Designed to acquaint the student with the field of adult education and its underpinnings and the various adult learning theories and/or approaches.

Unit and lesson planning; cooperative education as a method of instruction, project plan of instruction, classroom management and control, demonstration techniques, evaluation methods, field experience in Marketing Education classroom.

Correlating Lab instruction with classroom instruction; individual and group instruction sheets and materials; the four teaching steps in career and technical education; and physical factors relating to classroom and lab.

Conduct library research, review selling content, select content objectives, identify content appropriate for the target group, prepare teaching outlines, and design evaluation instruments.

Designed as a follow-up to Teaching Methods in Career and Technical Education and intetnded to provide the new teacher guidance and supervision in developing teacher competence.

Analysis procedures for determining career and technical curriculum content; determination of program goals and objectives; involvement of advisory committees; factors, principles, and techniques of developing a course of study.

Responsibilities as a manager; methods of handling tools, equipment and supplies; project instructional resourse needs and reporting; improvement of facilities, filing system, and career and technical laboratory.

Principles for planning, implementing, and evaluating the cooperative design within the various service areas of technical education; analysis of factors which must be considered in selection of the cooperative design.

Assist the instructor in analyzing an occupation; goals and objectives to form a basis for curriculum; classifying and describing occupations; analysis procedures; course content, and technical skills and knowledge.

Administering cooperative education programs, recruiting, and selecting students; selecting training agencies and placing students; conducting public relations activities for the program; and advising the student organization.

Responsibilities of the teacher in providing a safe learning working environment: Effective approaches to accident prevention: Laws and regulatory agencies regarding safety management in the classroom and laboratory.

Study of computer applications and software for Business and Marketing Education.

Develop written and performance evaluation instruments: develop and use progress charts; determine appropriate grading procedures. Develop rating scales, objectives tests, classroom tests, manipulative tests, introduction to statistics.

Background of Coordination; methods and techniques for evaluating and selecting work stations, student selection, placement and follow-up; role of advisory committees; method of evaluating cooperative work experience.

Conduct library research, review merchandising and sales promotion content, objectives, identify content appropriate for the target group, prepare teaching outlines, and design evaluation instruments.

Study of the prevocational exploration delivery system and develop instructional units which include goals, objectives, and criteria for evaluation of students.

Designed to introduce modern instructional technology in today's classrooms and labs; introduction to disk operating systems, application software for instruction and instructional management, student evaluation, record keeping, and work processing.

Methods, techniques, and strategies for incorporating basic skills in career and technical instruction; emphasis on reading, writing, math, oral communication, and critical thinking skills; job seeking and job keeping skills.

Analyzing an occupation to identify knowledge and skill; use of the analysis to develop problem solving objectives and instructional plans; emphasis on approach to facilitate student achievement of objectives.

Course is designed to provide opportunities to learn in preparation for career success with supervisors, co-workers, clients, and customers. Human relations skills are examined and related to business success.

Historical influences in the development of workforce education in America and Europe; motivating influences and the implications of philosophy in modern career and technical education.

Organize and develop a co-curricular student organization; defining the purpose of the organization; plan appication and integration into the career and technical program; competencies in leadership and team building.

Exploring principles and techniques for career planning and job search. An overview of strategies for gaining a competitive edge in the labor market and experiencing a successful career beginning.

Survey of materials and methods for developing competencies in teaching business education and/or occupational training programs.

Individually designed field experience under supervision of the faculty; such experience related to the student's future professional role. (GRADING: CR/NC)

An overview of the historical evolution of technical education legislation; analysis of Technical Education Acts as they relate to state and local planning of technical education programs.

Overview of the training and development profession and theories that support the profession; emphasis on the variety of solutions used by HRD professionals to help improve individual and organizational performance.

Overview of the historical origins of technical education and their relationship to educational philosophies; foundations of areas of technical education; analysis of questions fundamental to a philosophy of technical education.

Designing to acquaint the student with the field of adult and continuing education, its foundations and development in this country and future trends

Application of philosophy and principles of business and marketing education to the objectives, curriculum, guidance, and teacher preparation, emphasizing the techniques for coordination of federally aided programs.

Analysis of factors in developing local plans for business and industry; emphasis on implications of federal guidelines; factors which impinge upon programs during implementation; developing evaluation procedures.

Individual and group analysis of current issues in business and marketing; identification of issues significant to the direction of sound business and marketing education programs.

Study of the sources of data on employment needs; relationship to planning techniques for conducting a community survey; organizing data for analysis and applying the findings to the planning process.

A study of various facets of existing state/national student organizations. Special emphasis is placed upon the organizations of student career organizations and parliamentary procedures. (PR: ACE 542 or equivalent)

Study of community organizations and the relationship of adult and continuing education; consideration of models for analyzing employment opportunities and occupational training needs and the process in securing community commitment.

A program of readings and reports on specific areas in adult education or particular problems within an area of adult and continuing education. Readings to be selected cooperatively with advisor.

The course examines both environmental and personal factors which may impact on the adult learning process and is designed to foster awareness, which will be translated into appropriate intervention strategies.

An introductory course for persons who want to become familiar with the application of computers in the business/industrial fields represented by adult and technical education.

An advanced course for persons who want to further their knowledge of the application of computers in the business and industrial fields, which are represented by adult and continuing education.

Individually designed learning activities that involve the application of previously learned theories, processes, operations, techniques, or systems. The applications are studied, analyzed, and evaluated. (PR: ATE 631, Equivalent or appropriate experience, CR/NC Grading).

Pre-req: ACE 631 or ATE 631.

Designed to explore the educational history of teaching a foreign language in different countries.

Instructional unit is developed to assist children and youth to achieve academic, general, or technical education and also career education goals; includes goals, objectives, procedures, student activities, resources, and evaluation.

Conduct library research, review marketing content, select content objectives, identify content appropriate for the target group, prepare teaching outlines, and design evaluation instruments.

Field study of job analysis, curriculum, course and program design.

Conduct library research, review management content, select content objectives, identify content appropriate for the target group, prepare teaching outlines, and design evaluation instruments.

Conduct library research, review personnel content, select content objectives, identify content appropriate for the target group, prepare teaching outlines, and design evaluation instruments.

An examination and application of the process involved in the development, operation, and evaluation of adult programs in the community, business, and industry.

Designed to provide students with the latest methodologies associated with teaching English as a Foreign Language (EFL) to the adult learner. (PR: ACE 643)

Individually designed to provide field experience under the supervision of the faculty, such experience to be related to the student's project role in adult and continuing education.

Students are assisted in making revisions in instructional units, organizing an advisory committee, and organizing Career Exploration Club as an integral part of the classroom function. (PR ACE 542)

Designed to engage the student in hands-on teaching in a classroom setting. (PR ACE 659)

Individually designed to provide field experience under the supervision of the faculty, such experience to be related to the student's profession. (CR/NC Grading) (PR: At least 8 of the following courses and permission of instructor: ACE 601, 609, 614, 646, 648, EDA 500, 600, 640, 740)

Alternating or parallel periods of study and paid employment for experiential learning related to student's academic and/or professional goals (Min 50 hours paid work experienc3e per credit hour) (CR/NC GRADING)

Internship in the technical content areas of marketing, merchandising, management, or technology. Evaluation of methods, and procedures in marketing, merchandising, management, or technology. (PR: ACE 609, 628, 652, and 656)

An examination of the design and evaluation processes used in adult learning areas with emphasis on the T&D and technical fields as well as the general field.

Evaluation procedures in adult/technical education including principles of test construction; survey of standardized and published tests; utilization in the classroom or training department; review of statistical methods.

Program of readings and reports on specific areas of adult/continuing education or particular problems within an area of adult and continuing education; reading selected cooperatively with advisor.

Study of methodology, application, analysis, and synthesis of research; a review of current studies with attention to statistical techniques, data collecting, data handling, and the impact of particular research.

This course is designed for students in technical and social fields who are interested in workforce development. It has three components: education and training, collaborative research, and technical assistance.

This course provides training and assessment experiences for students seeking Master of Science degrees in Adult and Technical Education. The student's degree portfolio and capstone assessment will be completed within this course.

This course involves the development of a grant proposal and includes the steps required to produce a final document.

Identification and analysis of current issues in community technical college teaching with application of procedures for investigation, accompanied by a critical examination of findings and their application to local programs.

Students will learn how to choose the appropriate statistics, interpret the outputs, and develop skills in writing about the meaning of the results.

Selected topics in programs and institutional aassessment related to community and technical colleges.

Selected topics in thesis proposal, overview of grantsmanship, and funding sources. Discussion of the effects of new technologies and the Internet on the proposal process.

Provides students an opportunity to sythesize prior course experience and to prepare and present a draft thesis prospectus.

Presentation of assessment principles that clearly and specifically relate to instruction, current research and new directions in the assessment field, and practical and realistic examples and suggestions.

The needs of diverse/special needs population, including youth and adults with disabilities, disadvantaged, limited English proficient, displaced workers, minorities, incarcerated, and single teen parents. Specific attention to federal legislation.

Teaching/learning process and consideration of teaching methods employed to encourage, guide, and evaluate community and technical college students' learning.

Governance and administration of the contemporary community and technical college in the United States with a focus on planning, funding, and selected administrative issues.

Individual research in a selected field of community and technical college teaching under the direction of a graduate faculty member of the department.

Pre-req: (COUN 500) and (COUN 507) and (COUN 551).

Study of career choice theory, career change, counseling approaches in career selection and resources to assist in career choice.

Students explore types, effects, and interventions for crises, disasters, and other trauma-causing events across the lifespan. Specific topics include ethics, self-care, cultural competence, suicide/homicide, intimate partner violence, sexual assault, emergency preparedness, disaster mental health, grief and bereavement.

Death and dying orientation for professionals, nonprofessionals about essentials of life in its terminal stages. Presents practical, theoretical, social and psychological aspects to promote healthy, accepting attitudes.

Pre-req: COUN 555 with a minimum grade of B.

To meet needs of school, student personnel, mental health, and other workers. Credit may be used for certificate renewal and salary upgrading, but not degree programs. Titles vary.

To meet needs of school, student personnel, mental health, and other workers. Credit may be used for certificate renewal and salary upgrading, but not degree programs. Titles vary. (CR/NR grading)

To meet needs of school, student personnel, mental health, and other workers. Credit may be used for certificate renewal and salary upgrading, but not degree programs. Titles vary (CR/NR)

To meet needs of school, student personnel, mental health, and other workers. Credit may be used for certificate renewal and salary upgrading, but not degree programs. Titles vary. (CR/NR grading)

Designed to help counselors deal with lifestyle issues related to physical well-being and demonstrate how health professionals can use counseling interventions in their work.

Recognize and use appropriate resources for effective counseling of people of different culturla, ethnic, social , class, racial, geographic, or other backgrounds. Learn when counseling is appropriate and in what form.

Course surveys assessment, diagnosis, and treatment of addiction from a bio-pyscho-social perspective.

Pre-req: COUN 600 with a minimum grade of C and COUN 603 with a minimum grade of C.

Provides beginning counselors an others with comprehensive information and strategies for successful management of stress and its consequences. Students explore theoretical and practical alternatives in counseling the stressed individual.

Provide methods of integrating creativity and expressive therapy modalities into the therapeutic relationship in school and clinical mental health settings.

Pre-req: COUN 600 with a minimum grade of C and COUN 603 with a minimum grade of C.

Provides basic understanding of the role of therapeutic drugs in the treatment of psychiatric disorders, familiarize with most commonly used drugs, side effects, and adverse reactions in specific mental illness. (PR: COUN 600 & 601)

Study, reading, and research in specialized areas of counseling and human relations. Areas of interest are offered at various times by the faculty to provide specialized study for advanced students or practicing professionals in the field of counseling. (PR: Consent)

Study, reading, and research in specialized areas of counseling and human relations. Areas of interest are offered at various times by the faculty to provide specialized study for advanced students or practicing professionals in the field of counseling. (PR: Consent)

Study, reading, and research in specialized areas of counseling and human relations. Areas of interest are offered at various times by the faculty to provide specialized study for advanced students or practicing professionals in the field of counseling. (PR: Consent)

Study, reading, and research in specialized areas of counseling and human relations. Areas of interest are offered at various times by the faculty to provide specialized study for advanced students or practicing professionals in the field of counseling. (PR: Consent)

Individual or group study and research of various issues and fields of emphasis in counseling. (PR: Consent)

Individual or group study and research of various issues and fields of emphasis in counseling. (PR: Consent)

Will provide understanding of human sexual development and examine the place of sexuality in human life, including the influences of biological, psychological, social, and cultural factors.

Pre-req: COUN 600 with a minimum grade of C.

This course provides an understanding of all aspects of professional helping in mental health including history, roles, ethics, standards and credentialing. (PR: Program admission or permission)

Th is course provides an exploration of consultation roles that are integrated into the various settings in which counselors work. Content includes an orientation to consultation and its historical development, theory and practice issues, and major models. Of special emphasis is focus upon case applications and presentations. (PR: COUN 600 and 607)

The course will explore human growth and development from birth through adulthood. Theories of character development, social maturation, abnormalities and variations in development due to gender, culture, and environmental factors will be covered. The change processes, helping relationships, and strategies for facilitating development appropriate to various phases of the life span will be addressed. (PR: COUN 600 and 603)

Survey of classical and contemporary counseling philosophies, history, and techniques as related to interpersonal relationships in the counseling process.

Pre-req: COUN 574 with a minimum grade of C and COUN 600 with a minimum grade of C and COUN 602 with a minimum grade of C and (EDF 621 with a minimum grade of C or COUN 609 with a minimum grade of C).

Group dynamics, processes, counseling and consulting: includes theories, practices, methods, dynamics, facilitative skills, and supervised practice. (PR: COUN 574, 600, 602, EDF 621 or COUN 609)

Pre-req: COUN 574 with a minimum grade of C and COUN 600 with a minimum grade of C and COUN 602 with a minimum grade of C and (EDF 621 with a minimum grade of C or COUN 609 with a minimum grade of C).

Provide an understanding of approaches to assessment and evaluation including history, theoretical and statistical aspects, applications to special populations, and legal and ethical concerns and issues. (PR: COUN 574, 600, 602, EDF 621 or COUN 609)

Pre-req: COUN 574 with a minimum grade of C and COUN 600 with a minimum grade of C and COUN 602 with a minimum grade of C and (EDF 621 with a minimum grade of C or COUN 609 with a minimum grade of C).

A study of career development theories and decision-making models that impact career development and related life factors.

Pre-req: COUN 603 with a minimum grade of C and COUN 604 with a minimum grade of C and COUN 605 with a minimum grade of C and COUN 607 with a minimum grade of C.

Course focuses on learning and practicing individual counseling techniques from various theoretical perspective. Emphasis on basic interviewing, assessment, and counseling skills that facilitate the helping process. (PR: COUN 574, COUN 600)

Pre-req: COUN 574 with a minimum grade of C and COUN 600 with a minimum grade of C and COUN 602 with a minimum grade of C and (EDF 621 with a minimum grade of C or COUN 609 with a minimum grade of C).

A clinical experience under professional supervision preparing the student for internship; audio and video tapes, group supervision and feedback are used to achieve competency in the application of a counseling process. (PR: Consent. Students must have achieved a minimum grade of B in 606, 607, and EDF 621 or 625)

Pre-req: COUN 603 with a minimum grade of C and COUN 604 with a minimum grade of C and COUN 605 with a minimum grade of C and COUN 607 with a minimum grade of C.

Course provides the foundation of research methods including qualitative, quantitative and mixed methods. Students will also gain a fundamental understanding of basic statistical concepts.

Examines the history of deinstitutionalization in human services with an emphasis on prevention in the delivery of such services in community agencies. Proposal writing for grants and needs assessmant procedures will be emphasized. (PR: COUN 603)

Pre-req: CR 599 and EDF 517 and EDF 621.

Pre-req: CR 599.

An introduction to the epidemiology, dynamics, clinical interventions and treatment of domestic violence.

Pre-req: (COUN 603).

Investigations in current problems of counseling agencies; content determined by needs of student.

Pre-req: CR 548 and CR 599.

Special workshops and short intensive courses on theroy, methods, supervision and other special topics in counseling, designed for advanced students and professionals in the counseling field or related fields. (PR: Consent)

Introduction to the dynamics of child abuse and neglect and to the legal and ethical issues of persons mandated to report child abuse and neglect. (PR: COUN 600 and 603)

Pre-req: (COUN 600 and COUN 603) or CR 614.

Study of family education skills training for conducting family education groups and parent training. .

Provides an overview of key functions of the clinical mental health counselor. Areas covered include: ethical decision making, professional identity, theory development, assessment, and diagnosis (PR: COUN 574, 600, 603, 604, 631)

Pre-req: COUN 603 with a minimum grade of C and COUN 607 with a minimum grade of C.

Provides an in-depth exploration of the knowledge and skills necessary for the practice of mental health counseling. Emphasis is given to the principles and practices that relate to psychopathology, DSM diagnosis, etiology and assessment, systematic treatment planning, interviewing, and short and long-term interventions. (PR: COUN 630)

Pre-req: COUN 600 with a minimum grade of C and COUN 603 with a minimum grade of C and COUN 607 with a minimum grade of C.

A comprehensive survey of the major theoretical models of marriage, couple, and family therapy from a systems perspective and the applied practices evolving from each orientation. (PR: COUN 600)

Pre-req: COUN 600 with a minimum grade of D.

Advanced course designed to prepare students for work with clients presenting with substanace abuse, and addiction disorders. The course will address the nature and treatment of addiction with attention to the core functions of the addiction counselor. (PR: COUN 575)

This course is designed to introduce students to a variety theoretical concepts, techniques, and their application in the therapeutic setting. Emphasis is on basic interviewing, assessment, and counseling skills that facilitate the helping process through integration of various theoretical orientations.

An intensive practical experience in marriage, couples, and family therapy techniques to prepare the student to enter the supervised internship of the program. (PR: Students must have achieved a minimum grade of B in COUN 637)

Specialization course offering topics germane to the concerns of Mental-Health workers, pastoral counselors, stress involved in counseling in religious settings.

Seminar will view spirituality across many Religious traditions. The seminar interweaves spiritual bases and spiritual growth in counseling to better understand responsibility for actions and emotions.

A critical examination of counseling models in corrections and an appraisal of current professional trends in community corrections. The course may include field experience in correctional settings. The course is designed for visiting professors and/or consultants who offer an expertise in a correctional setting. (PR: COUN 600 & 603 or Consent)

Pre-req: COUN 600 and COUN 603 or CR 614.

Techniques of collecting, recording & interpreting data.

Psychological foundations of personality development with emphasis on principles of mental health as related to problems of everyday living.

Counseling tools and techniques with emphasis on problem categories and patterns as related to the psychology of individual differences.

Pre-req: CR 599 and CR 548 and CR 614.

Practical experiences in cunseling under professional supervision.

Post-Master's Internship designated to fulfill the requirement for State certification as a school counselor. Not offered in summer terms.

Pre-req: (COUN 500) and (COUN 507).

Supervised on-the-job experience in Agency Counseling. Supervised on-the-job experiences in counseling.

Pre-req: CR 672 and CR 651.

The course will examine violence in families, covering ages from infancy to elder adulthood with a focus on variations in types of assault, violence, and abuse found within, among, or pertaining to family members across all ages.

Pre-req: COUN 555 with a minimum grade of B.

This course will provide a foundation in assessment, treatment, and advocacy for victims, perpetrators, and children who have been involved in relationships or families where domestic violence has been present.

Pre-req: COUN 555 with a minimum grade of B.

This course will address issues related to the cognitive, behavioral, and emotional problems of children who are primary victims or witness of domestic violence, and explore appropriate interventions.

Pre-req: CR 661 and CR 651.

The course will focus on victim dynamics, diagnostic indicators that victims may present without revealing abuse, and treatment interventions that focus on victim strengths and empowerment.

This course will examine community systems and best practices associated with a centralized approach to victim and child safety and batterer accountability.

Pre-req: CR 613 and CR 651.

Provides a broad, comprehensive introduction to the field of college student affairs and its role with the context of American higher education. Various student affairs functional areas, historical, and philosophical foundations of the field, professional standards, guiding theories, and models, and competencies needed to work with diverse student populations are examined.

Pre-req: CR 548 and CR 599 and COUN 603.

To enhance the student's awareness and understanding of the educational, environmental, administrative, legal, and ethical issues in the field of Student Affairs in colleges and universities, this course provides the opportunity to discover, discuss and analyze current issues impacting student affairs practices both nationally and internationally. (PR: COUN 603 and 607)

Pre-req: COUN 603 and COUN 607.

Pre-req: (COUN 509).

Pre-req: (COUN 500) and (COUN 507).

An in-depth examination of effective strategies for dealing with current issues in K-12 environment. Issuses such as academic failure, substance abuse, loss, violence, multicultural factors, etc. will be explored. (PR: COUN 603 and 607)

Pre-req: COUN 603 with a minimum grade of C and COUN 607 with a minimum grade of C.

A basic course for the community agency counselor, this course will introduce the student to: Diagnostics, based on the DSM III, Records, Report Writing, Ethics, and Law. (Core courses or permission)

Pre-req: CR 548 and CR 599.

In-depth analysis of comprehensive developmental guidance school counseling programs, including the coordination of these program. Examination of effective strategies for dealing with current issues in K-12 environments will be covered.

Consideration of effective counseling strategies and techniques appropriate for children, adolescents and parents through lecture, demonstration and laboratory experiences. Personal, social, career, academic and family related issues and dynamics will be explored. (PR: COUN 600 and 603)

Pre-req: COUN 600 with a minimum grade of C and COUN 603 with a minimum grade of C.

Introduction to the roles and functions of school pupil personnel professionals (general classrooms, exceptional student environments, support staff and administration), models of operation, problems, issues, and technniques. The organization and administration of school systems and philosophy of general and special education are considered. Students will spend a minimum of one-helf day a week observing in K through 12 schools.

An overview of professional issues in the field of counseling, mental health and education; an overview of legal and ethical issues specific to the field of counseling; an overview of international, national, regional and state legal and ethical cases effecting the field of counseling; an introduction to ethical and legal issues including an ethical and legal decision making models, licensure and Certification requirements, confidentiality, etc (PR: COUN 600 and COUN 603).

Pre-req: COUN 600 with a minimum grade of C and COUN 603 with a minimum grade of C.

This course explores types of trauma experience in modern society, the inter- and intrapersonal effects those types of trauma on clients, and an introduction to treatment modalities and evidence based practice.

Pre-req: COUN 555 with a minimum grade of B.

This course explores effects of trauma on the central nervous system, pscyhomotor abilities and physiological and emotional responses to trauma, PTSD, traumatic injury.

Pre-req: COUN 555 with a minimum grade of B.

This course focuses on the treatment of complex trauma and loss, through investigation of trauma theory, phases of post-traumatic recovery, evidence-based treatment, and practice implications for complex cases. (PR: COUN 556 and COUN 682)

Pre-req: COUN 556 with a minimum grade of C and COUN 682 with a minimum grade of C.

This course is designed to introduce students to the nature of military culture, the unique challenges of deployment and re-entry for both military personnel and their families, and various mental health best practices specific to those affected with combat-related PTSD, TBI, and other traumatic injury.

Pre-req: COUN 682 with a minimum grade of C.

This course focuses on existential suffering caused by traumatic stress, and the counseling needs of affected individuals. It explores the nature of suffering, as well as a variety of philosophical, religious, and theoretical approaches to suffering. The course presents best practices for clinical approaches within professional counseling.

Pre-req: COUN 556 with a minimum grade of C.

Critically examines restorative justice practices and principles in the context of traumatic stress. Reviews restorative justice both in school systems and in community settings, highlighting current best clinical practices and recent research.

Pre-req: COUN 654 with a minimum grade of C and COUN 682 with a minimum grade of C.

Internship in Clinical Mental Health Counseling. CR/NC. 3-6 hrs. Supervised experience in mental health counseling. Participation in seminars on specified topics. Minimum 100 clock hours for each semester hour credit. (PR: COUN 608 and 631 with minimum grade of B or permission)

Pre-req: COUN 608 with a minimum grade of B and COUN 631 with a minimum grade of B.

Supervised experience in community counseling.

Pre-req: COUN 608 and COUN 631.

Internship in Marriage and Family Counseling. CR/NC. 3-6 hrs. Supervised experience in mental health counseling. Participation in seminars on specified topics. Minimum 100 clock hours for each semester hour credit. (PR: COUN 608 with grade of CR and minimum grade of B in COUN 638).

Pre-req: (COUN 608 and COUN 631) or CR 614.

Supervised experience in corrections counseling. Participation in seminars on specified topics. Minimum 100 clock hours for each semester hour credit. (PR: COUN 608 and 641 with a minimum grade of B or permission)

Pre-req: (COUN 608 and COUN 641) or CR 614.

Supervised experience in career counseling. Particitation in seminars on specified topics. Minimum 100 clock hours for each semester hour credit. (PR: COUN 608 and 653 with a minimum grade of B or permission)

Supervised experience in career counseling. Participation in seminars on specified topics. Minimum 100 clock hours for each semester hour credit. (PR: COUN 608 and 652 with a minimum grade of B or permission.)

Internship in School Counseling. CR/NC. 3-6 hrs. Supervised experience in school counseling. Participation in seminars on specified topics. Minimum 100 clock hours for each semester hour credit. (PR: COUN 608, 670, 672, 675).

Pre-req: COUN 608 with a minimum grade of C and COUN 670 with a minimum grade of C and COUN 672 with a minimum grade of C and COUN 675 with a minimum grade of C.

A course designed to offer advanced graduate students an opportunity to practice under close supervision the professional skills required in the broad field of counseling in school and community settings. Instructor will indicate in course syllabus whether class is letter graded or S/U. (PR: Consent)

Pre-req: (COUN 611) or (COUN 612) or (COUN 613) or (COUN 614) or (COUN 615) or (COUN 616).

This course prepares professional counselors for community leadership roles related to client advocacy in multicultural settings, current political trends, theories of social change, social justice, and advocacy planning.

An examination of current issues affecting professional counselors and training in effectively dealing with the issues. Selected readings, guest speakers, and class discussion will center around professional issues relevant to counselors in various settings (i.e., legal and ethical considerations) (PR: Consent)

Pre-req: (COUN 509) and (ED 501) and (PSYC 584).

Examination of the major systems which may require intervention by a supervisor of counselors and training in effective intervention strategies. (PR: Consent)

Pre-req: (COUN 612) or (COUN 613).

The application of counseling theories in group settings, including supervised group leardership experiences. (PR: Consent)

Pre-req: COUN 604 with a minimum grade of C.

For students in post-master's work who wish to discuss and study theory, principles, and techniques of counseling or other special topics. Instructor will indicate in course syllabus whether class is letter graded of S/U. (PR: Consent)

Pre-req: COUN 608 or COUN 603G or CR 614.

A survey of theoretical approaches and techniques counseling supervision. Emphasis is placed on supervision of counselors in various settings. (PR: Consent)

Pre-req: (COUN 612) or (COUN 613).

Supervised application of the knowledge and skills gained in the Ed.S. Program. Students will supervise practicing counselors in approved settings. (PR: Acceptance into the Ed.S. Program, completion of all other Ed.S. academic requirements, and consent)

Study, reading, and research in specialized areas of counseling, human relations, guidance or other special The Master of Arts

The study of procedures for creating a functional middle childhood curriculum with emphasis upon the needs of middle childhood learners.

Study of methods appropriate for teaching in the middle childhood grades and the production and utilization of materials and resources in these grades. Middle school clinical experience is required.

The analysis and appraisal of teaching strategies employed in the teaching of young children.

General scaondary/middle school course with emphasis on instructional standards and objectives, methods, and materials of the disciplines. A clinical experience provides observation and teaching.

Identification of common classroom discipline problems and techniques for dealing with behavioral incidents in school settings K-12.

This course allows elementary education students to critically examine a variety of classroom management strategies and educational issues that impact instruction.

Classroom management with an emphasis on practical techniques for dealing with management problems in secondary and middle school settings.

Designed to introduce teachers to successful approaches and strategies to foster thinking and learning through writing, and experiment with a variety of approaches and techniques in their classrooms.

Participants will examine problems in the teaching of writing, present and demonstrate approaches to the teaching of writing, study current and past research in the field.

Considers diversity, equity, and inclusion with an emphasis on theory and practice for teaching students with diverse perspectives and backgrounds.

Courses and activities designed to meet the specific inservice need of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrading if approved but not in degree programs.

Courses and activities designed to meet the specific inservice need of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrading if approved but not in degree programs. CR/NC grading.

Courses and activities designed to meet the specific inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrading if approved but not in degree programs. CR/NC grading.

Courses and activities designed to meet the specific inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrading if approved but not in degree programs. CR/NC grading.

Courses and activities designed to meet the specific inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrading if approved but not in degree programs. CR/NC grading.

Permission of Chair and GPA 3.0 to take class. Limit of 6 hrs. of Independent Study to be used in master's degree program.

Permission of Chair and GPA 3.0 to take class. Limit of 6 hrs. of Independent Study to be used in master's degree program.

Permission of Chair and GPA 3.0 to take class. Limit of 6 hrs. of Independent Study to be used in master's degree program.

Permission of Chair and GPA 3.0 to take class. Limit of 6 hrs. of Independent Study to be used in master's degree program.

A study of practical applications in teacher education and related fields for advanced students and professionals. Experience in new techniques and application of new knowledge.

A study of practical applications in teacher education and related fields for advanced students and professionals. Experience in new techniques and application of new knowledge.

A study of practical applications in teacher education and related fields for advanced students and professionals. Experience in new techniques and application of new knowledge.

A study of practical applications in teacher education and related fields for advanced students and professionals. Experience in new techniques and application of new knowledge.

Examination of traditional and current assumptions undergiriding the modern elementary school curriculum with emphasis on converting theoretical bases into plans for curriculum change and modernization.

Analysis of the social and political factors which affect secondary school curriculum and emphasis upon trends and developments in high schools today.

Informal learning in the primary and middle school with emphasis on the significance of natural child development, learning through games and play, and the British model for infant and junior schools, and related activities for the middle years (ages 10-14) in middle school settings.

Selected teaching models are analyzed with implications for the role of the teacher; assessment of influences of the teacher.

Performance-based laboratory experiences in a micro-teaching laboratory development of a personalized teaching repertoire. (PR: CI 515 or permission)

Pre-req: CI 515.

Explicitly links program planning in/for organizations with advances in evaluation research practice in education and closely related fields. Designed for students engaged in varying levels of professional practice.

Supervised experience in teaching pre-kindergarten and/or kindergarten

A study of recent findings in the behavioral sciences and their implications for early childhood education.

An examination of past and present programs for young children with opportunity provided for curriculum development.

Ways of communicating and involving paraprofessionals, parents, volunteers, staff in the education of young children.

Examination of selected studies in language acquisition and cognitive development of children from birth to eight years of age.

A study of the fundamental skills needed to evaluate educational progress at the classroom, program, and school levels.

A program of reading, either extensive or intensive, and reports on a group of outstanding contributions to education; readings selected with guidance of advisor. Only one registration for Curriculum and Instruction 640 is permitted.

A guided program of readings, reports and discussions. No student may register for this course a second time.

A unified Reading-Language instructional approach to develop a basic understanding of reading-language related principles derived from disciplines, research, and innovation classroom practices.

Historical, social, psychological, and philosophical foundations of mathematics education; investigation of current trends and issues in contemporary programs.

The symposium is the culmination of the master's degree program in Elementary Education. Secondary Education, and Early Childhood Education. This is the first of a twopart sequence. (PR: Consent)

Materials and procedures for teaching social studies with emphasis on a survey of succesful programs of instruction.

Intensive concentration on helping children inquire into the earth, physical, and biological sciences through modern methods and media.

Clinical Experience: Directed activity in a clinical setting.

Analysis of the assumptions undergirding curriculum development.

An examination of program evaluation models and techniques for instructional supervisors.

For professional educators and students who wish to study and practice writing articles for publication in scholarly journals in the field of education.

Duties and responsibilities of the teacher who supervises student teachers.

This course is designed for elementary teachers. The content includes methods of managing the physical and social environment in the classroom.

The comprehensive assessment requirement is met within the framework of this course. (PR: Consent.)

Students completing 681 must defend their thesis in an oral examination.

This course is designed as a culminating experience that allows participants to demonstrate professional knowledge and skills related to program experiences.

To review Curriculum Development and Planning from the historic perspective, the four bases of curriculum and the interpretation into the assumptions that can be translated into instructional design.

This course will give the students a basic foundation in the theories and paradigms underlying curriculum from the past, present and future.

It is the intent of this course to analyze and synthesize the historical development as it correlates to the development of curriculum and ultimately has implication on instructional design. Besides behaviorism, cognitivism, and constructivism, this course will discuss humanism, brain-based learning, developmental appropriateness, multiple intelligence and thinking styles.

This course critically analyzes the social, cutural, and political determinants of curriculum, and examines issues of difference and equity in curriculum. (PR: Admission to C&I doctoral program or permission)

This course is an introduction to the development and management of the curriculum in higher education instititutions.

This course attempts to understand the issue of differences and equity through personal and critical analyses of the philosophical, social, and cultural perspectives that inform and shape curriculum and teaching.

This course will explore current developments in curriculum transformation and change theory. This course will examine the impace of change theory on curriculum development.

This course focuses on current organizational policy issues and provides conceptual and analytical tools for their critical examination.

This course requires study, reading and research in an advisor/chair approved area of curriculum and instruction. This course limited to Ed.D and Ed.S. students.

Independent Study

This course is designed to support the student's doctoral research. The major focus is competion of the dissertation. (PR: Admitted to Candidacy of C & I Doctoral Program. First Term Offered: Spring 2004)

This course emphasizes the learning of basic person-to person conversational signing skills as a second language, including use and comprehension of ASL vocabulary, syntax and fingerspelling.

For professionals serving deaf/hard of hearing (D/HH) individuals. Includes deaf culture, functional language and legal issues in deaf education. (PR: CIDH 501)

Pre-req: CIDH 501.

For professionals serving deaf/hard of hearing (D/HH). Includes deaf culture, the impact of cross-cultural perspectives on D/HH children, language in the Deaf Education classroom. (PR: CIDH 502)

Pre-req: CIDH 502.

Course will consist of lecture, demonstration, discussion, & student presentations. Graduate students in the course will be required to develop a web-based instructional module illustrating one of the major communication approaches used with children with hearing loss. (PR: Instructor Consent)

Introduction to the education of deaf and hard of hearing students (PreK-12) for prospective teachers and other professionals serving deaf/hard of hearing students. (PR: Instructor Consent)

Study of curriculum, methods, techniques and materials used in the education of deaf/hard of hearing students. Includes information on classroom organization, classroom management.

This course represents a residential placement in which the student works with deaf and hard of hearing students in a classroom under the direction of a licensed teacher. (PR: Instructor Consent)

This course represents a residential placement in which the student works with deaf and hard of hearing students in a classroom under the direction of a licensed teacher. (PR: Instructor Consent)

Pre-req: CIDH 505.

Offers hands-on experience using applications software (databases, multimedia, spreadsheets, word processing) and explores a range of related topics for schools, including state/national standards, current trends/issues, Internet/communications technologies, and hardware accessories.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR/NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved, but may not be used for degree programs. CR/NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR/NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR/NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR/NC grading.

An analysis of current systems of educational computing based on models of instruction, learning modalities, and desired learning outcomes. (PR: CIEC 534 or equivalent or consent).

A hands-on approach to managing and using local area networks and telecommunications to meet the instructional needs of the school. (PR: CIEC 534 or equivalent or censent)

This course offers participates the opportunity to explore strategies and issues related to the development and delivery of online courses.

In-depth evaluation of software based on studentdeveloped criteria. (PR: CIEC 600 or equivalent)

Explores multimedia design as process and product while providing hands-on experience using authoring systems for planning, creating, editing, and publishing text, graphics/images, animations, audio, video and interactive projects.

This course provides an introduction to the Internet, with an emphasis on the World Wide Web and its potential uses for teaching and learning.

This course is designed for inservice teachers who are familiar with the "BASIC programming" language and who wants to learn how the microcomputer can be utilized in a content area. (PR: CI 530)

A final project related to the student's curriculum area which demonstrates the ability to design and implement a computer-based curriculum application. (PR: CIEC 630 or equivalent)

This course provides an overview of current issues related to technology in education while also providing participants with the opportunity to improve personal technology skills and use.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for renewal and salary upgrades if approved, but may not be used for degree programs. CR\NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR\NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR\NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR\NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR\NC grading.

Professional guidance for the Literacy Specialist is an elective course for candidates in the Master's in Reading Education. It supports the program's assessment

This graduate class examines the theories, processes, and strategies of multi-modal classroom literacy. Intended for literacy specialists, the course investigates relevant theory, research, and practical applications to classroom literacy.

An examination of teaching methods and of children's literature that are conductive to promoting permanent interests, skills, and interests in reading for ECE and MCE.

Analysis of the roles of the teacher in developing a reading program for the late adolescent and adult. The utilization of children's literature as a medium for bridging the content fields with the process of reading will be a major concept that will be utilized.

Examine, develop, implement and evaluate traditional and electronic writing within a balanced literacy framework.

This graduate class examines an approach to spelling instruction based on an understanding of English orthography and the way students develop as sellers, readers, and writers.

A seminar course especially designed to explore problems and issues in reading, K-12. Professional literature, empirical research, and practical experience will be used to identify problems and solutions. (PR: CIRG 643)

Pre-req: CIRG 615 with a minimum grade of C and CIRG 622 with a minimum grade of C and CIRG 637 with a minimum grade of C and CIRG 644 with a minimum grade of C and CIRG 653 with a minimum grade of C and CIRG 636 with a minimum grade of C.

Practicum experiences requiring demonstration of literacy leadership including demonstration teaching, classroom support. Of literacy instruction, and developing, implementing, and evaluating the literacy curriculum within the school setting.

Pre-req: CIRG 615 with a minimum grade of C and CIRG 622 with a minimum grade of C and CIRG 637 with a minimum grade of C and CIRG 644 with a minimum grade of C and CIRG 653 with a minimum grade of C.

Principles and practices of teaching developmental reading.

Study and the causes of reading difficulties, devices and techniques, and remedial methods and materials. (PR: CIRG 636 and 644)

Study of research findings, methodology and instructional materials for atypical learners, illiterate adults and others.

Pre-req: CIRG 654.

Clinical experiences in the diagnosis and corrective treatment of reading disabilities. (PR: CIRG 654)

Pre-req: CIRG 654.

Principles underlying the teaching of reading in the content fields.

This course examines different family literacy programs and anchors the literacy needs of family members in what is know about linguistic, cognitive, and literacy development.

This is a development and evaluation course in family literacy intended for active practitioners.

Literacy acquisition is a foundation course open to professionals whose interests require understanding of the process involved in becoming literate.

Experiences in analyzing diagnostic test results, preparing diagnostic reports, and selecting appropriate materials and procedures to meet specific reading needs. (PR: CIRG 637)

Pre-req: CIRG 615 with a minimum grade of C and CIRG 622 with a minimum grade of C and CIRG 637 with a minimum grade of C and CIRG 644 with a minimum grade of C and CIRG 653 with a minimum grade of C.

An investigation of research in reading that has made a difference in education, pupil achievement in reading, the role of reading, and role of the reading specialist. (PR: Master's degree, consent of instructor)

An examination of research that has the potential to bring about changes in reading education and school curriculum.

An examination of research related to the development of reading and reading-related diagnostic procedures. A detailed study will be made of standardized tests, the Informal Reading Inventory (IRI) and other similar diagnostic measures and competency-based instruments.

A study of advanced instructional techniques in reading. Attention will be given to such concepts as self-concept, intelligence, nature/nurture, interaction, perception, physiological differences, and exceptionalities.

Planning and implementing a study investigating aspects of reading theory. The study will necessitate deriving empirical data under field conditions.

Planning and implementing a study investigation aspects of reading theory. The study will necessitate deriving empirical data under field conditions.

A review of trends and issues in reading education focusing on the complexity of the reading process.

A study of the philosophical foundation of current reading programs. This course will review the historical background and progress in reading education.

A field-based course designed to study the theory, preparation, presentation, and evaluation of inservice education. Emphasis will be placed on the refinement of teacher education in specialized areas of the curriculum.

Individualized study of advanced topics in reading.

Systems of numeration, sets, relations, binary operations, decimal and other base systems, natural numbers, integers, rational numbers, and real numbers with emphasis on the algebraic structure.

Continuation of CIME 500.

Specialized mathematical knowledge for teaching: An in-depth analysis of the foundations of mathematics: numbers and operations, ratio and proportion, and numbering systems, with emphasis on workplace applications and mathematical tools.

Specialized mathematical knowledge for teaching: A study of set theory; probability; data analysis; elements of discrete mathematics, such as combinatorics and graph theory; and the mathematics of finance.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved, but may not be used for degree programs. CR/NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved, but may not be used for degree programs. CR/NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved, but may not be used for degree programs. CR/NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved, but may not be used for degree programs. CR/NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved, but may not be used for degree programs. CR/NC grading.

Specialized mathematical knowledge for teaching: An in-depth study of topics typically found in a college algebra course.

Specialized mathematical knowledge for teaching: A study of advanced algebraic structures and functions of change, including an introduction to calculus.

Specialized mathematical knowledge for teaching: Basic concepts of logic and mathematical proofs. Topics include angle relationships, parallel, and perpendicular lines, circles, polygons, solids, triangles, elementary trigonometry, and use of geometry software.

Emphasis will be on planning for instruction based on how students learn mathematics, state or district standards, research on best practices, NCLB goals, and data from a variety of assessments.

Culmination course that provides a setting for examining research-based elementary math methods and leadership, and a supervised practicum teaching experience in an educational field-based environment.

Pre-req: CIME 500 with a minimum grade of C and CIME 501 with a minimum grade of C and CIME 555 with a minimum grade of C and CIME 650 with a minimum grade of C and CIME 658 with a minimum grade of C.

Supervised practicum in which the student demonstrates and is assessed in mathematics teaching skills in a clinical setting in grades 5-9.

Supervised practicum in which the student demonstrates and is assessed in mathematics teaching skills in a clinical setting in grades 9-12.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR\NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved, but may not be used for degree programs. CR\NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR\NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary ungrades if approved, but may be used for degree programs. CR/NC grading.

Courses and activities designed to meet inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved, but may not be used for degree programs. CR/NC grading.

A study of the flora, fauna, and physical geography of West Virginia. Field-based experiences will lead to a greater understanding of the forces that shaped Appalachia and flora and fauna that live here.

A study of the strategies and techniques needed to plan, implement and evaluate a thematic, coordinated, and integrated science program in the schools.

A study of man's interactions with the environment. Awareness, conservation, problem-solving and stressed using strategies and techniques appropriate for the elementary/middle school student.

A study of the fundamental principles of chemistry focusing on developmentally appropriate methods, strategies and techniques to assist with concept development and attainment.

Study an application of the concepts and activities included in an integrated science program for the elementary school.

Study and applications of the concepts and activities included in an integrated science program for the middle school.

A study of the fundamental principals of physics focusing on wave phenomena and electricity for the elementary/ middle school teacher.

A study of the fundamental principles of physics focusing on energy and matter for elementary and middle school teachers.

This course examines current theories of second language acquisition and their implications for second language teaching and learning.

This course examines major linguistic theories on firstand second-language acquisition, emphasizing acquisition of English by non-native students in prekindergarten through twelfth grade.

This courses focuses on the interrelationship of language and culture and includes analyses of world cultures, with literature and the arts as bridges. Participants develop teaching materials for ESL classrooms.

Designed to meet the staff development needs of public school personnel. Credit may be used for certificate renewal and salary classification, if approved, but is not applicable to degree programs. CR/NC grading.

Designed to meet the staff development needs of public school personnel. Credit may be used for certificate renewal and salary classification, if approved, but is not applicable to degree programs. CR/NC grading.

Designed to meet the staff development needs of public school personnel. Credit may be used for certificate renewal and salary classification, if approved, but is not applicable to degree programs. CR/NC grading.

Designed to meet the staff development needs of public school personnel. Credit may be used for certificate renewal and salary classification, if approved, but is not applicable to degree programs. CR/NC grading.

Designed to meet the staff development needs of public school personnel. Credit may be used for certificate renewal and salary classification, if approved, but is not applicable to degree programs. CR/NC grading.

Approaches to developing and assessing listening and speaking skills among second language populations at different stages in academic development, with an overview of traditional ESL methods.

Approaches to developing and assessing writing and reading skills among second language populations at different stages in academic development. Focus also includes literacy acquisition in content areas.

A culminating practicum that involves participation in ESL curriculum evaluation and development.

An introductory course on applied planning and instructional approaches for the exceptional child. The course will introduce students to validated classroom practices for the beginning classroom teacher.

An introduction to the study of children who deviate from the average in mental, physical, and social characteristics, including a study of the characteristics of such children and the adaptation of educational procedures to their abilities and disabilities.

Behavioral characteristics of children with exceptional development, dynamics of family-community interaction, and attitudes toward exceptional conditions. Implications for amelioration and educational planning. (Not for Special Education majors)

An overview of giftedness in children, definitions, etiology, observable characteristics and implications for educational agencies.

This is an online course designed to survey current issues in the education and treatment of students with autism spectrum disorder (ASD). The course is the first in a two-course sequence that leads to the WV Autism Teaching Endorsement.

Introduction to the characteristics and needs of young children with developmental disabilities addressing the physical, neurological, health, and environmental problems that impact atypical grown and development.

Address the educational/curricular needs of students with mild learning problems in the categorical areas of mental retardation, behavior disorders, and specific learning disabilities. (PR: CI 320/520 and 433/533 or 423/523 or 424/524 or permission of instructor)

Characteristics and effective instructional strategies appropriate for students with intellectual disabilities are considered. Emphasis will be on evidence and research based practices to address academic achievement and functional performance.

Pre-req: CISP 520.

Principles and information designed to give the student an understanding of the needs and rights of parents of exceptional children and techniques to involve parents successfully in their child's education.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved, but may not be used for degree programs. CR/NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved, but may not be used for degree programs. CR/NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR/NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR/NC grading.

Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR/NC grading.

A review of the federal and state guidelines for writing grants in Special Education. The priority areas of special education in which monies are currently available will also be examined.

A study of measures used to identify the gifted and interpretation of results, psychological development of the gifted and psychological pressures, problems and adjustments strategies towards mental health in the gifted child.

Educational models, identification techniques, teaching strategies and resources availiable for gifted children. Current trends in curriculum development for the gifted are also examined. (PR: CISP 526)

Supervised experiences (one semester) in field work with children who exhibit potential giftedness.

Pre-req: CISP 602.

An initial participation and observation experience with children experienceing behavior problems. Course evolves around bi-weekly seminar and selected projects.

This course examines research-strategies in reading instruction for students with high-incidence disabilities. This includes application of appropriate techniques in assessment, materials, and instructional strategies for adapted reading lessons.

Examines mathematics curriculum, methods, and adapted materials for students with mild to moderate disabilities in K-12 classrooms. Emphasizes strategies for accessing the general education curriculum, higher-level courses, and technology.

The study of problems related to the area of exceptionality receiving emphasis in the student's degree program. (PR: CI 603, 649, 651 or 674, EDF 621 or 625)

As a part of the requirements for this course, the student will submit a written, bound document, which will be added to the college library collection. (PR: CISP 611)

Pre-req: CISP 611.

Collaborative/consultative multi-disciplinary and curriculum-based assessment process and their use in developing appropriate interventions linking instruction to content standards and objectives.

Pre-req: CISP 520.

An in-depth look at current issues effecting all areas of special education as well as issues specific to each special education category.

Research methods and current significant findings in special education. Guest speakers. Advanced special education students only.

Recognition of socio-emotional issues, assessment of educational needs, establishment of programs to implement behavioral change and provision of necessary modification in educational programs to remediate learning and behavioral difficulites of children.

Field Experience (practicum) affords graduate students an oopportunity to demonstrate the skill-based competences required by CEC standards and to qualify for an LD teaching license.

Pre-req: (CI 523 or CISP 523) and (CI 647 or CISP 647).

Recognition of learning disabilities, assessment of educational needs, and understanding of evidence-based teaching techniques and interventions to promote success of students with or at-risk of learning disabilities.

Pre-req: CISP 520 with a minimum grade of D.

Supervised field experiences (one semester) working with children who exhibit symptoms of emotional disturbancesbehavioral disorders. (PR: CISP 520 and CISP 624)

Pre-req: (CI 524 or CISP 524) and (CI 645 or CISP 645).

Educational assessment and diagnostic evaluation for remediation-amelioration; advanced course for providing understanding and utilization of evaluation, teacher assessment, and analysis for programming for exceptional individuals. (PR: CISPO 626)

Field Experience (practicum) allows candidates to demonstrate skill-based competencies required by CEC and to qualify for a teaching license in mild/moderate Mental Impairment.

Pre-req: (CI 533 or CISP 533) and (CI 553 or CISP 553).

An integrated, in-depth study of current LD reading and written language programs as determined by research studies. Tutoring of LD student is required.

Field Experience (Practicum) affords graduate students an opportunity to demonstrate the skill-based competencies required by CEC Standards and to qualify for the multicategorical teaching license. (PR: CISP 553, 645, and 647)

Field experience in a non-public setting affords graduate students an opportunity to demonstrate the skill-based competencies required by CEC Standards and to qualify for the multi-categorial teaching license.

Pre-req: CISP 520 and CISP 553 and CISP 645 and CISP 647.

An overview of early childhood special education programs including historical events, legislation, the population served, program models and components and current issues and trends.

This online course provides information on evidence-based practices used to teach students with autism spectrum disorder (ASD). The course is the second in a two-course sequence that leads to the WV Autism Teaching Endorsement (PR: CISP 527).

Pre-req: CISP 527 with a minimum grade of C or CI 527 with a minimum grade of C or CISP 527E with a minimum grade of C.

An examination of the normal development of young children, the interrelated effects of disabilities in various areas of development, and strategies for intervention.

This course contains two components: A competency-based practicum experience with students with autism spectrum disorders (ASD) and a seminar with regular discussion and readings on practical issues concerning the education of students with ASD.

Pre-req: CISP 527 or CI 527 and CISP 662 or CI 662.

An overview of issues in the identification, screening and assessment of young handicapped children, specific assessment techniques for working with families and interdisciplinary teams in the assessment process.

A review of curriculum development and methodology used to teach young children with handicaps. Evaluation techniques, program development and management, adaptation of materials and equipment and program models are presented.

Clinical Preschool Special Education. 3 hrs. Emphasis on infants and toddlers identified as at-risk or with special needs. Clinical field observations of practitioners (developmental specialists/service coordinator) and service providers are required.

introduction to educational programs and services for students with visual impairments, history, definitions, incidence and prevalence, development, psychosocial aspects, service delivery models, issues, professionalism.

Knowledge and skills in reading and writing the literary braille code, writing with braillewriter and slate and stylus, proofreading, interlining, basic Nemeth mathematics code, basic textbook formatting, computer translation, overview of other braille codes.

Structure and function of the eye, development of the visual system, causes and implications of eye conditions, clinical and functional, vision assessments, environmental modifications, relationship to other disabilities, and neurological aspects of visual impairment.

Strategies for designing and adapting instruction for students with visual impairments in academic programs, expanded core curriculum, principles of special methods, teaching literacy and other communication skills, formal and informal assessment strategies, early childhood intervention parent involvemnt, collaboration skills.

Strategies for designing specialized instruction for students with visual impairments who also have severe/ multiple disabilities, interaction of sensory disabilities with other disabilities, functional curricula, alternative communication and movility systems, collaboration with classroom teachers and other specialists.

This course will provide the student with basic skills in literary braille transcription and codes. Students will acquire competence in reading and writing braille and the use of the Perkins braillewriter, slate and stylus, and Perky Duck Software. Techniques for braille instruction of school-aged students and techniques for pre-braille activities for younger children will also be taught.

An exploration of scientifically-based instructional math research will be developed and applied to the visually impaired. Emphasis will be placed on Nemeth Code and linkage to content standards and objectives.

Pre-req: CIVI 500 and CIVI 501.

Three hundred documented hours of supervised practicum experiences with students with visual impairments, including those with severe/multiple disabilities ranging from infancy to early adulthood.

The graduate student will complete an advanced selection of experiences in clusive and residential settings in order to demonstrate competence as an entry-level teacher.

Historical and contemporary curriculum and methods for preschool children with emphasis on current best practices.

This course examines the administration and educational aspects of early childhood education programs. Classroom observation is required.

A course in the study of developmental principals relating to the physical, cognitive, social, and moral development of the middle childhood student 10-14 years old.

This course examines the relationship between developmental principles in childhood and educational practice.

This course examines the relationship between developmental principles in adolescence and educational practice.

Our debt to the ancient Hebrews, Greeks, and Romans. Emphasis also is placed upon the movements since the beginning of the Renaissance.

Thirty-five hours public school clinical experience in middle/secondary schools designed to provide an opportunity for MAT students to work with faculty, staff and students in a teaching environment. (CR: CI 515)

An investigation of current trends and issues in education through extensive reading, research and discussion. Implications for schools, classrooms, and teachers are the focus of the course.

A study of the fundamental skills needed to evaluate educational progress at the individual, classroom, program, and school levels.

Development of public and private educational systems in the United States.

The nature of human growth and development from infancy to adulthood.

A first course in Multiple Regression Analysis and its application to educational research. (PR: EDF 517 or Equivalent)

An introduction to applied multilevel analysis and growth curve modeling for nested educational data. The nested data may have a repeated measures dependent variable.

Study of learning theories and their applications to teaching.

Integrates quantitative and qualitative approaches and applications to research, couching these models within developing theories for and approaches to mixed methods research in education and closely related fields.

Research methods and techniques and their application.

Study of action research as a systematic method carried out by practitioners to improve educational practice.

Study of qualitative research methods: understanding historical and philosophical foundations of qualitative research and developing expertise in qualitative research strategies including participant observation, interviewing and inductive content analysis of data.

The study of the origins, nature, scope, basic literature and methodology of comparative education.

History, philosophy and advanced statistical methods for testing, measuring and evaluating pupil behavior are studied.

Seventy-five hour secondary public school experience provides opportunity for preservice, master's-level teachers to put theory into classroom practice through observation, participation, reflection, individual/small group teaching, and up-front classroom teaching. (PR: EDF 537 and CI 515)

Pre-req: EDF 537 with a minimum grade of C and CI 515 with a minimum grade of C.

A program of reading, either extensive or intensive, and reports on a group of outstanding conributions to education; readings selected with guidance of advisor. Only one registration for this course is permitted.

A guided program of readings, reports and discussions. No student may register for this course a second time.

Surveys basic philosophy schools and concepts and their application to educationsal practice.

American school organizational patterns interpreted sociologically; role of power and bureaucracy, social and cultural change, stratification and social mobility, and values; analysis of school rituals and ceremonies.

A foundation course in descriptive and inferential statistics as applied in education and the social sciences.

Culminating clinical experience through directed activity in a clinical setting for MAT/PBC student.

Pre-req: EDF 537 with a minimum grade of C and EDF 637 with a minimum grade of C.

The preparation of a written report on a research problem, experiment or field project in education. This report is not a thesis.

May be taken for 3 hours of credit by students whose reports in 679 were excellent and are of such character as to warrant further research. Students completing 679 and 681 for a total of 6 hours may qualify for the master's degree by earning an additional 26 hours of credit. Students completing 681 must defend their thesis in an oral examination.

The purpose of this doctoral research methods course is to prepare College of Education doctoral students to design and carry out research at the doctoral level (PR: Admission to EdD Program)

Advanced research, theories, methods and procedures for conducting survey research in education.

This course is designed to introduce students to the tasks and processes involved in the completion of the doctoral requirements (PR: Admission to the Cooperative Doctoral Program)

Advanced study of selected topics in qualitative research. Emphasis on application of qualitative research knowledge and skills.

This course provides the development of computer-based skills and competencies for applying statistical concepts and procedures when conducting research. (PR: EDF 676 or similar)

Pre-req: EDF 676 with a minimum grade of C or EDF 517 with a minimum grade of C.

The role of the school library in the learning process through instruction, collaboration and curriculum support. Study of information literacy, learning styles and models and assessment of lerning outcomes.

Course will focus on criteria for evaluating and selecting young adult materials for the purpose of developing and promoting a school library media collection.

Addresses selection of material(s) for children in the school library; highlights & addresses strategies to fill curriculum gaps through collection development & curation.

Course designed to meet the specific inservice needs of public school teachers, media personnel, and librarians. Credit may be used for certificate renewal and salary upgrading but not for degree programs.

Sourse designed to meet the specific inservice needs of public school teachers, media personnel, and librarians. Credit may be used for certificate renewal and salary upgrading but not for degree programs.

Sourse designed to meet the specific inservice needs of public school teachers, media personnel, and librarians. Credit may be used for certificate renewal and salary upgrading but not for degree programs.

Sourse designed to meet the specific inservice needs of public school teachers, media personnel, and librarians. Credit may by used for certificate renewal and salary upgrading but not for degree programs.

Workshop in selected areas of eductional media.

Workshop in selected areas of educational media.

Workshop in selected areas of educational media.

Workshop in selected areas of educational media.

Principles of administration for elementary and secondary school library media centers, including personnel, facilities, budgets, prgram planning and evaluation, publicity and public relations, audiovisual equipment and materials, computer hardware and software, and methods and matericals for teaching library skills.

This course is a study of cataloging for the school library professional and the basic reference services for school libraries. Emphasis is on MARC records, circulation software, materials evaluation, the reference interview, and research strategies.

An introduction to the function, management, and the issues of computer and non-computer technology in the library. Students learn to use technology as an educational tool in the classroom.

Supervised program of readings, reports, and individual and group projects.

Experience in the application of techniques of library service, adapted as far as possible to the student's needs.

The Principalship is the study of school management as it relates to ethical behavior, and to support services, information systems, fiscal matters, and facility utilization and maintenance.

The development and/or upgrading of supervisory practices in the areas of instructional leadership, instructional program development, instructional strategies, implementation and evaluation, and human relations.

An investigation of the effects of the unique physical, social, mental, and moral characteristics of pre, early, and adolescent children on educational processes, organizations, and personnel.

This course assesses and develops students' knowledge and skills in interpersonal relations and ethical practices. It provides structured experiences in group processes, verbal and non-verbal communications leadership styles, and team building.

Assesses and develops student's knowledge and skills in change strategies, school cultures, systems theory, and understanding of the school in relation to other systems, agencies, and organizations.

These courses and activities are designed to meet the specific in-service needs of public school administrators. Credit in these courses may be used for certificate renewal and salary upgrading but not in degree programs.

These courses and activities are designed to meet the specific in-service needs of public school administrators. Credit in these courses may be used for certificate renewal and salary upgrading but not in degree programs.

These courses and activities are designed to meet the specific in-service needs of public school administrators. Credit in these courses may be used for certificate renewal and salary upgrading but not in degree programs.

To provide the master's level student an opportunity to examine selected issues in leadership and to apply their findings to the field of study.

Approval of Program Director and Permission of chair. Student must have a GPA of 3.0 to take class.

Approval of Program Director and Permission of chair. Student must have a GPA of 3.0 to take class.

Approval of Program Director and Permission of chair. Student must have a GPA of 3.0 to take class.

Approval of Program Director and Permission of chair. Student must have a GPA of 3.0 to take class.

This course offers an examination of personnel functions including recruitment, selection, orientation, evaluation, and retention with particular emphasis on staff development.

Leadership preparation for career and technical education programs located at technical centers and/or high schools. Students will study career and technical education policies, funding sources, and accountability within Simulated Workplace.

This course is designed to avail potential school administrators with an understanding of planning strategies, academic research, action research, and program evaluation methods, with the intent of their being able to write a cogent, data-based school improvement plan.

Leadership preparation for career and technical education programs located at technical centers and/or high schools. Students will study career/technical education initiatives, importance of advisory committees, and economics of Simulated Workplaces.

Pre-req: LS 604 with a minimum grade of D.

Leadership preparation for developing and implementing a shared vision and strategic plans focused on teaching and learning, implementing change, applying leadership theory and acting with understanding of society's influences.

This course addresses the role of the principal in the development and implementation of school curriculum. This includes developmentally appropriate curriculum design, special education curriculum and modifications, the integration of technology, and authentic assessment.

This course will enable public sector leaders to better understand the perspectives they bring to the setting, define and evaluate personal and organizational goals, and develop strategies to achieve shared goals.

This course is designed to develop an understanding of the structure of governance of multi-campus public higher education systems.

This course surveys the purpose and functions of student personnel administration in higher educational institutions and the administrative procedures developed to accomplish these purposes.

This course will present a historical overview of the factors that influence the development of higher education in America.

This course will introduce students to the process of developing federal and state public policy for higher education and examine legislation related to governance, finance, and oversight.

This course develops knowledge of the major functions and tasks necessary for the development of human resources.

This course will provide students with an overview of the fundamentals of fundraising including such vehicles as major campaigns, donor research, management practices, and ethical issues.

Nonprofit & public sector organizations constitute a significant part of every community and this course is designed to examine the major leadership issues they encounter.

This course provides students the opportunity to study the concept of community, to examine relationship patterns, to explore the possibilities for combining the resources of the school and community in the interest of school improvement, and to evaluate communication strategies designed to enhance the school-community relationship.

This course is designed to assist leaders in the public sector to establish and maintain positive relationships with the organization's staff and volunteers, as well as with its constituents.

This course will examine the structure, purpose and history of international nonprofit organizations. Also, included will be a study of public policy and the practice of philanthropy in countries other than the USA.

This course analyzes leadership theories and their application to leadership and management in nonprofit and public sector organizations.

This course provides students with an overview of federal and state laws governing nonprofit and public sector organizations, current legal trends and legal issues affecting CEO's, staff, governing boards.

Students will be provided with the opportunity to anaylze the nature of collaboration among state, local, federal agencies, business, and community organizations to address an array of complex issues facing non-profit and public agencies. The importance of networking and social entrepreneurship are among other concepts that will be explored.

This course develops an understanding of the principles, concepts, and processes involved in planning learning experiences for adults within the framework of higher education.

This is a field-based course designed for practicing professionals.

This course examines the principal's role and responsibility related to law and administrative policy.

Training and assessment experiences for students seeking initial certification as a school principal.

This course represents a culminating experience and an opportunity to demonstrate a broad mastery of learning across the respective program curriculum.

This course develops the administrative skills required for managing policies, programs, and activities related to the position of public school social worker or attendance director.

This course provides pre-service training and assesment for students seeking licensure as a public school social worker/ attendance director.

Pre-req: LS 691 with a minimum grade of C.

This course provides the student with a working knowledge of school law and other legal matters as it pertains to the attendance director. The focus of this course is on those laws dealing with mandatory attendance and juvenile matters. (PR: Admission into the Social Services/Attendance Program)

This course examines the roles, relationships, behaviors and competencies which characterize school superintendents ans their staffs.

This course identifies and explains the laws and policies that service students with special needs. School leaders will learn to apply these laws to ensure they meet students' needs while making the best decisions for their school.

This course analyzes administrative theories and their application to organizational leadership and management.

The course focuses on the primary ethical theories and the ethical resoning processes which are representative of each, providing students opportunities to analyze decisions against existing ethical models and reinforce or reform those decisions in light of moral principles.

An examination of community colleges in the U.S. and abroad including Canada, Europe, Asia, Africa, and South America. Areas for comparison include governance, finances, curriculum, faculty and students.

This course is designed to prepare students to successfully lead an organizations through a crisis such as a natural disaster, technological breach, terrorist attack or infrastructure failure. Integral to this is crisis preparedness planning and having systems in place that will enable an organization to recover from the aftermath of a crisis.

This course is a study of the characteristics and behaviors of leaders. Emphasis is on the development of understandings and abilities which will work in different situations.

This course is a survey of higher education with attention to administrative functions at the campus and state levels.

This class will review different models for governing public higher education at a system level and will examine the changing nature of higher education.

This course surveys the purpose and functions of student personnel administration in higher educational institutions and the administrative procedures developed to accomplish these purposes.

This course is designed to provide the student with an understanding of the historical development of American higher education. It will examine past and future issues that have or may affect higher education.

This course examines concepts in the financing and economics of education in multiple education environments.

This course is an interdisciplinary approach to the study of organizational structure, relationships, and functions focusing on problems and alternatives for solving them.

Students will understand the broad area of institutional advancement, including major campaigns, donor research, donor recognition programs, restricted gifts, and so forth.

This course teaches the systematic collection and utilization of data in planning for educational facilities. (PR: Principal or supervisor certificate or consent)

This course focuses on current organizational policy issues and provides conceptual and analytical tools for their critical examination.

An analysis of community college governance, structure, functions, and relationship with its respective community and local/state government.

This course provides a field experience in higher education administration. (PR: Consent)

The course focuses on current and emerging problems of leadership among varied organizational types.

This course explores the social process of governance in the public schools including higher education. The milieu of federal state and local inputs will be explored.

This course is designed to make students familiar with the basic concepts and tools of politics. The course will apply these political concepts to higher education.

This class for doctoral candidates will develop a foundation in research methods, research ethics, and research skills.

This is an advanced research course directed toward the preparation of a thesis or dissertation. (PR: Consent)

Pre-req: LS 764 with a minimum grade of C.

This is a highly individualized cooperative educational administration experience between the college and another public agency. (PR: Consent)

This is an individualized cooperative field experience in district level school administration. (PR: Consent)

This is an individualized cooperative field experience in district level school administration. (PR: Consent)

This course is a concentrated analysis of current problems in educational administration. (PR: Consent)

This course requires study, reading and research is an approved area of education and supervision. (PR: Consent)

This is a field based program designed for practicing administrators. (PR: Consent)

This course will examine contemporary first amendment issues as they relate to education in public education and higher education.

Dissertation research is the purpose of this course. (PR: Consent)

Course designed to provide the student with the opportunity to work with a school psychology program professor on a research problem mutually agreed upon in terms of a specific plan of study. (PR: Permission of the instructor)

This course is designed as an introduction to schools as organizations and systems.

This course provides an opportunity to teach the historical roots of contemporary psychology and school psychology and to help students contemplate the future of school psychology. (PR: SPSY 601)

Pre-req: SPSY 601 with a minimum grade of C.

Substance abuse is a pervasive problem within our society. Mental Health professionals and educators require knowledge and skills in adolescent substance abuse prevention, intervention, and treatment to address this problem.

This is a multicultural, reading and writing intensive course that presents information on typical and atypical human development.

This course is an introductio nto the theory and practice of consultation and will prepare students to serve as consultants within public schools.

This course teaches the application of behavior modification principles to the classroom setting as well as the modification of instruction to meet the needs of atypical learners.

This course is a direct interventions course focusing on individual and group therapy for children.

This course is an introduction to the science and practice of primary prevention. Pre: SPSY 617.

Pre-req: SPSY 617.

This course is a beginning problem-solving course designed to provide students with a variety of assessment methods they can use to start constructing their professional "tool Kit".

This course is an intermediate problem-solving course designed to provide students with a variety of assessment measures to add to their professional "tool kit".

Review of standard assessment instruments used in school psychology practice emphasizing those aspects of specialized testing consistant with diagnostic needs of the individual child or groups of children. (PR: SPSY 622)

Interactive and reading intensive course that uses both live class meetings and the WebCT format to present information on the biological foundations of school psychology.

SPSY 675 is a reading and writing intensive course that presents information of the psychological foundations of school psychology.

Courses in specialized areas of school psychology on issues in the practice of school psychology. (PR: Permission of the instructor.)

The focus of this course will be to integrate elements of consultation, assessment, and intervention into a comprehensive Multi-Tired System of Support for behavior and academics from the perspective of a school psychologist.

Pre-req: SPSY 621 with a minimum grade of C and SPSY 622 with a minimum grade of C.

This is a course designed to help students improve their counseling skills with youth in schools by exploring and implementing the applied practices of the major theories of psychotherapy.

Pre-req: PSY 619 with a minimum grade of C.

The initial practicum in school psychology is designed to provide a structured, experiential link between early coursework and practical experience. Pre: SPSY 601, SPSY 616, SPSY 621.

Pre-req: SPSY 621 and SPSY 616.

The second practicum in school psychology is designed to provide a structured, experiental link between intermediate coursework and practical experience. Pre: SPSY 738.

Pre-req: SPSY 738.

During this capstone experience, students will provide a full range of school psychological services in a multidisciplinary training setting supervised by credentialed school psychologists.

Development and defense of a research proposal examining a specific hypothesis in School Psychology. Analysis of data, written presentation in thesis form, and public defense are required.

The course is designed to provide students with the fundamental skills to develop and implement evaluations of educational programs in the classroom, school, county or state.

Pre-req: PSY 517 with a minimum grade of C and SPSY 623 with a minimum grade of C.