This course explores multiple strategies for instructional coaching and mentoring and their relationship to educational leadership, school improvement, and student learning.

This course is an application-focused course that provides an overview of program evaluation. This course will cover the types of evaluation, the theory associated with evaluation, and the tools most commonly applied to the evaluation process. Students will develop an appreciation for the flexibility needed in order to perform evaluation tasks in practical situations related to their area of expertise.

EDP 545, Psychology of the Black Experience, is an elective course in the Department of Educational, School, and Counseling Psychology and is cross-listed with the Africana Studies program and Psychology department. It is designed to offer enrolled undergraduate and graduate students opportunities to survey, explore, and critique classic and contemporary theories and research articulating the psychologies that inform both social and academic experiences and observed behaviors of Black people.

To prepare counseling psychology scientist-practitioners and other mental health professionals from a social justice framework, this course is designed to provide students with an opportunity to critically examine the psychology of sex therapy from an intersectional perspective. The course will cover sexual functioning, as well as cultural scenarios, interpersonal scripts, and intrapsychic scripts related to sex therapy from various social locations.

This course focuses on theoretically grounded social justice consultation and evaluation in counseling psychology. The purpose of this course is to help students develop beginning competencies in social justice consultation, advocacy, and program evaluation as counseling psychologists. Doctoral students in counseling psychology will practice beginning skills in interprofessional collaboration and community partnership.

Topical consideration of philosophical, technical and theoretical positions in counseling theory and practice. May be repeated to a maximum of six credits.

A topical seminar on technology applications in special education. Seminars will address different topics of timely interest, current issues, and various approaches to providing assistive technology and instructional technology services for people with disabilities.

Supervised advanced practicum in a classroom for students with disabilities utilizing contemporary curricula, assessments, methods, and materials designed for use with children with disabilities. Students will be evaluated on current teacher competencies by the university supervisor. This course is designed as an advanced practicum for students in the alternative certification program who are pursuing an initial certification at the graduate level in either learning and behavior disorders (LBD) or moderate to severe disabilities.

To provide background information, experience, and skills for undergraduate students to interact with elementary and middle school children in a consulting role. Special emphasis will address the needs of the "at-risk" student population.

Students will participate with other secondary education majors from a variety of disciplines in the reflective study of the context of schooling, classroom management, individual student differences, and professional development. Students will be in the schools applying concepts on a full-time basis. May be repeated to a maximum of three credits. Lecture, 1-3 hours; laboratory, 3-6 hours.