The Diagnostic and Statistical Manual of Mental Disorders (DSM) is used to develop a basic understanding of mental disorders. Students learn to utilize the DSM classification system to identify counseling techniques and develop counseling plans.

The theories, principles, and techniques of counseling couples and families are examined. Other topics include ethical and multicultural issues, assessment, and current research in marriage and family counseling.

This course provides an overview of research and theory in regards to the etiology, assessment, diagnosis and treatment of addictive disorders, e.g. alcoholism, drug addiction, gambling, etc. The course will review theoretical and evidence-based models of counseling for addictive disorders as well as considerations for treating addictive disorders among various special populations and with culturally diverse clients.

This course will introduce students to the techniques of divorce mediation. Legal, ethical and psychological issues in the divorce mediation process will be examined with special emphasis on the neutral role of the mediator explored.

Emphasis is on a basic knowledge of the theories, principles and techniques of counseling elderly individuals, couples and their families. Includes such topics as assessment, ethical and cultural issues, model programs, and current research in gerontological counseling.

Provides an overview of the history, philosophical foundations, and professional duty of professional school counseling. Review of historical and contextual forces that shaped the evolution of professional school counselors' roles and functions within schools. Special emphasis will be placed on current trends and best practices as identified by ASCA and current literature.

Includes a study of historical and current theories and issues in multicultural counseling, provides an understanding of societal trends and changes, and demonstrates strategies/techniques for cross-cultural counseling techniques through class exercises, case studies, and demonstrations. Reflective experiences are used to allow for the development of cultural self-knowledge.

This course will provide an overview of various theoretical approaches and related research findings for couples counseling. The course will also provide an overview of current theory and research in human sexuality, including sexual development, sexual well-being/wellness, sexual orientation and sexual dysfunction and disorders. The course will apply particular focus to sexuality issues as they are an aspect of individual and couples counseling work.

This course examines community mental health counseling and includes a survey of its organizational, fiscal, and legal dimensions; of community needs assessment, program delivery, advocacy, funding, and intervention; of the principles of consultation, education and outreach; of client and community characteristics; and of the various practice settings and roles.

This course provides an overview of current theoretical perspective and evidence-based intervention paradigms regarding psychological, behavioral, cultural and social context/environmental problems commonly occurring during childhood and adolescence. A focus will be upon knowledge of basic counseling skills for use with children and adolescents as well as learning to conceptualize childhood problems at various levels of social ecology: individual, cultural, academic, familial, community and societal.

This course is an introduction to the historical and philosophical foundation of Clinical Mental Health Counseling as well as overview of contemporary clinical practice issues within this counseling specialty.

Includes a study of various theories, principles, and techniques in counseling. Opportunity is provided for the implementation of counseling techniques through the study of case studies and transcripts.

The study of educational, vocational, psychological, and individual resources needed to make employment decisions. Emphasis is on the collection and evaluation of information, procedures and strategies for researching employment opportunities, and the management of information services.

Includes both the theory and practice of group counseling, counseling with clients of diverse backgrounds, and selecting group work suitable to multicultural needs. Emphasis is on the developmental level and background of clients with which the counselor expects to work.

Introduces the student to a broad field of community rehabilitation. Included is the history, philosophy, present activities and future trends in rehabilitation. A multidisciplinary approach to the study of the "whole person" is emphasized and direct contact with community social service agencies is an integral part of the course.

This course requires the student to demonstrate the appropriate use of a variety of counseling skills and techniques. Audio and video tapes of individual counseling sessions are critiqued in class by the instructor. Requires special permission of the instructor.

Supervised practice is provided in group counseling and other group work experience appropriate for a counselor. Practicum experience is offered in the setting in which the student plans to work.

The theory, research, and practices in related disciplines which contribute to an understanding of human disability. Field work and case study serve as integrating activities.

Included is a survey of historical developments and current practices in student personnel services in post-high school educational institutions. The organization, administration, and functions of the various services are stressed.

This course provides for critical analysis of representative rehabilitation case studies. Case records are used as a basis for developing an understanding of the clients with handicaps and their problems, the rehabilitation case work process, diagnosis, eligibility requirements, and the provision of services.

Provides an overview of how school counselors can access, interpret, and use achievement data, demographic data, school process data, and perception data to inform school counseling programmatic decisions. Assessment of systemic data, using data to guide program development, formative and summative evaluation methods, and strategies for dissemination of data are reviewed.

Supervised experience in the selection, administration, and scoring of educational and psychological tests, and the interpretation and reporting of test results.

Ethical standards of the profession and current legal issues will be examined in the context of case studies and current literature. Critical analysis by each student of legal and ethical issues faced by counselors and psychometrists will be stressed.

Common symptomology, treatment, and medical management techniques of rehabilitation and physical medicine are emphasized. Other topics include assessment of client's functional limitations, interpretation of medical information, and planning for the client's rehabilitation.

Emphasis is placed on the counseling procedures involved in developing and maintaining the therapeutic relationship. Students are required to model the basic skills of counseling using videotaped incidents and observations for feedback on skill development.

Emphasis is placed on a basic knowledge of the theories, principles, and techniques of career counseling used for a wide range of ages. Other topics include model career development programs, assessment, population and age diversity, individual characteristics, placement and current research.

Guided supervision in the completion of learning tasks in counselor education such as program design and revision study of a significant topic, theory, model and supervision of selected learning activities to acquire specific counseling and testing skills.

This course will provide an overview of advocacy, collaboration amd consultation models and essential skills for professional school counselors and clinical mental health counselors. The role that each of these skills play in the professional identity of the school and mental health counselor and strategies for using these skills to promote systemic change and equitable social systems will be examined.

Students will gain knowledge of research-informed theoretical models of etiology and development of problems such as suicidality and other forms of mental health crisis, as well as grief, trauma, and disaster-related mental health symptoms. Students will also gain knowledge of evidence-based models of counseling and intervention in these areas such as comprehensive risk assessment strategies, psychological first aid and systems of mental health crisis management.

Students explore through directed study problems and issues of special interest or significance in Counselor Education. Not more than three semester hours of any departmental 594 courses can be accepted toward a degree program.

The internship is a supervised learning experience in a work setting similar to that in which a school counselor eventually will be employed. The internship provides the student with an opportunity to apply the theories and concepts learned during the graduate program. Not more than 12 hours may be taken. Prerequisite: Special permission of the instructor and a grade of B or above in CED 586 and CED 576.

The internship is a supervised learning experience in a work setting similar to that in which a school psychometrist eventually will be employed. The internship provides the student with an opportunity to apply the theories and concepts learned during the graduate program. Not more than 12 hours may be taken. Requires special permission of the instructor.

The internship is a supervised learning experience in a work setting similar to that in which a community counselor eventually will be employed. The internship provides the student with an opportunity to apply the theories and concepts learned during the graduate program. Not more than 12 hours may be taken. Requires special permission of the instructor.

The internship is a supervised learning experience in a work setting similar to that in which a rehabilitation counselor eventually will be employed. The internship provides the student with an opportunity to apply the theories and concepts learned during the graduate program. Not more than 12 hours may be taken. Requires special permission of the instructor.

A student selects a project, study or investigation which is related to an area of specialization in Counselor Education. The project forms a basis for the thesis. A thesis committee will provide direction during the writing of the thesis.

An advanced study of counseling theories and strategies as they apply to practical situations and special populations.

This course provides the student with advanced skills and knowledge designed to facilitate working with groups. The course emphasizes group theory, research, and participation in group dynamics.

Supervised field experience in appropriate settings. Required weekly seminar. Requires special permission of the instructor.

This course focuses on the development of negotiation, conflict resolution, and communication skills needed to be effective in resolving a variety of training-related problems. Students will have an opportunity to research and practice in the negotiation process by applying communication and conflict resolution techniques in simulated and real situations.

Guided supervision in the completion of learning tasks in counselor education such as program design and revision, study of a significant topic, theory, model, and supervision of selected learning activities to acquire specific counseling and testing skills.

Students explore through directed study problems and issues of special interest or significance in Counselor Education. Not more than three semester hours of any departmental 694 courses can be accepted toward a degree program.

A supervised field project, or investigation in the Counselor Specialist Program, serving as the culminating experience in the program. Applying concepts and skills learned during the sixth-year program, the student will conduct an investigation and prepare a field project report in standard form.

Examines the legal and political considerations that affect education in America. Emphasis will be placed on the practical applications of these legal and political considerations to the operation of schools.

Provides relevant clinical and laboratory experiences directly related to the several academic disciplines that constitute the social foundations of education. Must be taken with EDF 315. Requires a special fee.

Varies in content in one disciplinary area of educational foundations (e.g., history of education or anthropology of education) or in an interdisciplinary area (e.g., multicultural education). May be repeated for credit when course content varies.

This course introduces concepts in gender, international development and global education through an examination and critique gender issues in developing nations and international efforts to address these concerns from the 1970's to the present with particular emphasis on the context of women. Includes formal and nonformal education of women, cultural differences (reproduction, marriage, male/female hierarchies) affecting life opportunities, rural vs. urban issues, politics, social class influences, international movements, and organizations and efforts to empower girls and women to advance their lives within the context of gendered social roles. Analysis of issues through various lenses including the Gender Equality Continuum. Students will interact directly with individuals in the field via videoconferencing and other modes of electronic communication. Assessment will center on a guided project and experience specific to individual student interests.

A study of international development and education in global and gender contexts that includes an examination of policy, structure, sociological issues (gender, religion, social class), and formal, adult and nonformal education. Major agency providers in the field and employment opportunities in the public and private sectors will be reviewed. Students will interact with individuals in the field through videoconferencing, face-to-face dialogues and other electronic interactions. Assessment will center on a guided project and experience specific to individual student interests. This course helps prepare students for a summer study abroad service learning experience in a developing country.

Explores ones' understanding and acceptance of individuals perceived as culturally different in educational, work,, and social settings. Students collaborate with people of other cultures to negotiate and compromise across distances and cultures, create new ideas and products, reach common goals, exchange cultural ideas, and reflect on how cultural differences affect their thoughts and behaviors.

The content will focus on comparative and international gender and family issues regarding non-formal adult health education and services. The student will do readings in this content area and compare human rights related to gender and family roles, woman's health issues and family planning services across the nations, how these relate to life opportunities for women and men. Programs providing related services and education will be analyzed. Students will dialogue with individual working in the field to gain a deeper understanding of contemporary real-world endeavors. Assessment will center on a guided project and experience specific to individual student interests and includes a service learning component at a local agency or an agency serving a developing country.

An examination of gender and race, class, religion, language and ethnicity in formal and nonformal education in US and global contexts that develops cultural competencies and prepares students with an interest in international development/education careers. Students will interact directly with professionals in the field from various cultural backgrounds via videoconferencing and other modes of electronic communication. Assessment will center on weekly applications of course topics to real world situations and guided project or service learning specific to individual student interests.

An overview of education in its three aspects: formal, non-formal and informal. It will include the history, philosophy, sociology, policy and structure of the American education in comparison with other countries' systems. A regional approach will include northern Africa, the Indian Sub-continent, Asia, pacific Islands and Australia, Central America and the Caribbean, South America, Canada and Europe. Assessment will center on weekly applications of course topics to real world situations and a guided project or service learning experience specific to individual student interests.

A study of current problems and issues in non-formal, informal and all levels of formal education. Includes poverty, inequality and human rights and related structures, policies and programs. Includes poverty, inequality and human rights and related structures, policies and programs. Major issue areas include health, gender, rural development, agriculture, civil society, economics, sustainability, politics and reform. Content may vary according to currently important issues. Assessment will center on weekly applications of course topics to real world situations and a guided project or service learning experience specific to individual student interests.

Varies in content in one disciplinary area of educational foundations (e.g., history of education or anthropology of education) or in an interdisciplinary area (e.g., multicultural education). May be repeated for credit when course content varies.

Directed study. Prerequisite: Permission of Department. (No more than two directed studies can be counted toward the Bachelor's Degree and Class B Certificate.)

A presentation and investigation of basic concepts, issues, and principles of American education within a social scientific framework; particular emphasis is on multicultural concerns and strategies.

In a multicultural society, teachers must be able to work with students from a variety of backgrounds-some quite differently from the teachers' own. Four cultural factors are the focus of this course: social class, race, gender, and ethnicity. Teachers sensitive to these factors can prepare students to survive and function in the dominant culture without sacrificing pride in the students' own cultures.

Course may vary in content or may be supervised study in one disciplinary area of educational foundations (e.g., history of education or anthropology of education) or in an interdisciplinary area (e.g., multicultural education). May be repeated for credit when course content varies.

Students explore problems and issues of special interest or significance in educational foundations. Not more than three semester hours of any departmental 594 courses can be accepted toward a degree program.

Designed to give the student an historical perspective on important issues in American education. Among these issues are the influence of class, race, gender, ethnicity, and exceptionality on educational attainment; the control of public education; the debate over public schools versus private schools; the status and work of teachers; and the role of education in social change. The student will relate the past to the present in analyzing these issues.

This course offers advanced graduate students the opportunity to examine educational policy and policy-making from sociocultural, political, historical, philosophical, and comparative and international perspectives. After analyzing a common core of issues, students will investigate a topic of their choice using research skills from the educational foundations disciplines.

Comparative and International Education will examine different world cultures and nations and their educational systems. The course will explore the various outcomes of education (achievement, status, employment, living conditions) and will examine the world crisis in education. In all, a study of education from a world-wide perspective will help illuminate the educational purposes, programs, and achievements of schools in the United States.

Course may vary in content or may be supervised study in one disciplinary area of educational foundations (e.g., history of education or anthropology of education) or in an interdisciplinary area (e.g., multicultural education). May be repeated for credit when course content varies.

Exploration of problems and issues of special interest or significance for advanced students. No more than three semester hours of any departmental 694 courses can be accepted toward a degree.

Basic understanding of current and emerging technologies for instructional purposes. Requires a special fee.

Application of current educational technology in various instructional environments. Laboratory experience is given with selected software programs. May be repeated when technological application changes.

Application of current concepts in communication and instructional system design to elementary and secondary teaching. Operation of basic mediaware and overview of literature related to media use are stressed.

In-depth study of operational experience in current trends and techniques in educational media research.

Basic elements in the planning preparation, and evaluation of teacher-produced instructional materials.

Investigation of contemporary topics of interest in Educational Media. Requires permission of the department.

Directed study in Educational Media. No more than two directed studies can count toward the Bachelor's degree. Required departmental approval.

Application of current and emerging technologies that support and enhance instruction and can be used to improve student achievement.

Introduction to history and theories of computer use in education.

In-depth study and operational experience in current trends and techniques in educational media research.

This course explores media used for learning and enjoyment with children in preschool through grade eight. Other topics include: the professional roles and responsibilities of a collection developer, the influence of child development and curriculum on collection development, an overview of the marketplace, strategies to encourage teachers to use media center materials in teaching, and related research.

This course initiates or extends a student's knowledge of how to identify, select, and use library media resources for students in grades 6 through 12. Other topics include: the role of a library media specialist in establishing and maintaining a collection of resources; steps that can be taken to encourage students and teachers to use the collection; related research; and ways professionals can keep abreast of the latest knowledge, practices, and resources.

This course focuses on the role of the library media specialist in teaching students and instructional staff how to select, evaluate, and use information from print, non-print, and online sources. Emphasis is placed on information access, retrieval, and interpretation; advanced research techniques; copyright laws; and lessons and projects that utilize research information.

This course covers the procedures and routines for effective media center management, including acquiring, organizing, classifying, cataloging, maintaining, and inventorying a relevant collection. Other topics include: selecting resources to support the total curriculum and budget, responding to the needs of a school's demographic population, assisting students and teachers in the application of information skills, and applying the fundamentals of library design to achieve an effective environment for learning and leisure use.

Provides instruction in the elements of planning, preparation and evaluation of professional circular materials for group and individual instruction.

This course covers the professional responsibilities for planning, implementing, and evaluating a library media program that serves a school program. Emphasis is placed on curriculum, leadership, environment, teaching and learning styles, a planning model, collaboration, staff development, program administration and evaluation activities, and ways in which research can be used to help shape an effective program.

Design and evaluation of information technology hardware, software, and networked information resources that support classroom pedagogy, educational administrative services, and student learning.

General practices and procedures for establishing, organizing and operating the media center. Students submit plans for hypothetical or actual situations.

Presents topics of contemporary interest in the area of Educational Media.

Students will investigate current research as well as discuss emerging trends and developmental issues in the fields of educational media and instructional technology and their use as a pedagogical tool in P-12 schools.

Students explore problems and issues of special interest or significance in Educational Media. Not more than three semester hours may be accepted toward degree programs.

The internship is a supervised learning experience in a work setting similar to that in which a media specialist eventually will be employed. Departmental approval is required.

The internship is a supervised learning experience in a work setting similar to that in which a media specialist eventually will be employed.

The internship is a supervised learning experience in a work setting similar to that in which a media specialist eventually will be employed.

The internship is a supervised learning experience in a work setting similar to that in which a media specialist eventually will be employed.

A student selects a project, study or investigation related to the area of specialization in Educational Media. The project forms a basis for the thesis. A thesis committee provides direction during the investigation and during the writing of the thesis.

The planning, design and preparation of photographic and audio instructional materials will form the basis of comprehensive, sophisticated, software systems.

Practices and procedures for administering the educational media center.

Examination and application of computer systems to school library media centers.

Presents topics of contemporary interest in the area of Educational Media.

Bibliographic organization and reference use of professional resources in education, including governmental documents, publications of educational associations, professional journals and indices, research reports and computerized bibliographies.

Modern trends in cataloging with emphasis on standards for cataloging and educational media.

Provides an opportunity to synthesize and apply the various program components in a selected instructional setting. May be repeated for a total of 6 semester hours.

A study of the physical, mental, social and emotional development of young people from conception to late adolescence.

Assists future educators to understand adolescent development and behavior of students in the middle and high schools. Issues and problems include the school's role in the social, emotional, and intellectual development of middle and secondary school students from diverse multicultural backgrounds; student-teacher and peer relationships; and the academic and vocational planning process.

A study of the physical, mental, social and emotional development of young people from conception to late adolescence.

The application of formative and summative evaluative concepts in building and interpreting tests in the educational setting.

The application of formative and summative evaluative concepts in building and interpreting tests in the educational setting.

Study of a significant topic, theory, model or problem in behavioral studies. May be repeated once for credit when content varies.

Directed individual study and research. Consent of department chair is required. (No more than two directed studies can be counted toward the Bachelor's degree and Class B Certificate).

Psychology of learning as it pertains to education. Emphasis is on both the practical application of learning principles in educational and training classroom situations and theories of learning.

A study of the crucial developmental principles of human development and behavior focusing on: developmental tasks over the life span; growth patterns of the diverse subcultures emphasizing attitudes, values, and learning styles; family, school, and community impact on people of all ages living and growing in a multicultural society.

This course is offered as part of the Alternative Masters Degree in Education. Upon completion of the course, students will be able to construct, evaluate, administer, and interpret classroom and school-related assessment. In addition, students will be prepared to be effective consumers of research reports, writings, and results in professional literature in their field.

Understanding and interpreting the meaning of test scores. Technical qualities desired in a test. Techniques for obtaining information about clients and/or students. Using this information in counseling, consulting, and teaching. Cultural bias in tests. Problems of testing and obtaining information about clients and/or students with diverse backgrounds.

Includes basic theories of intelligence, basic concepts and principles of intelligence testing, extensive practice in administering, scoring and interpreting the Wechsler Adult Intelligence Scale, the Wechsler intelligence Scale for Children and the Wechsler Preschool and Primary Scales of Intelligence in a wide variety of educational settings.

Includes basic theories of intelligence, basic concepts and principles of intelligence testing, extensive practice in administering, scoring and interpreting the Stanford-Binet Scale in a variety of educational settings. Competencies in consulting with professional personnel and with parents will be emphasized.

The Kaufman Assessment Battery for Children and the Kaufman Adolescent and Adult Scale are the basic instruments used for extensive practice in administering, scoring, and interpretation of intelligence. The various theories of intelligence, especially those of Horn and Cattel, Luria, Sperry and Neisser are emphasized.

Guided supervision in the completion of learning tasks in educational psychology such as program design and revision, study of a significant topic, theory, model, and supervision of selected learning activities to acquire specific counseling and testing skills.

Students explore through directed study of problems and issues of special interest or significance in Educational Psychology. Not more than three semester hours of any departmental 594 courses can be accepted toward a degree program.

A study of the major psychological theories, models, research and principles that apply to the teaching and learning process. Special attention will be given to cognitivistic approaches.

Examination of individual and developmental differences as related to learning, performance and behavior. Intelligence attitudes, cognitive and learning styles, anxiety, prior knowledge, and locus of control are among the topics discussed. Models and methods for using learner characteristics in instructional design, teaching practices, and research are considered.

IDE 010 is a one hour reading exam that tests students' current proficiency in communication skills. Failure to complete the exam as scheduled, with a passing score, will require the students to re-register for IDE 010.

Assists freshman with maximizing the student's potential to achieve success and to respond responsibly to the individual and interpersonal challenges presented by college life. Emphasis will be placed on study skills, time management, and writing skills. The course also provides information on the functions and resources of the University that support student academic success. Special emphasis is placed on orienting the student to the special roles and responsibilities of being an educator in today's society.

Emphasis is placed on ways to create a class and school environment that encourages responsible student behavior. William Glasser's concept of Reality Therapy as a process for successful teacher-student involvement is examined.

Course will examine research and evaluation methodology, its application to questions in education, and the application of research findings to problems in education. The students will read and evaluate research in education.

A comprehensive survey of current research, methodology and materials in the field of English as a Second Language.

The underlying philosophies behind the career education movement and various approaches to career education are discussed. Ways to increase the career options available to individuals and to facilitate more rational and valid career planning and preparation, are explored through the career education phases: career awareness, career exploration, and career preparation.

Current topics of special concern to educators. Not more than 6 hours may be earned in Special Topics courses.

Exploration of problems and issues of special interest or significance in education. Not more than 3 hours can be accepted for a degree.

Observation and supervised teaching in selected schools with opportunity for study and discussion of problems and issues encountered. Prerequisite: Permission of advisor.

This course will focus on the assessment and evaluation skills needed by educational leaders. The course will provide students with the knowledge and skills to carry out, and utilize effectively, the evaluations of programs, organizations, personnel, and students. The course will also cover how to create, interpret, and evaluate the reliability and validity of assessments.

Basic quantitative methods for decision making in the educational environment. Computer application of basic descriptive and inferential statistics.

Basic research designs, with appropriate statistical analysis. The course will consider strategies needed for, but not limited to, the following: N-of-One research surveys and needs assessments; expost-facto designs, and true experimental designs.

An extensive examination of the nature and character of experimental design in educational research. Includes the development of appropriate analytical techniques.

Introduces students to the major kinds of qualitative research and mixed methods research. Attention is given to underlying philosophies, methods of data collection, theoretical perspectives, research design, sampling, data analysis and interpretation, validity types and strategies, and writing research reports.

Nature and function of measurement in instructional design and development environments. Approaches to reducing test error, including establishing validity and reliability estimates. Item analysis and discrimination. Test development for norm-based and criterion-referenced tests. Knowledge of descriptive statistics required.

Preparation of a modular program of instruction which incorporates all elements of the instructional-design process.

This course provides students with knowledge and skills related to human performance improvement in relation to instructional design profession. It provides an overview of foundational theories of industrial-organizational psychology, organizational behavior, and organizational development and change in relation to instructional design and performance improvement practices.

This course assists teachers in becoming more professional in instructional skills through the use of micro-teaching techniques and analysis of research in teaching.

Course strives to increase the effectiveness of instructional personnel in their use of research and evaluative techniques in instructional environments. Three major areas of focus are: the conceptualization of research and evaluative models appropriate for the population; the application of basic assessment concepts to the teaching- learning environment; and the analysis of basic applied research in evaluation.

This courses concentrates on developing three major areas: the examination of psychological underpinning of various communicative models and concepts; the practicing of interactional skills, such as active listening, congruent sending, and conflict resolution; the building of a communication model for the student's instructional environment.

Teaches the role and function of simulation and games as effective instructional and learning devices.

Current topics of special concern to educators. Not more than 6 semester hours may be earned in Special Topics courses.

Survey of both current and classic research in education. Students will identify a research problem of significance in their area of specialization and develop a strategy or research design to solve this problem.

Exploration of problems and issues of special interest or significance in education. Not more than 3 semester hours can be accepted for a degree.

The internship is a supervised learning experience in an actual or similar setting to that in which instructional designers or medial administrators are employed. Prerequisite: Approval of internship coordinator.

Provides an opportunity for advanced graduate students and professors to pursue cooperatively selected concepts and theoretical formulations. May be repeated as necessary.

This course provides an introduction to doctoral study in IDD. Topics include graduate student socialization, nature of scholarship and scholarly writing, epistemology, sociology of knowledge, and systems theory as a meta-theory. Admission to doctoral program is required. 3 credit hours.

This course is designed to help doctoral students think about their dissertation research, understand the process of reviewing the literature, and organizing and writing a dissertation-level research proposal. Prerequisite: Approval of student's dissertation advisor. 1 credit hour per semester for 3 semesters.

Current topics of special concern to educators. Not more than 6 semester hours may be earned in Special Topics courses.

Survey of both current and classic research in education. Students will identify a research problem of significance in their area of specialization and develop a strategy or research design to solve this problem.

Exploration of problems and issues of special interest or significance in education. Not more than 3 hours can be accepted for a degree.

Independent research by the student under the sponsorship of the graduate faculty. Students are required to achieve doctoral candidacy before enrolling in the course. Requires faculty advisor approval.

This is an introductory course that provides an overview of current trends, technology and issues in instructional design and performance improvement.

Instructional Design is a project-based course that includes step-by-step strategies to create instruction using the design models, instructional strategies, and technology applications. Students will explore the processes of analysis, design, development, implementation, and evaluation in order to apply real-world training solutions to actual instructional problems.

This course will provide students with experience in designing and developing facilitator-lead training interventions focused on improving performance in various contexts. Students will interact with a client in a professional manner and create a professional training session incorporating motivational strategies, instructional delivery methods, and appropriate assessment measures from initial contact needs assessment to final session evaluations.

Students will learn how to make assessments of human attitudes, knowledge, and performance, analyze empirical data, and evaluate training and human performance programs.

This course provides students with the skills and knowledge necessary to develop technology-based modules using different delivery methods for application in non-instructional and instructional training solutions.

This course is designed to utilize theory and practice of communication in the processes of analysis, design, development, implementation and evaluation of instruction. Communication skills will be developed and applied in a practical setting.

This course will identify and utilize innovative technologies related to distance and mobile learning in various job sectors and learning environments.

Students will create an online portfolio to showcase projects, assignments, and collaborations related to instructional design and performance improvement.

This course is designed to develop knowledge and competencies in the coordination of large-scale, comprehensive training programs.

This course will focus on the interaction of multicultural aspects of learning and teaching. Students will enhance their cognitive and affective awareness and understanding, as well as their personal acceptance of differences associated with the learning/teaching process. The ultimate goal is to prepare multiculturally competent designers of instruction for a global society.

The course covers major theoretical perspectives in organizational psychology based on empirical research and case studies. Students will explore learning theory, group dynamics, and change in different types of learning organizations.

Students will learn and apply various human development theories and interpersonal skills related to the effective design of training interventions to improve learning and performance. A special area of emphasis will focus on students' own development experiences.

This course includes conducting various types of analysis in order to solve human performance problems by design on non-instructional interventions.

Students will complete a supervised field project on a topic related to instructional design and/or performance improvement.

This course will allow faculty to work with students to explore current topics related to instructional design and performance improvement. Scholarly articles and current trends will be the basis for the designated learning outcome and end product.

The internship is a supervised learning experience in an actual or similar setting in which instructional design or performance improvement related professionals are employed.

This course helps students learn to use computers to design instruction.

An advanced course in the development, use and evaluation of multimedia instruction.

This course involves digital editing and includes basic instruction in shooting, lighting and composing video sequences.

An introductory course that provides students with an opportunity to acquire the skills necessary to develop animated interactive modules for use in instruction.

The purpose of this course is to enable students with some technology background in computers to focus the use of a variety of technologies onto a specific content area of instruction. Students will demonstrate cognitive competency of curriculum integration, instructional design, and production techniques. Specific attention will be given to videodisc technology, AV and computer technology.

Topics of contemporary interest in the area of Educational Media will be presented, discussed and investigated.

Students explore problems and issues of special interest or significance in Instructional Design and Development. Not more than three semester hours may be accepted toward degree programs

The internship is a supervised learning experience in an actual or similar setting to that in which instructional designers or media administrators are employed

A supervised field project, study or investigation on a topic related to Instructional Design and Development. Students will conduct an investigation which applies skills learned during the Instructional Design and Development Masters program.

A student selects a project, study or investigation related to the area of specialization in Instructional Design and Development. The project forms a basis for the thesis. A thesis committee provides direction during the investigation and during the writing of the thesis.

This one-credit-hour course is designed to introduce students to some of the basic media tools that will help them with their coursework and in the work place. The course will typically be a series of two-hour class periods scheduled at somewhat regular intervals.

Discussion and investigation of particular topics related to Instructional Design and Development.

Course serves as an overview and review of essential written communication skills needed by instructional design professionals.

Discussion and investigation of history, current trends, and issues in instructional design and their implications for education and training.

Course provides an overview of concepts and current issues related to the design and development of training and performance systems at the macro-level. Rather than focusing on specific, small-scale instructional or non-instructional interventions, students in this course will study learning and performance from a broad organizational perspective.

A comprehensive course detailing conventional and alternative instructional-design models. It is intended for advanced IDD students to further develop their skills and knowledge about ID models and to formulate their own epistemological beliefs as to how ID should occur.

In this course, students explore the use of an assortment of instructional strategies to meet diverse learning needs.

A survey course of the cognitive science literature that is especially relevant for instructional designers and human performance technologists. The course covers major theoretical perspectives in cognitive science and has students read original empirical research. The goal is to enable IDD students to utilize the cognitive science literature in their careers.

Students collaborate with a graduate faculty member who is conducting research in the area of instructional design and development. May be repeated for credit.

Introductory course that focuses on a recognized model of instructional design. Includes emphasis on instructional analysis, instructional objectives, performance assessment, instructional strategies and sequences, and formative evaluation.

Application of advanced instructional design models and procedures for needs assessment, instructional development, and evaluation in various instructional and learning environments using current learning tools.

A comprehensive course detailing advanced research methods and research. This course is specifically geared toward advanced IDD students who wish to develop the skills to properly design, propose, carry out, and critique scholarly research. The course covers the specifics of advanced research design and methods through a thorough analysis of empirical research. The goal is to equip IDD students with the research design skills to become successful scholars and researchers in their field.

The course focus is on conceptualization of needs analysis related to instructional and performance improvement issues in selected settings. Students collaboratively apply a needs assessment model to determine needs, causes, and solutions and report findings and recommendations.

This course provides students with practical methods of analyzing and solving human performance problems. Emphasis is placed on development of both non-instructional and instructional interventions.

This course will develop knowledge and competencies in the coordination of large instructional projects. It is designed to enhance skills in the basic functions of instructional project coordination: planning, organizing, controlling, and directing.

A course for persons interested in the use of the computer to present instructional materials to students. Current learning theory as it pertains to authoring will be discussed.

This course will present techniques for the integration of instructional design theory and practice into the newer delivery systems including those using video and digitized media.

This course is a continuation of ISD 651. It concentrates on the additional skills and software necessary to develop and produce an original interactive instructional product.

Developing online instruction using course management tools, multi-media technologies, and instructional design principles.

Designing, producing and applying print and screen courseware. An analysis of graphic and instructional design principles and technologies, alternatives to conventional prose, learned capabilities, readability, formulate, and resource constraint analysis. Students design, develop, and apply print and screen courseware in instructional modules.

Practical experience in designing and implementing facilitator-led training in various large-scale organizations.

Theory and practice of pedagogy in higher education. Principles of the analysis, design, development, implementation, and evaluation of instruction will be addressed and then applied in a practical setting with a mentor instructor.

Course introduces students to emerging technological breakthroughs in education and training settings especially emphasizing the effects of future technologies.

This course examines the impact of new digital technologies in education and training and prepares educators to use digital approaches in their institution.

Students explore problems and issues of special interest or significance in Instructional Design. Not more than three semester hours may be accepted toward degree program.

The internship is a supervised learning experience in an actual or similar setting to that which instructional designers or media administrators are employed.