Joint/Dual Degrees

EDUC-544 School & Society.
This course reviews the major empirical and theoretical research from the social history, and social theory on the development, organization and governance of American education, and the relationship between schooling and the principal institutions and social structures of American society.

EDUC-624 Schools as Organizations.
This course examines schools as workplaces, teachers as employees and teaching as a job. It is concerned with the character of the teaching occupation and the organization of elementary and secondary schooling. It draws from multiple fields and perspectives, including: organizational theory; the sociology of organizations, occupations and work; educational administration; and school leadership..

EDUC-647 Linguistic Anthropology of Education.
This course introduces theoretical insights and empirical approaches from contemporary linguistic anthropology and explores how these could be used to study topics of concern to educational researchers -- focusing on how discourse partly constitutes culture, identity and learning.

EDUC-646 Education, Culture, and Society.
This course surveys basic issues in the philosophical and social foundations of education, addressing basic questions about the purpose of education, the appropriate treatment for children from different cultural and economic groups, and the relationship between rigor and relevance. Intended for incoming doctoral students.

EDUC-561 Adolescent Development.
An interdisciplinary view will be used to frame biological, psychological, and social development among adolescents. Special emphasis will be placed on how contextual factors influence developmental outcomes. Theories of adolescent development and methods of intervention will also be discussed.

EDUC-562 Personality and Social Development.
The effects of social processes on human development in the interlocking contexts of parents, family, peers, school, communities and culture are considered during the major developmental periods of infancy, childhood, adolescence and adulthood. The course examines what is unique about social developments, how social relationships can be defined, and what are the social precursors and consequences of specific developmental changes.

EDUC-568 Cognitive Development. Prerequisite(s): EDUC-560 or equivalent.
This course examines the cognitive development of the child from infancy to adolescence with an emphasis on cultural context. Topics include: origins of thinking, Piaget, Vygotsky, intelligence, development of learning and memory, language development, and moral development.

EDUC-574 Race/Ethnicity in Human Development.
This interdisciplinary course will employ a critical perspective on minority youth development, analyze the existing literature, and propose alternative explanations for observed phenomena. It will consider pertinent issues and theories of middle childhood, adolescent and young adult development.
 
EDUC-610 Cultural Perspectives on Human Development.
This course focuses on comparing/contrasting psychological and anthropological accounts of child and human development which utilize cross-cultural and cross-national research. Topics may cover such issues as childhood socialization, literacy and culture, Vygotsky and Piaget in cultural context.

581. (WSTD581) Advanced Psychology of Women. Prerequisite(s): Introduction to Psychology and an undergraduate course in the Psychology of Women or approval by professor.

The course is intended for those who already have a foundation in the study of the psychology of women and want to expand their understanding of the provision of psychological services to include a contextual, feminist, and relational perspective. Theoretical and applied practices regarding women's mental health, issues of diversity, sexuality and relationships for women will be addressed.

582. Social Psychology.
A course covering basic issues in social theory and applications to social problems.

585. Psychology of Group and Family Systems Intervention.
This course focuses on the basics of systems intervention with a specific focus on families and groups. The purpose is to develop more advanced knowledge of practical therapeutic problem-solving skills at the graduate student level using ecological, systemic, and cultural perspectives.

Students will be exposed to advanced group therapy strategies with children, youth, and adults, with family interventions across various mental health diagnostic populations, and how to intervene within groups and families in which cultural differences and styles are key themes.

Students will also be challenged to develop a preliminary rationale for a systemic theory of behavior change. Given the diversity of clients that counselors see professionally, some advanced and demonstrated knowledge of how cultural differences will be addressed in the counseling session and in the relationships of larger societal institutions will be expected. This course will satisfy the Group work II requirement of the MPE program in Professional Counseling and Psychology. The course also fits within the APHD theme of Applied Psychology: Intervention and Certification.

610. Cultural Perspectives on Human Development.
This course focuses on comparing/contrasting psychological and anthropological accounts of child and human development which utilize cross-cultural and cross-national research. Topics may cover such issues as childhood socialization, literacy and culture, Vygotsky and Piaget in cultural context.

612. Interactinoal Processes with LGBT Individuals. Prerequisite(s): EDUC-663 Socio-Cultural Foundations/Applied Psychology.
In the past quarter century, the awareness of the unique issues facing lesbian, gay, bisexual and transgender (LGBT) individuals has expanded and become essential knowledge in our work as educators, providers of psychological services, and other service provision fields. This course provides a contextual and applied understanding the interactional processes facing LGBT individuals.

613. Group Counseling. Prerequisite(s): EDUC-686 Psychological Interventions.
Through didactic and experimental learning activities, students will explore various theoretical approaches to groups, learn and apply principles of group dynamics, develop familiarity with ethical, legal and professional standards relative to group leadership, learn member roles and functions in group, examine group counseling in a multicultural context, and relate these issues to the leader's interpersonal style and behavior. Applications to specific developmental stages and contexts will be explored.

615. Parenting and Children's Educational Development.
Theory and research on family influences on achievement development, models of the home-learning environment; parental involvement in schools.

623. Early Childhood Intervention. Prerequisite(s): EDUC-560 Human Development.
The course addresses the following key questions: what is early childhood intervention?  What was it, and what has it become?  What are its historical roots in child development research, early childhood education, special education, and maternal and child health?  However, while addressing earlier conceptual issues, this survey course also links these conceptualizations to contemporary developments in the field that are of special significance to educators.

One national president stressed the importance of school readiness for all young children by the year 2000, and another expanded access to structured programming for children from imoverished families, while simultaneously supporting legislation that would empower their parents through work. States, in acknowledging greater responsibility for the education of children and youth, began serious initiatives to prepare young children for learning. Federal initiatives that encouraged research and evaluation were supported, and continue to be supported. Even the World Bank and UNESCO have sponsored conferences. This is the context for the initiation of a course on early childhood intervention as it interfaces with contemporary policy issues.

The organization of the course reflects the historical roots of this field, rather than that of dominant conceptual models or theoretical frameworks. Illustrative theoretical frameworks are considered only after extensive, preliminary discussion of the earlier, more pragmatic issues that confronted researchers and scholars.

658. Developmental Psychopathology.
Investigation of etiology, course, prevalence, and implications of functional and physiologic psychopathology, and learning and behavior disorders, among children and adolescents. Special focus on developmental theory and major clinical and empirical classification systems.

663. Sociocultural Foundations of Applied Psychology. Prerequisite(s): EDUC-686 Psychological Interventions.
Cultural and individual differences and diversity are essential to the work of school and clinical counselors and psychologists. This course provides a contextual knowledge base and applied understanding for working with socioculturally diverse and underserved populations. Both intervention and prevention strategies will be addressed.

681. History & Systems of Psychology.
Focuses on the emergence of psychology as a discipline of study by examining the major currents of thought and the dynamic 'time and place' events that have shaped psychology. A major objective of this course is to provide students with a "big-picture" view of psychology (particularly applied psychology) that will sensitize them to major issues and questions that challenge current beliefs and assumptions in psychology today.

685. Career Development. Prerequisite(s): EDUC-684 or permission of instructor.
Career development is studied as an aspect of general development theories of educational and vocational choice and adjustment; psychological aspects of occupations.

686. Psychological Intervention. Prerequisite(s): Admission to the master's program in Psychological Services.
Review of major counseling theories; introduction to counseling skills, their application in interpersonal communication and the process of change.

L/L 687. Ethics & Professional Principles in Counseling Psychology.
This course will focus on the professional role of the counselor across settings and across time with discussion of the history of the field and future trends. In this process we will explore professional identity, role, and relationships. Ethics and their application across situations and professional settings are foundational to our roles as counselors and will be addressed in depth throughout the course. The goal is to develop an awareness of the boundaries, ethics, and practice roles of the counselor across professional settings.

SM 688. Psychological Practicum. Prerequisite(s): EDUC-687 AND admission to master's program in Psychological Services. May be repeated for credit.

Seminar and lab to accompany supervised practicum or apprenticeship experiencesin schools, colleges, or community agencies. Placement to be arranged by instructor.

EDUC-542 Management in Higher Education.
This course is an introduction to management issues and practices in higher education. It is designed to provide students with working understanding of both the role of administration within the culture of higher education and the contemporary issues related to management of fiscal, personnel, facilities, and information resources. The interface between administrative and academic decision-making will be explored within these contexts and case studies will be used to highlight the concepts.
 
EDUC-504 Contemporary Issues in Higher Education.
An introduction to the central issues and management problems in contemporary American higher education.

EDUC-518. Authority, Freedom, and Disciplinary Policies.
The course concentrates on the nature and justification of discipline. In particular, we focus on how discipline becomes the expression of twin but conflicting premises of education: that children should be encouraged to develop their critical intellectual capacities and autonomous decision-making -- read freedom; that these ends cannot be achieved without the direction and control of teachers -- read authority.

Students read classical works on freedom and authority (John Stuart Mill, Isaiah Berlin, Emile Durkheim, John Dewey, C.S.Lewis) as well as more contemporary ones. In class we look at video clips of different practices and discuss readings. Every student selects one type of disciplinary approach to study in detail, inclusive of on-site visits. The seminar paper covers the source and nature of the school's commitments, its theory of authority and freedom (implicit and explicit), illustrations of how commitments are expressed (including discipline practices), and the student's reflections.

EDUC-606 Fundraising and Philanthropy in Higher Education.
This course is designed for current or aspiring professionals in the area of fundraising and institutional advancement. Topics will include: a history and overview of philanthropy, motivations for giving, ethics, fundraising courses, planning, staffing, leadership, campaigns, annual giving, public relations, communications and volunteer management. Special emphasis will be placed on fundraising in communities of color.

EDUC-564. Moral Values and the Schools.
This course explores whether, and if so, how "values" should be taught in the schools by addressing the following questions: What is unique about the domain of values?  Is there, or should there be, a corpus of shared personal and social values?  What are the sources of values and how are they transmitted across generations?  If schools teach values, how do they address the problems associated with specific codes?  The problems of the absence of codes?  The tensions between fidelity to personal beliefs and to values of compromise, tolerance and cultural pluralism?

EDUC-594 Diversity in Higher Education.
This course explores issues of diversity as they pertain to higher education, including race, ethnicity, gender, class, religion, sexual orientation, ideology, etc. Rather than focusing on specific populations of people, the course will tackle issues of diversity within the context of concrete higher education functions and problems.

EDUC-551 Higher Education Systems.
An introduction to the recent development of the system of higher education in the U.S. After reviewing alternative ways of classifying colleges and universities, the course will trace the growth in the number of colleges and universities, the functions they perform, and their fiscal operations over the last 20 years. Paralleling these developments will be analyses of trends in enrollments, college costs, and how students have financed these costs over the same period.
 
EDUC-607 Faculty and Academic Governance.
Introduction to selected issues pertaining to faculty and academic governance, such as: Who governs American colleges and universities?  What are the respective roles of the president, the board of trustees, the faculty, and students in institutional decision making?  The course will also explore key contemporary governance issues. The course will emphasize student involvement in learning through small group work, case study discussions, and role playing.

EDUC-640 History of American Higher Education.
A history of evolution of U.S. higher education that combines the use of secondary and primary sources. The course emphasizes development in the 20th century.

680. Evaluation of Policies, Programs and Projects. Prerequisite(s): EDUC-667 or equivalent.  Basic evaluation policy and methods for determining nature and severity of problems, implementation of programs relative effects and cost-effectiveness of interventions to reduce problems, design and conduct of evaluation studies in education, social services, crime and delinquency, in the U.S. and other countries.

683. (STAT502) Survey Methods & Design. Prerequisite(s): EDUC-667 or equivalent. Undergraduate statistics or tests and measurement.
This course covers the methods and design of field surveys in the U.S. and other countries' education, the social sciences, criminal justice research, and other areas. It covers methods of eliciting information through household, mail, telephone surveys, methods of assuring privacy, enhancing cooperation rates and related matters. Finally, the fundamentals of statistical sampling and sample design are handled. Much of the course is based on contemporary surveys sponsored by the National Center for Education Statistics and other federal, state and local agencies.