Focuses on individual and collaborative authoring applications for technology based instructional materials. Topics include linear and non-linear information structures, instructional message design, compositional issues related to audience focus, information density, language control, and organization, and prototype production with industry standard authoring software.
The purpose of this course is three fold. First, to acquaint students with the most current thinking about reading and learning processes relative to young, low progress, 'at-risk' students. Second, to acquaint students with the seminal research and theories which have influenced the reading difficulties field. Third, to help students relate recent and seminal theories of learning and, in particular, reading difficulties, to young students who are hard for us to teach.
Careful attention to implementation is critical for a successful intervention. Reading Recovery has well-developed, context-sensitive and evolving mechanisms for ensuring quality implementation. Teacher leaders play a critical role in maintaining the quality of each implementation. In order to provide effective leadership, teacher leaders must be knowledgeable about the design principles of the intervention and skillful in problem solving issues that arise. Teacher leaders collect and analyze data to evaluate and strengthen the implementation of Reading Recovery.
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.
