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CNS 528 - Assessment from a Family System - This course is not intended to explore psychometric theory but rather to introduce students to contemporary models and strategies for integrating appropriate assessment measures into work with children, couples, and families. Diagnostic, evaluative, and treatment assessment paradigms will be explored as they pertain to family systems based counseling. Current controversies about assessment in family systems counseling will be discussed. CNS 597 - Selected Topic: Counseling At-Risk Adolescents - This 3-credit graduate course is designed to expand practicing counselors’ knowledge and skill in working with at-risk adolescents in a variety of settings (e.g., outpatient mental health centers, the juvenile justice system, school counseling offices and community agencies). Through mindful, structured examination of numerous issues adolescents may present (e.g., perfectionism, apathy, substance abuse, disordered eating, high-risk relational behavior, suicidal ideation, childhood trauma, self-injury, disenfranchisement, violence) and by exploring what we as counselors bring (or fail to bring) to such therapeutic relationships, we will investigate: (a) how we may accidentally encourage resistance and reluctance in adolescent clients; (b) how successful approaches with at-risk young people often seems counterintuitive; (c) how specific attention to boundaries and other elements of the counseling process are crucial to success; and, (d) topics that emerge as our class learns to appreciate difficult adolescents in new ways. Many “how to” skills will be learned along with “how come” from current, multi-disciplinary literature. Together we will study theories and methods from brain development and cultural diversity to creating traditional therapeutic relationships and vast alternatives. Enrollment requires an earned Master’s degree in Counseling or an allied mental health field, or special permission of the faculty. Space is limited. Completion of a pre-course reading list and reliable access to the internet are also required. ELP 516 - Curriculum Assessment and Instructional PK-12 for Diverse Student Populations - Focuses on curriculum development, implementation, and assessment (through instructional practice in U.S. public schools. Designed for both future school leaders and central office administrators, students will study curriculum from the foundation of three bases: (1) social forces, (2) theories of human development, and (3) the nature of learning and learning styles. Bases will assist students in defining curriculum by helping them understand key issues from both an historical perspective and current thinking. Useful for individuals aspiring to be (or already serving as) principals, supervisors, counseling personnel, subject area specialists, and superintendents. Emphasis placed on approaches to developing, evaluating, and articulating curricular changes drawn from a wide variety of subject areas. As a result students will be knowledgeable of the fundamentals of curriculum; the connection between curriculum, instruction, and assessment; current curricular issues; innovative approaches to curricula; planning curricular strategies; and analyzing current curricula. ELP 626 - Optimizing Financial Resources to Support District Level Achievements EEC447 - Instructional Content and Practices for Special Education - Advanced study of problems of curricular development including models, content, vehicles of implementation, and evaluation aspects. Students develop curricular solutions to professional and situational needs. Includes the development of Individualized Education Programs (IEPs), working with supervisors, and instructional strategies for teaching academics, social, vocational, and leisure skills. Prerequisite: EEC273 or EEC411 or permission of instructor. EEC423 - Effective Instructional Strategies for Children with Exceptionalities - Designed to prepare both general and special education teachers to effectively teach students with disabilities in general education settings. Emphasis given to utilizing evidence based instructional practices for students with varying disabilities, creating a positive inclusive learning environment, collaborating and communicating with other school personnel and parents, and implementing positive behavioral interventions. Prerequisites: EEC273 or EEC411 or permission of the instructor. EEC483 Assessing Children with Exceptionalities PK-8(3 crs.) ELP510 - Special Education Law - Provides a comprehensive and current overview of the major federal laws and judicial interpretations of those laws that apply to the education of children with disabilities. Course includes discussions of inclusion, effective accommodations, IEPs, discipline, equal protection, and procedural due process. It also examines the six principles of the Individuals with Disabilities Act and Chapters 14, 15, and 16 of the Pennsylvania School Code. Course helps students understand what the law requires so that they will become effective educational leaders capable of making appropriate decisions that comply with these laws. ELP515 - The Role of Research and Data Informed Decision-Making for School Leaders - Designed to provide school administrators with the knowledge and skills necessary to be intelligent consumers and practitioners of research. Research designs, methods, and results are important tools for leadership and decision-making; administrators should be able to evaluate research studies and implement the findings. Requirements of federal legislation necessitates leadership that is, in part, derived from data-based decision making. Additionally, there may be situations in which an administrator is responsible for constructing a research proposal to qualify for a grant or to lead change in an educational program. Restricted to Special Education graduate students only. ISS515 - Information Systems Project Management - Introduces the student to the principles and practices necessary to be an effective information systems team member or project manager. Covers project scope, time, costs, quality, and human resource management techniques as applied to the kinds of project management problems and issues unique to the IS environment. The student will obtain hands-on experience using MS Project as well as other types of project management software. Specific course emphasis will focus on the techniques of project management, leadership, teamwork, and project risk management. Case work will be a major part of this course. K-12 Summer Institute EEC490 - Selected Topic: American Sign Language and Deaf Culture - Introduces American Sign Language -the primary language used by members of the North American deaf community. Instruction will focus on developing both expressive and receptive communication skills. Emphasis is on vocabulary development, but basic grammar and syntax of ASL will also be practiced. The course will be conducted using through instructor modeling and student practice. Opportunities to interact with members of the deaf community will be provided. ^Top | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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