Individual Counseling Practicum (1–4). This course is intensive practice in counseling, consisting of closely supervised practical experience and critique of students' practice. May be repeated to a maximum of sixteen semester hours.
MHS 6820r. Counseling Internship (3–6). (S/U grade only). This course is field counseling experience in a planned setting. May be repeated to a maximum of eighteen semester hours.
MHS 6930. Diversity Seminar in Health Service Psychology (3). Prerequisites: MHS 5060 and SPS 5176, or equivalent. This doctoral seminar immerses students in diversity-related content intended to facilitate the continued development of their multicultural awareness, knowledge, and skills towards an understanding of intersectionality, social justice, and advocacy.
MHS 6938r. Special Topics in Counseling Psychology (3). This course is an in-depth investigation of a variety of topics in counseling psychology with different topics offered each year. May be repeated to a maximum of nine (9) semester hours; repeatable within the same term.
MHS 6946r. Field Practicum in Counseling Psychology (2). (S/U grade only). Prerequisite: MHS 6805. This practicum provides students with an opportunity to integrate theory and practice in the delivery of psychological services relevant to their career goals. Students completing the course enhance their competencies in assessment, intervention, or both. May be repeated to a maximum of twenty-one semester hours.
MHS 6970r. Thesis (3–6). (S/U grade only). A minimum of six semester hours is required.
MHS 6971r. Master's Thesis Defense (0). (P/F grade only.)
MHS 6973r. Specialist in Education Thesis (3–6). (S/U grade only). A minimum of six semester hours is required.
MHS 7962r. Specialist in Education Comprehensive Examination (0). (P/F grade only.)
MHS 7972r. Specialist in Education Thesis Defense (0). (P/F grade only.)
MHS 8960r. Master's Comprehensive Examination (0). (P/F grade only.)
MHS 8961r. Preliminary Doctoral Examination (0). (P/F grade only.) This preliminary examination determines if students have mastered the content area and are prepared to plan and conduct independent and scholarly research. Upon successful completion of the preliminary examination, students are admitted to candidacy and may begin taking dissertation hours.
MHS 8980r. Dissertation (1–12). (S/U grade only).
MHS 8981r. Dissertation Defense (0). (P/F grade only.)
PCO 5095. Computer Applications in Counseling Psychology and Other Human Services (3). This course examines the effective application of computer technology in counseling psychology with an emphasis on mental health, education, and rehabilitation.
PET 5054C. Motor Skill Learning (3). This course focuses on research and theory of learning, performance, and related factors as applied to motor skills.
PET 5175. Philosophy and Ethics of Coaching (3). This course introduces students to analyze the essential concepts and knowledge concerned with the discipline of ethics as it relates to the extensive and evolving demands of managing and coaching sports and activities. Students utilize a variety of research materials to investigate traditional schools of thought and academic theory regarding ethics and how they pertain specifically to the profession of coaching. Students use these processes to integrate their individual philosophy of coaching within an ethical framework.
PET 5212. Helping Relationships in Sport Psychology (3). This course provides an understanding of helping processes, including consultation and counseling theories; basic listening, interviewing, assessment, and consulting/counseling skills; and helper and client characteristics and behaviors that influence professional helping relationships.
PET 5216. Applied Sport Psychology (3). This course focuses on the theoretical knowledge and practical skills needed to design and implement a mental skills training intervention with a client operating in a domain requiring performance under pressure.
PET 5222. Cognitive Processes in Sport Psychology (3). Prerequisite: PET 5216. In this course, cognitive processes (decision making, attention memory, etc.) are studied, with an emphasis upon explaining and optimizing sport-related behavior.
PET 5250. Sociology of Sport and Cultural Foundations of Coaching (3). The purpose of this course is to understand and evaluate how society affects sport and sport affect society. Students learn the theoretical perspectives of the sociology of sport and are able to apply them to various sociological and cultural situations within coaching.
PET 5255. Social Bases of Physical Activity (3). This course examines the socio-cultural foundations of play, games, sport, and physical activity.
PET 5261. Cultural and Ethnic Diversity for Sport Psychology Consulting (3). This course examines the influence of cultural and ethnic differences on the delivery of sport psychology.
PET 5390. Measurement in Sport and Exercise Psychology (3). Prerequisites: EDF 5400, EDF 5432, or equivalent. This course considers the application of measurement theory to the domains of sport and exercise psychology. Currently available instruments are reviewed and scale development emphasized.
PET 5392. Coaching for Human Performance (3). This class introduces the underlying theories and mechanisms that pertain to human performance. Students learn about fundamental elements of strength and conditioning training, nutrition, and the physiology of the body during exercise to help inform their coaching practice.
PET 5530. Understanding and Conducting Research in Sports and Coaching (3). This course covers the fundamental and foundational elements of research as it pertains to the coaching and sports field.
PET 5603. Psychology of Sport Injury (3). This course provides an examination of psychological theories and applied considerations related to athletic injuries and the subsequent rehabilitation of the physically active.
PET 5769. Theory and Practice of Athletic Coaching (3). In this course, students gain knowledge in a variety of sub disciplines associated with coaching and how they fit within the structure of the discipline as a whole. Students are able to understand the importance of science and education as it pertains to coaching.
PET 5855. International Perspectives of Coaching (3). In this course, students learn how coaching occurs international and how to apply that knowledge to their own coaching practices through the integration of new communication strategies, teaching techniques, and program development.
PET 5856. Coaching 360: Athletes, Helping Skills, and Disabilities (3). This course serves to teach athletic coaches basic helping/counseling skills and to expose coaches to techniques that may help athletes with disabilities.
PET 5940r. Athletic Coaching Internship (1-3). Prerequisite: PET 5769. This course is for students to gain experience observing and working in a professional athletic coaching and sports setting. May be repeated to a maximum of three (3) credit hours.
PET 6087. Exercise Effect on Health and Quality of Life (3). This course consists of in-depth elaboration on current important professional issues related to exercise effects on health and quality of life.
PET 6280. Enhancing Human Functioning (3). In this course, students attain a broad understanding of the factors contributing to, and mechanisms underlying, enhanced human functioning, with a focus on the relation of this research and theory to sport and performance psychology concepts and practices.
PET 6217. Stress and Motor Performance (3). This course emphasizes the importance of stress within motor performance. Examines various physiological, cognitive, and behavioral correlates of psychologically induced stress as well as contemporary treatment modalities for managing stress.
PET 6224. Exercise Effect on Cognitive Processes and Brain Functioning (3). This course consists of in-depth elaboration on current important professional issues related to exercise effects on cognitive functions. Each session consists of two or three presentations followed by debates and discussions.
PET 6240. The Self in Sport and Exercise Settings (3). This course examines how the "self" is a major focus of research in sport and exercise physiology. A variety of theoretical foundation will be considered in this course as well as investigations evaluating the associated conceptual contentions on cognition, affect, and behavior in sport and exercise settings.
PET 6280. Enhancing Human Functioning (3). In this course, students attain a broad understanding of the factors contributing to, and mechanisms underlying, enhanced human functioning, with a focus on the relation of this research and theory to sport and performance psychology concepts and practices.
PSB 5066. Biological Bases of Learning and Behavior (3). This course is an overview of human biological development and its influence on learning and behavior with an emphasis on disorders of learning and development.
RCS 5080. Medical Aspects of Disability (3). This course offers an introduction to the U.S. medicine structure; a survey of medical specialties and terminology; as well as a survey of body systems, common malfunctions, therapeutic services, restorative techniques, and disability evaluations.
RCS 5250. Assessment in Counseling (3). This course offers an understanding of assessment approaches used with counseling clients.
SDS 5806r. Experiential Learning (0). (S/U grade only). This course focuses on engaging students to "try on" a professional environment through completion of an experiential learning opportunity. Experiential learning occurs through a variety of activities including: internships, field work, service learning, projects, research fellowship, leadership, clinical experience, co-op, practicum, etc. May be repeated up to five (5) times.
SDS 5820r. Counseling Internship (4–18). (S/U grade only). Prerequisite: MHS 5801. This course offers field practical experience in a planned setting. May be repeated to a maximum of eighteen (18) credit hours.
SOW 5153. Human Sexuality (3). This course surveys issues and attitudes associated with human sexuality. It is primarily intended for social workers and other helping professionals who currently work with clients or plan to in the future. Using a biopsychosocial perspective, emphasis is placed on the social, cultural, familial, and individual differences in sexual and reproductive attitudes, values, and behavior. Students are introduced to common sex-related issues and to the particular concerns of various sexually discriminated against groups. Information is also provided about childhood sexual abuse and adult victimization and their relationship to intimacy issues clients typically present in direct practice.
SPS 5055. Foundations of School Psychology (3). This course introduces students to the field of school psychology including foci on role and function, historical perspectives, and legal, ethical, and professional standards issues. Provides an orientation to the nature of schooling and the relationship of schools to society and culture.
SPS 5105. Social-Emotional Disorders of Children and Adolescents: Characteristics and Assessment (3). This course is an overview of emotional, social, and behavioral disorders of children and adolescents with a focus on characteristics, classification, issues, and strategies in assessment.
SPS 5176. Psychoeducational Issues for ELL & Diverse Learners (3). This course provides skills needed to provide psychological services to diverse and English language learners in an educational setting.
SPS 5191. Assessment of Intelligence (4). Prerequisite: Admittance to the M.S/Ed.S School Psychology program or the Ph.D. Combined School and Counseling Psychology program. This course is an overview of assessment of intelligence and cognitive functioning including foci on theories of intelligence; assessment instruments and approaches; disorders related to cognitive functioning; and assessment of adaptive behavior. Practice administration of assessment instruments with activities related to interpretation and reporting of assessment data are included.
SPS 5192. Psychoeducational Assessment and Intervention (4). Prerequisite: SPS 5191. This course assesses educational problems utilizing standardized and non-standardized approaches, including foci on assessment of achievement and learning, preschool children, special populations, and assessment-based development of educational objectives and plans. The course includes activities related to collection, interpretation and reporting of assessment data.
SPS 5193. The Assessment of Socio-Emotional Problems in Children and Adolescents (3). Prerequisites: SPS 5105 and SPS 5191. This course focuses on activities related to the collection, interpretation, and reporting of assessment data of emotional, social, and behavioral problems in children and adolescents.
SPS 5205. Consultation in the Schools (3). This course offers instruction and supervised experience in providing consultation to educators who are teaching students with behavioral and/or academic difficulties. Content includes an introduction to indirect models of service delivery, theories of consultation, consultative models, the process of consultation, systems level consultation, and ethics.
SPS 5207. Advanced School-Based Consultation (3). Prerequisite: SPS 5205.This course examines steps in the problem-solving process as it applies to the RtI/MTSS approach utilizing supplemental materials (e.g., assessment tools) and case studies based on real students. Existing skills in behavioral observation, interviewing, problem analysis, intervention selection, data graphing, assessing treatment integrity, and data-based decision making are refined and applied to the process of consultation within the schools. Furthermore, the course examines why problem-solving and RtI are natural extensions of school-based consultation, and the role of student support personnel (e.g., school psychologists) within RtI.
SPS 5615. Counseling Children and Adolescents (3). Prerequisite: Instructor permission. This course is an overview of counseling strategies used with children and adolescents and their parents and families.
SPS 5945r. Practicum in School Psychology (1–6). (S/U grade only). This course involves supervised experience in the delivery of school psychological services in schools and related settings. May be repeated to a maximum of twelve (12) semester hours.
SPS 6948r. Internship in School Psychology (3–6). (S/U grade only). This course is an advanced supervised field experience in the delivery of school psychological services in an approved setting. May be repeated to a maximum of six credit hours.
SYP 5105. Theories of Social Psychology (3). This course examines the major theoretical orientations in contemporary social psychology. Special attention is given to perspectives such as symbolic interactionism, social learning theory, expectation states/status characteristics theory, emotions work theory, and Goffman's dramatization theory.