Schedule of Classes

Interdisciplinary introduction to leadership theory and development of student leadership skills and experience. Students study theories of leadership development grounded in varied academic disciplines and apply the theoretical framework to case studies and to live leadership presentations. This is the required initial course for the Minor in Leadership Studies.

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.

A service learning experience administered by The Lewis J. Burger Center for Student Leadership and Public Service in collaboration with the Education, Nonprofits and Counseling department. Not intended to satisfy departmental or major program requirements. Course may be repeated for a total of 3 hours credit with a combined total of 3 hours available for all service learning experiences. The number of hours awarded for the service learning assignment will be dependent upon the number of total hours worked during the semester. Satisfactory/Unsatisfactory.

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.

Provides an opportunity to apply leadership concepts discussed in the classroom through involvement, volunteerism, and interaction with leaders from the surrounding community.

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.

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.

Topics of special interest which may vary each time course is offered. Topic stated in current Schedule of Classes. May be repeated under different topics for a maximum of six hours credit.

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.

Students are introduced to value systems and diverse groups and the use of theories and models of diversity in establishing effective helping relationships.

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. Students analyze the neuroanatomy of leadership on four levels: self-awareness, self-management, social awareness, and relationship Leadership skills are developed in the context of mentoring, conflict resolution, and work group dynamics.

This introductory neurocounseling course will teach students how physiology and the brain affect behavior and emotions and thus impact counseling. Concise self-regulation methods and strategies for integration into counseling will be offered.

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, and group leader facilitation skills for a multicultural society will be taught. Students will receive supervised practice and experience in group counseling as a leader and as a 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. Integration of neurocounseling into supervision is discussed.

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.

Students will learn about the history and development of elementary and middle school counseling programs, including their administration, financing, and accountability. Using current neuroscience and neurocounseling research on teaching and learning, students will be introduced to reading methods; reading in the content areas; cognitive, experiential, and social-emotional learning skills; methods for group and individual counseling; and methods for counseling students with disabilities and students from diverse populations.

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.

The course reviews all disability categories related to special education services and includes appropriate staffing and instructional methods for students with exceptionalities. Course content provides information on state and federal requirements relative to students where English is not their primary language and the statutory provisions of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act (ADA). An examination of stakeholders and participants in special education services, identification/evaluation of services, appropriate instructional methods, least restrictive environment, related services, and free and appropriate education.

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.