Schedule of Classes

Advanced leadership theories and the development of leadership skills will be developed and discussed. Students study theories of leadership development grounded in varied academic disciplines and apply the theoretical framework to case studies and to live leadership presentations.

Prepares students for finding internships and full-time employment after graduation. Develops a systematic approach to long-term career planning including occupational research, organizational research, and practice of job-seeking skills. Pass/Fail.

Principles and procedures for statistical interpretation of data. Study of measures and control tendency, variability, correlation, and introductory predictive and inferential statistics.

Basic literature, research findings, and techniques of the lay and professional helper; effect of the lay helper on human relations.

Supplemental practice sessions and exercises in skills of EHC 370. To be taken concurrently with EHC 370

Special topics or current issues related to leadership in various fields. May be repeated under different topics to a maximum of six hours.

Studies that provide an understanding of the nature and needs of persons at all developmental levels and in multicultural contexts, including common theories, neurobiological behavior, models of resiliency, exceptional abilities, factors that affect normal and abnormal behavior, and wellness over the life span. Experiential activities emphasize personal contact and on-site work with people of different ages and stages of physical and psychological development.

Independent study in a selected area related to educational goals.

Provides students with a comprehensive overview of financial management related to nonprofit organizations. Topics include various budgeting systems and other financial management tools; service costing and the linking of costs to performance measures; fee setting; and government contracting.

This course is designed to provide an introduction to grant writing and methods for writing grant proposals. Students will learn to critique, research, and write grant proposals. Emphasis will be placed upon organization of a grant writing campaign and preparation of a complete proposal package.

Understanding and application of theories of multicultural counseling and models of diversity in establishing effective helping relationships based on knowledge of issues and trends in a multicultural society.

Research methods, statistical analysis, needs assessment, and program evaluation utilized in counseling, education, and human service administration. The use of research to inform evidence-based and ethical practice in decision making is emphasized.

Theory and practice related to interpersonal communication, organizational behavior, and leadership are addressed. Leadership skills are developed in the context of mentoring, conflict resolution, and work group dynamics. Extensive opportunities for practicing and evaluating personal communication skills.

Identification of current instructional changes and requirements in PK-12 schools and consideration of leadership and necessary knowledge to create effective school learning communities.

Identification, analysis, and application of techniques and tools of institutional planning and evaluation. Program, personnel, financial, facility, and institutional planning.

Group theory and experiential understanding of group counseling dynamics including group purpose, practices, methods, theories, and group leader facilitation skills for a multicultural society. Supervised practice and experience in group counseling as leader and participant.

Offers students the opportunity to better understand the supervisory process. Evidenced-based supervision (EBS). Different models of supervision and a common factors approach are emphasized.

Individual and group approaches to assessment and evaluation in a multicultural society including historical perspectives, basic concepts of standardized and non-standardized testing, and other assessment techniques. Statistical concepts and social/cultural factors related to assessment and evaluation.

Elementary and middle professional school counseling programs, including administration, finance, and accountability; cognitive and experiential skills. History and development of school counseling; elementary and middle school education and counseling programs (similarities and differences); group and individual counseling; the counselor's role in school testing; career planning and exploration. Practical experiences.

Theories and techniques of couples and family counseling. Emphasis is on working with couples, families, and children to promote human development, including the role of the family counselor within the network of school and clinical mental health settings.

Developing effective community relations through a four-step process involving two-way communication and researching, planning, communicating, and evaluating.

The mental health dynamics of aging and its impact on the human service professions. Practical skills of gerontological counseling and their relationship to the concerns of aging.

Statutory provisions of IDEA, Section 504, and ADA. Special education process including classification, identification and evaluation, related services, least restrictive environment, and due process proceedings.

Survey approaches to supervision and evaluation in K-12 education based upon legislative requirements; examination of the relationship between practices, professional development, and the improvement of instruction; development skills of classroom observation and conferencing; and development of skills in hiring and induction of personnel.

Various components, background, and training for an entry-level elementary or secondary school principal.

A culminating experience to give the student the opportunity to work with a practicing administrator in the application of theoretical knowledge from previous coursework to administrative tasks. Accompanying seminars focus on selected topics associated with leadership and administration. Requires 150 hours of supervised activity for three hours of credit.

Comprehensive supervised experience that reflects a professional counselor's work appropriate to the students' designated program area.

Advanced educational or social science research under the guidance of a departmental faculty member. Student will design, develop, and present the research proposal, then conduct the approved research study consistent with the Committee for Use of Human Subjects in Research (CUHSR) regulations and university ethical guidelines. Minimum of 3.0 and maximum of 6.0 hours may be taken and applied toward Master's degree.