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Behavior Analysis/Clinical Science |
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BACS 511 - Behavior Assessment
Credit(s): 4
Course covers principles and practice of behavioral assessment and how behavior assessment data inform a functional analysis. Students will learn direct/indirect assessment, relevant statistical metrics, and report writing principles
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BACS 512 - Single Subject Design
Credit(s): 4
Course covers single subject experimental and quasi-experimental designs and relevant within-subject statistical and graphing principles. Single subject designs will be contrasted against group designs typically employed in psychological research.
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BACS 515 - Special Topics
Credit(s): 1-4
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BACS 521 - Experimental Analysis of Behavior
Credit(s): 4
Course covers basic behavioral research and operations, introducing students to such topics as: schedules of reinforcement, stimulus control, establishing operations, differential reinforcement, conditioned reinforcement, and theories of motivation.
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BACS 522 - Principles of Applied Behavior Analysis
Credit(s): 4
Course reviews clinical application of behavioral principles using research reports of specific cases. Course focuses on research surrounding the practical application of principles and techniques
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BACS 530 - Behavioral Medicine
Credit(s): 4
Course surveys the application of behavioral techniques to the management of health issues (e.g., medication compliance, healthy living, biofeedback, rehabilitative medicine, preventive medicine, and applications to public health).
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BACS 531 - Comparative Research Design and Statistics
Credit(s): 4
This is an advanced course in comparative research design and statistics meant to illustrate similarities and differences in single subject experimental designs and group designs in behavioral research. The course emphasizes scholarly understanding of both group and single subject statistics while also helping students refine their scientific writing.
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BACS 532 - Psychological Assessment for Behavior Analysts
Credit(s): 4
Course explores the science and pseudoscience behind psychological assessment. Historical treatment of psychological assessment and exposure to DSM-V will help students become conversant in basic assessment terminology.
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BACS 533 - Child Behavior Disorders
Credit(s): 4
Course explores the science and pseudoscience behind psychological assessment. Historical treatment of psychological assessment and exposure to DSM-V will help students become conversant in basic assessment terminology.
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BACS 534 - Adult Behavior Disorders
Credit(s): 4
Course explores advanced concepts in diagnosis and treatment of child behavior disorders. An emphasis is placed on doing a functional analysis, behavioral interventions, and developmental factors that impact treatment outcomes.
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BACS 535 - Behavior Therapies
Credit(s): 4
Course surveys the different forms of behavior therapy (e.g., cognitive-behavior therapy, Acceptance and Commitment therapy, exposure therapy, virtual treatments) and other behavioral techniques not considered to be applied behavior analysis.
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BACS 536 - Clinical Neuropsychology for Behavior Analysts
Credit(s): 4
Reviews basic brain biology relationships to human behavior: neuroanatomy structure and function, neuropathology, and effect of neuropathology on observable behavior. Distinguishing neuropathological effects on behavior from environmental determinants are discussed.
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BACS 537 - Behavioral Psychopharmacology
Credit(s): 4
Course reviews mechanisms of drug action. Students will identify behavioral effects of substance use and learn to distinguish those effects from neuropathology and behavior that results from environmental contingencies.
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BACS 538 - Clinical Science of Stress, Trauma, and Recovery
Credit(s): 4
Course reviews biological and behavioral effects of stress and traumatic stress. Focus will be on the relationship between neuroanatomical changes and adaptive coping mechanisms. Empirically supported treatment options are discussed
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BACS 539 - Special Topic: Seminar in Behaviorism and Clinical Science
Credit(s): 4
Course discusses application of science and behaviorism to mental health treatment. Focus on the dangers of pseudoscience and issues surrounding demonstration of empirically supported treatments.
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BACS 541 - Behavioral Interventions I: Applications
Credit(s): 4
Course demonstrates the operations of principles of behavior across a range of investigative areas. Topics include functional analysis, differential reinforcement, procedures to expand behavioral repertoires, and stimulus control procedures.
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BACS 542 - Behavioral Interventions II: Special Populations
Credit(s): 4
Course demonstrates advanced applications of behavioral interventions across multiple populations (e.g., special needs, medical and institutionalized patients, autistic children and adults) and settings (e.g., homes, institutions, schools).
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BACS 551 - Law, Ethics, and Behaviorism
Credit(s): 4
This course aims to develop in students competence in the law as related to behavioral interventions and a keen understanding of professional ethics.
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BACS 561 - Organizational Behavior, Culture, and Leadership
Credit(s): 4
Course reviews organizational behavior literature focusing on how leadership behaviors affect culture and organizational success. Research studies will be reviewed as major principles of organizational leadership will be covered.
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BACS 599 - Independent Study
Credit(s): 1-4
Directed individual instruction in a content area of a student’s choice. Consent of instructor and program director required.
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BACS 613 - Seminar in Radical Behaviorism
Credit(s): 4
Course surveys the conceptual and empirical foundations of the radical behavioral approach and contrasts it against other behavioral perspectives and mainstream assumptions of clinical psychology.
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BACS 661 - Professional Development I
Credit(s): 2
Students in this course will receive career advisement, refine professional skills, and investigate training options at the doctoral level.
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BACS 662 - Professional Development II
Credit(s): 2
Students in this course will focus on preparing for board certification and will complete a mock board certification examination. A student must pass the mock board certification examination in order to pass the course.
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BACS 671 - Practicum I
Credit(s): 2
Students in this course complete a practicum that involves 250 hours of supervised clinical experience. Students will be mentored by a faculty supervisor.
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BACS 672 - Practicum II
Credit(s): 2
Students in this course complete a practicum that involves 250 hours of supervised clinical experience. Students will be mentored by a faculty supervisor.
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BACS 673 - Practicum III
Credit(s): 2
Students in this course complete a practicum that involves 250 hours of supervised clinical experience. Students will be mentored by a faculty supervisor.
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BACS 681 - Thesis or Capstone I
Credit(s): 2
This is the first course in a two-course sequence for completing a culminating project. Students will detail research methodology and prepare a document describing planned execution of project
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BACS 682 - Thesis or Capstone II
Credit(s): 2
This is course two in a culminating project sequence. Students will collect data or complete a capstone project that requires a high level of intellectual inquiry regarding behavioral interventions.
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BACS 683 - Thesis or Capstone II Extension
Credit(s): 2
This is an extension course in a culminating project sequence. Students will collect data or complete a capstone project that requires a high level of intellectual inquiry regarding behavioral interventions.
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Counseling Psychology Electives:
Electives are offered intermittently. Contact the Holt Student Services for information regarding offerings.
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CPY 510 - Foundations in Clinical Mental Health Counseling
Credit(s): 3
Foundations provides an overview of the field of clinical mental health counseling and the expectations of the Graduate Studies in Counseling program. Students explore historic, philosophical, and sociocultural trends in mental health counseling. Topics include: professional roles, functions, specialties, employment trends, preparation standards, credentialing, and ethical standards. An experiential portion of this course will introduce students to basic counseling skills. CPY 510 is a prerequisite for all other courses.
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CPY 515 - Fundamentals of Statistics, Research, and Program Evaluation
Credit(s): 3
This course teaches students to be informed consumers of professional research. Basic statistics, fundamentals of research design, research-report development, program evaluation, needs assessment, and ethical and legal aspects of research are explored. The course focuses on interpretation of research data and appropriate application to professional practice.
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CPY 520 - Group Dynamics and Process
Credit(s): 3
This course examines group dynamics and group membership skills. Additionally, students examine various types of counseling groups and related issues such as group stages, ethical considerations, leader behavior, and appropriate groups for particular populations. Students are provided an opportunity to participate in a small group to promote self-awareness, interpersonal skills, and an understanding of group skills and techniques. CPY 520 is a prerequisite to all other courses.
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CPY 525 - Counseling Theories and Practice
Credit(s): 3
This course focuses on the development of fundamental counseling skills. In addition to in-class presentation and skill demonstration, students are involved in laboratory and supervision meetings designed to facilitate skill development. Course content includes counseling process models, critical dimensions of helping, and experiences designed to assist students in the formulation of a personal philosophy system of counseling. A grade of “B-” is required in the course to enroll in PSY 680 . Students who do not earn a minimum grade of “B-” on the second attempt of this course will not be allowed to continue the program.
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CPY 530 - Theories of Personality
Credit(s): 3
The purpose of this course is to provide an overview of the major theories of personality and associated counseling theories and techniques. Emphasis will be placed upon enabling students to develop a theoretical foundation upon which to base their counseling approaches. This course is designed to facilitate students’ understanding of the key components of a variety of established and emerging counseling theories consistent with current professional research and practice in the field. Strategies and techniques from each theory will be explored for application with clients in overcoming developmental and adjustment issues as well as psychological problems and disorders.
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CPY 535 - Career and Lifestyle Development
Credit(s): 3
This course is designed to facilitate student development of knowledge, skills and competencies to engage in counseling clients with career issues; to utilize occupational/career resources including technology-based resources and assessments; to examine theories of career development and decision-making; to develop the ability to evaluate and implement appropriate assessments; to collaborate with clients in identifying personal and career goals; and to organize and implement program planning and techniques and do so in a diversity of work settings. The interrelationship of work, family, relationships, geographic location, leisure, cultural diversity, gender roles, economic trends, oppression, diverse life roles, and other sociopolitical factors are explored in relation to career and lifestyle issues in comprehending the career narrative of clients. Prerequisite(s): CPY 525 , CPY 530 , or permission. Lab fee will be assessed.
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CPY 538 - Multicultural and Social Justice Counseling
Credit(s): 3
This course is designed to address the social and political context of counseling individuals, families, and groups with diverse identities and social locations. Other areas of investigation include the intersections of race, ethnicity, class, gender and gender identify, sexual orientation, age, physical ability, and the impact of oppression. Intercultural communication patterns and multicultural counseling theory and practice are emphasized, along with the role of the counselor as an advocate, ally, and agent of social change. Prerequisite(s): CPY 525 or permission.
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CPY 540 - Advanced Theory and Practice of Group Counseling
Credit(s): 3
This course is designed to train students in the fundamental concepts and skills necessary to lead counseling and therapy groups. Course activities include lecture, demonstration, discussion of assigned readings, and experience as member and leader in simulated counseling and therapy groups. Prerequisite(s): CPY 525 , CPY 530 .
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CPY 545 - Legal, Professional, and Ethical Issues in Counseling
Credit(s): 3
This course examines ethical and legal standards, their evolution, methods of change, and applications to various counseling professional activities. Professional counseling organizations, standards of preparation, certifications, licensure and the role identity and professional obligations of counselors are addressed. Prerequisite(s): CPY 525 or permission.
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CPY 550 - Dynamics of Marriage, Relationship, and Family Systems
Credit(s): 3
This course examines theoretical approaches including major systems theories, strategies, and techniques of family and relationship therapy. A survey of the development of family and relationship counseling and proponents of the field are studied. Issues of conflict and ethical considerations are examined. The impact of cultural and societal forces upon the family system are explored. Prerequisite(s): CPY 530 or permission.
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CPY 555 - Family and Relationship Counseling: Theory and Therapeutic Modalities
Credit(s): 3
This course is designed to develop specific therapeutic competencies regarding inter- and intra-personal dynamics of family systems and relationships. Communication patterns, role of children, origin of family interaction patterns, conflict resolution styles, impact of treatment issues, and specific modalities of therapeutic intervention are explored. Prerequisite(s): CPY 550 .
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CPY 557 - Couples and Marriage Therapy: Theory and Techniques
Credit(s): 3
Theories and associated techniques of couples and marriage counseling will be explored. This course also explores specific developmental issues and social and political factors affecting couples. A range of therapeutic modalities will be surveyed. Prerequisite(s): CPY 550 and CPY 555 .
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CPY 559 - Professional Seminar in Family and Relationship Therapy
Credit(s): 1
This seminar investigates the implications of professional issues unique to marital, couple, and family counseling/therapy, including ethical and legal considerations; professional organizations, preparation standards, and credentialing bodies pertaining to the practice of marital, couple, and family counseling/therapy (e.g., the International Association of Marriage and Family Counselors and the American Association for Marriage and Family Therapy); the role of marital, couple, and family counselors/therapists in a variety of practice settings and in relation to other helping professionals; and research and technology applications in marital, couple, and family counseling/therapy. The professional identity of the family and relationship therapist is discussed. Prerequisite(s): CPY 550 .
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CPY 560 - Community Counseling and Crisis Intervention
Credit(s): 3
This course explores the roles and functions of counselors as they practice in diverse communities. Specifically the course will provide students with an understanding of the socio-economic and political influences that affect the availability of mental health services as well as public access to community counseling agencies and organizations. It will also review public policy, funding, administration, and program evaluation in community counseling. Students will gain knowledge and skills to assist individuals and families during times of crisis and trauma, including suicide prevention/intervention strategies and civil commitment procedures. Finally, the course will address the role counselors can play during times of community disaster. Prerequisite(s): CPY 515 , CPY 525 .
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CPY 562 - Counseling Children and Adolescents
Credit(s): 3
Examination of specific approaches and strategies for working with children and adolescents in school, private practice, and agency settings are the focus of this course. Specific concerns such as discipline, substance abuse, school violence, eating disorders, child abuse, self-esteem, grief, and divorce are addressed. Play therapy, individual and group approaches, prevention strategies, innovative programming, and relevant techniques are included. Prerequisite(s): CPY 525 and CPY 550 .
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CPY 565 - Individual/Group Assessment and Treatment Planning
Credit(s): 3
Types of educational and psychological appraisal, psychometric statistics, and factors influencing appraisals are examined. Assessment techniques, treatment plans, and intervention strategies are developed for specific case studies. Theoretical appraisal bases and methodology are studied for data collection, interpretation, and use. These concepts are studied in the context of professional, legal, and ethical issues. Prerequisite(s): CPY 515 . Lab fee will be assessed.
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CPY 599 - Independent Study
Credit(s): 1-3
Directed individual instruction in a content area of a student’s choice. Students must submit a proposal at least two months prior to the semester of the independent study. Consent of instructor and department chair required.
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CPY 601 - Human Sexuality: Therapy, Counseling Theory and Techniques
Credit(s): 3
A lifespan developmental approach is applied to the study of human sexuality. Medical and psycho-social aspects of sexual function are addressed. Course topics include physical, psychological, and social development; gender, sex-role orientation and preference; sex therapy theories and techniques; current sexual life-styles; sexual dysfunction; relationship issues; AIDS and other sexually transmitted diseases; sexual deviance, rape, and incest; and family dysfunction. Prerequisite(s): CPY 530 or permission.
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CPY 602 - Human Growth and Development
Credit(s): 3
This course introduces and examines several theories of human growth, development, and regression. The entire lifespan is explored. Various philosophical perspectives-psychoanalytic, behavioral, humanistic, psychosocial, and organismic-are examined as to their implications for counseling. An analysis is made of developmental behaviors associated with stages of development, environmental and disruptive influences upon development, and responses of mental health services and practitioners. Normal and abnormal human behavior and development including psychological, sociological, moral, and physical factors are addressed. Also included are the cognitive-structural developmental theories concerned with moral, intellectual, and ethical development. Prerequisite(s): CPY 530 or permission.
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CPY 603 - Addictive Disorders
Credit(s): 3
This course includes research and theories of substance use and abuse as well as principles and practices for the assessment, diagnosis, and treatment of substance abuse and addiction. The diversity of addictions is studied including dual diagnoses and interrelationship of addictive modalities. Students will develop specific strategies for working with addictive clients, knowledge about referral resources, and promotion of responsible behavior.
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CPY 650 - Counseling Institute: Special Topics Seminar
Credit(s): 1-5
The Counseling Institute is designed as an intensive format to study a particular professional topic. The Institute provides training, professional development, and personal awareness. The format is both didactic and experiential. The design affords the opportunity for participants to accommodate both personal growth and clinical/professional objectives.
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CPY 651 - Counseling Institute: Special Topics Seminar
Credit(s): 1-5
The Counseling Institute is designed as an intensive format to study a particular professional topic. The Institute provides training, professional development, and personal awareness. The format is both didactic and experiential. The design affords the opportunity for participants to accommodate both personal growth and clinical/professional objectives.
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CPY 652 - Counseling Institute: Special Topics Seminar
Credit(s): 1-5
The Counseling Institute is designed as an intensive format to study a particular professional topic. The Institute provides training, professional development, and personal awareness. The format is both didactic and experiential. The design affords the opportunity for participants to accommodate both personal growth and clinical/professional objectives.
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CPY 660 - Clinical Hypnosis
Credit(s): 1-5
This course is designed to meet the training requirements for Florida 490 & 491 licensed mental health professionals (psychologists, clinical social workers, mental health counselors, and marriage and family counselors) to practice hypnosis as defined by Florida licensing codes 64B4-6.006 and 7002-3. Eriksonian, analytic, and behavioral medicine theories and applications of clinical hypnosis are reviewed. Topics include relationships between personality dynamics, psychopathology, and clinical hypnosis; induction and deepening techniques; assessment and treatment planning; myths and misconceptions of clinical hypnosis; and contraindications, legal and ethical in the practice of clinical hypnosis. Use of clinical hypnosis to address several clinical issues, such as anxiety, depression, pain, and habit release, is also addressed. Differences and commonalities between clinical hypnosis and Buddhist mindfulness meditation will also be presented. This course includes a significant experiential and practice component.
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CPY 661 - Positive Psychology: Strengths-Based Therapy
Credit(s): 1-3
This course will examine the paradigm shift from pathology to strengths-based psychology and the application of these concepts to relationships and therapy. Within psychology today, a strengths-based, optimistic, and resiliency approach to relationships enhances the emotional and social interests of all concerned. Research shows the most significant characteristic for success is social intelligence. This course is designed to explore the concepts, research, techniques, resiliency factors and exercises to enhance optimism, increase well-being, and significantly enhance meaningful relationships. The application of positive psychology within the counselor/client relationship will be examined along with therapeutic applications. This course is designed as an interactive seminar with expectations for student engagement at a high level.
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CPY 662 - College Counseling and Outreach
Credit(s): 3
Overview of the foundations of college counseling, provisions of developmentally appropriate services (e.g., counseling, crisis services, outreach, and coordination of campus services), and the diverse post-secondary contemporary college student.
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CPY 663 - Mindfulness in Counseling and Psychotherapy
Credit(s): 1-3
Primary focus of the course is on the development of the “mindful counselor” through a survey of relevant mindfulness literature, principles, and practices. Students participate in an eight week, in-class, experiential mindfulness-based stress reduction workshop designed for therapists. Course also includes an exploration of neuroscience and mindfulness along with a review of the use of mindfulness principles and practices with several clinical issues. This course is highly interactive and requires full engagement in classroom experiential activities and mindfulness practices.
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CPY 664 - Student Development Theory
Credit(s): 2
An overview of historical, philosophical, and theoretical foundations of student development in a multicultural society.
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CPY 674 - Practicum in Student Development
Credit(s): 1-5
Students will engage in a theory-to-practice 75-hour field experience in one area of student development.
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CPY 699 - Master Therapist Series
Credit(s): 0
Each year, three eminent scholars/practitioners are invited to campus to conduct one-day seminars designed to integrate the theoretical and practical perspectives of the core areas in the curricula. These three seminars are only open to and must be attended by all students in their final year of the program. They are offered on a cost-free, no-credit basis. A post-workshop learning assessment is required and will be evaluated by the internship faculty members. The Master Therapist Series is offered in lieu of a comprehensive examination. Therefore, successful completion is a graduation requirement.
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CPY 701 - Creating Cultures of Peace
Credit(s): 1-3
This course will explore theories, models, principles, and practices of peace building as pathways to social change. Students will examine the process of peace building as one of supporting systems, communities, and organizations in developing new sets of behaviors, norms, and structures whereby peace, justice, and nonviolence are the organizing principles of a new peace culture. The course will emphasize the importance of considering context, culture, and identities as well as structural and institutional factors in the process of peace work. Classroom simulations and experiential exercises are core elements of this course.
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CPY 702 - Theory and Practice of Conflict Transformation
Credit(s): 1-3
This course focuses on theories, root causes, and analysis of conflict and violence. Roles of identity, humiliation, and structural violence in the causes of conflict will be explored. Students will be introduced to theories and models of conflict resolution and will learn to apply theories and models in various situations and contexts. Course includes classroom simulations and experiential exercises.
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CPY 703 - Training and Group Facilitation for Social Action
Credit(s): 1-3
This course will examine principles and practices of a participant-centered model for designing and facilitating training, education, and action research projects focusing on peace and social justice activities. The course will focus on design of participant action, training, and education projects using principles and practices from participant action research methodologies, critical theory, liberation theory, feminist theory, Buddhist mindfulness, and David Kolb’s adult learning model. The framework accounts for different learning styles and considers the varied purposes of learning tasks. Participants will examine the power of participant-centered approaches in group and social change work. Students will develop a project design, demonstrate elements of the design in classroom simulations, and receive feedback from others.
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Education |
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EDU 501 - Sociological Foundations of Education
Credit(s): 3
A study of the social, political, economic, and historical background of the contemporary American school system. This course demonstrates how social forces have shaped the curriculum, organization, and purposes of formal education. Three ESOL themes (cultural diversity, linguistics, and curriculum and methods) are introduced in this course and noted on the syllabus with an asterisk (*) ESOL. ESOL infused course.
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EDU 503 - Philosophical Perspectives on Education
Credit(s): 3
An application of analytical techniques to various classical and contemporary writings in the philosophy of education. Readings reflect various educational philosophies and may include selections from Plato, Aristotle, Pestalozzi, Kant, Froebel, Rousseau, Dewey, Whitehead, and Russell.
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EDU 504 - Psychological Foundations of Education
Credit(s): 3
Presents an application of psychological principles to learning by children and adolescents in school contexts. Special topics include child and adolescent development, human motivation, and implications for teaching strategies.
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EDU 510 - Teaching in a 21st Century Classroom
Credit(s): 3
This course offers the students a firsthand study of the components of a 21st century classroom. They will learn about cutting-edge techniques, software, hardware, and learning styles of today’s digital native.
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EDU 512 - Strategies for Instruction, Learning and Classroom Management with Diverse Elementary Learners
Credit(s): 3
This course examines current and emerging school programs found in grades K-6. Topics include learner diversity, planning, and delivery of instruction and assessment procedures. ESOL infused course. Prerequisite(s): EDU 501 and EDU 504 .
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EDU 513 - Curriculum and Assessment with Diverse Learners
Credit(s): 3
This course addresses school organization and curriculum development in elementary and secondary schools including instructional goals and basic teaching strategies. This course is a designated ESOL stand-alone course in the Department of Education and emphasizes curricular adaptations for Limited English Proficiency (LEP) and ESOL materials. The skills and competencies covered in this course are indicated on the syllabus.
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EDU 517 - Teaching (Particular Subject) in Secondary Schools
Credit(s): 3
Examines special methods for teaching at the middle or secondary level. The course covers instructional techniques and classroom materials in the designated subject and includes special problems associated with classroom testing and teaching the “at-risk” learner. To be taken the semester before student teaching and with EDU 517L .
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EDU 517L - Field Experience in Secondary Education
Credit(s): 1
A pre-internship field experience. A minimum of four hours a week in a middle or secondary school is required. To be taken with EDU 517 .
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EDU 522 - Strategies for Instruction, Learning, and Classroom Management with Diverse Secondary Learners
Credit(s): 3
Examines current and emerging school programs found in grades 6-12. Topics include the impact of technology, student diversity, and accountability on curriculum. Prospects for curriculum and assessment reform, and the relation of curriculum design to teaching methods will be addressed. ESOL infused course. Prerequisite(s): (two of four) EDU 501 , EDU 504 , EDU 513 , and EDU 580 . Co-requisite(s): EDU 535 .
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EDU 533 - Student Teaching: Elementary
Credit(s): 6
A student teaching internship offered at the elementary level. A nine-semester-hour experience requiring teaching in a public or private school. This course requires prior application to the Director of Field Experiences (deadlines for each term are published). This experience is fully explained in the Student Teaching Handbook available from Graduate Studies. Co-requisite(s): EDU 540
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EDU 534 - Student Teaching: Secondary
Credit(s): 6
A student teaching internship offered at the secondary level. A nine-semester-hour experience requiring teaching in a public or private school. This course requires prior application to the Director of Field Experiences (deadlines for each term are published). This experience is fully explained in the Student Teaching Handbook available from Graduate Studies. Co-requisite(s): EDU 540
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EDU 535 - Content Area Reading in Secondary Schools
Credit(s): 3
All teachers are teachers of reading. This course is designed to provide background information for secondary teachers in the content areas including the reading process, strategy instruction, and diagnosis of reading problems. Pre-service teachers will be provided with a variety of strategies to promote an understanding of content area materials. Prerequisite(s): (two of four) EDU 501 , EDU 504 , EDU 513 , and EDU 580 . Co-requisite(s): EDU 522
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EDU 536 - Research in Education
Credit(s): 3
An analysis of the current issues in education. Topics for discussion may include technology in the classroom, current curricular trends, important educational research results, and others. A formal search of the literature is required. Each student may choose his/her own area of interest to research. M.Ed. students conduct a study with elementary students.
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EDU 540 - Seminar in Classroom Management
Credit(s): 3
A survey course, taken during the student teaching semester, helps to prepare future teachers in the planning of instruction, organization of classrooms, and the management of student learning. Beyond the day-to-day items facing the teachers, this course examines topics pertaining to teaching such as child abuse, assessments, and job-hunting skills. The ETEP portfolio based on the Florida Educator Accomplished Practices must be completed at the performance level. Co-requisite(s): EDU 533 or EDU 534
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EDU 544 - Statistics for Teachers: Tests and Measurements
Credit(s): 3
This course includes basic statistical concepts and theories of tests and measurements. Students will learn to apply descriptive and inferential statistics to educational settings.
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EDU 545 - Orientation to International Studies
Credit(s): 1
This course serves as an orientation to a field study. Students will read, write, view videos, and discuss the culture, people, geography, history, politics, religions, education and economy of the country where the field study will take place. This course is a prerequisite to selected field studies. Instructor approval required.
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EDU 546 - International Field Study
Credit(s): 3
These field studies are designed to immerse students in another culture and offer an opportunity to teach, work in communities, and develop relationships with people in different cultures around the world. Student work will be determined in part by the student’s area of study at Rollins.
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EDU 547 - Global Perspectives on Education
Credit(s): 3
Autobiographical memoirs will be analyzed with focus on the authors’ efforts to construct a coherent narrative of life and identity. Special attention given to recent memoirs by travelers and immigrants that raise questions about culture, conflict, and identification. Psychological studies of memory and philosophical reflections on the puzzle of identity over time.
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EDU 550 - Motivation in Education
Credit(s): 3
The purpose of this course is to explore trends in the area of academic motivation with an eye to how motivation constructs relate to one another and how they influence classroom behavior and achievement. Toward that end, we will explore historically important ideas as well as constructs prominent in the current academic literature including achievement goals, self-theories (self-concept, self-efficacy), interest, and attribution theory. All theories will be taught with a strong emphasis on practical application to classroom settings.
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EDU 567 - Inclusive Schools and Communities
Credit(s): 3
Offers the student a first-hand look at the process of screening, referring, evaluating, and placing school-age learners in educational settings where they can benefit most from the educational services available to them under the law. Emphasis is placed on the inclusive school and community, where disabled and nondisabled learners are educated together in classrooms, and educational services are brought to the classroom instead of bringing the learners to the services. Strategies for successful collaboration and inclusion are included.
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EDU 570 - Schools That Learn: Models of Systemic Change for Student Learning
Credit(s): 3
This course will examine models for systemic change that seek to create learner-centered schools. Class discussions will be based on assigned readings, current school issues, and experiences of the class participants. Members of the class will be asked to complete the assigned readings, write reflection papers, assess their knowledge of the course concepts, interview educators and parents, and work together in a small group to design a classroom and school that meets the learning needs of children.
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EDU 576 - Advanced Reading Strategies
Credit(s): 3
An intensive class in prescriptive reading strategies and materials. Students work toward expertise in matching techniques and materials to the needs of the individual child. Prerequisite(s)/Co-requisite(s): RED 575
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EDU 578 - Children’s Literature Institute
Credit(s): 3
The Children’s Literature Institute introduces in-service teachers to a wide variety of genres of children’s literature. Ten authors and illustrators each spend one day presenting their stories behind their stories. A capstone project focuses on building the works of these authors and illustrators into your own curriculum.
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EDU 580 - The Multicultural Classroom: Issues in Cross-Cultural Communication and Understanding
Credit(s): 3
Examines cultural pluralism in the classroom: multicultural education, diversity and teaching, bilingual education, racism, tracking, and teacher preparation. This course is a designated ESOL stand-alone certification course in the Department of Education and is intended to meet the competencies and skills that are required for Teacher Certification in Florida.
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EDU 581 - Child Study Skills for Primary Education
Credit(s): 3
An opportunity to study and understand the sequence of growth in child development. Students learn strategies for observing, diagnosing, and prescribing appropriately for the needs of the early learner whose cognitive development is enhanced by concrete experiences. Different approaches for working with parents and families of ethnically diverse groups are presented.
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EDU 582 - Foundations of Primary Education Curriculum
Credit(s): 3
Examines the theory, principles, and practices of curriculum development in early childhood education from planning to evaluation. Topics discussed include the following: What should comprise the early childhood curriculum? What is the purpose of early childhood schooling? What types of early childhood curricula are available?
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EDU 583 - The Development of Literacy in Primary Education
Credit(s): 3
Emphasizes the importance of linguistic experiences as a basis for developing reading, writing, listening, and speaking skills in early learners. The stages of language acquisition for ages of birth to nine are studied. Additional concern is focused on the different modes of personal interaction used by children of this age.
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EDU 587 - Child Development
Credit(s): 3
Focuses on the physical, social, emotional, cognitive, and creative development of the individual from birth through adolescence. The course strives for a balance between developmental theory and practice. Theoretical positions include Normative-Maturation (Gesell), Behaviorist Environmental (Skinner), Psychodynamic (Freud and Erikson), Cognitive-Transactional (Piaget), and Humanism. Practical application with children in a variety of settings including home, school, and agency is stressed.
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EDU 590 - Special Topics in Education
Credit(s): 3
Special topics will be covered in a seminar format to focus on a specific issue in education.
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EDU 599 - Independent Study
Credit(s): 1-3
Directed individual instruction in a content area of a student’s choice. Consent of instructor and program director required.
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Elementary Education |
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EED 519 - Integrated Arts in the Elementary School
Credit(s): 3
This course provides the prospective teacher with the knowledge, skills, and the disposition to integrate Music and Art into the education of elementary school children.
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EED 555 - Elementary Methods for Foreign Language
Credit(s): 2
Focuses on the principles and methods for teaching foreign language to elementary school children. Required for all students seeking a foreign language certification.
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EED 563 - Teaching Mathematics in Elementary School
Credit(s): 3
Focuses on the NCTM standards for the teaching of elementary mathematics. Major topics include the use of manipulatives, calculators, the real number system, informal and formal geometry, basic facts and algorithms, measurement and metrics, and problem solving.
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EED 563L - Elementary School Mathematics Lab
Credit(s): 1
Problem solving sessions that utilize basic mathematical concepts introduced in EED 563 . The use of manipulatives facilitates understanding of various number systems, measurements, and algorithms.
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EED 564 - Teaching Elementary School Science
Credit(s): 3
Reviews special methods of teaching science to elementary school pupils. A learning cycle approach is used stressing activity-oriented science and basic science concepts. Performance assessment will be utilized throughout the class.
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EED 565 - Teaching Advanced Topics in Science in the Elementary School
Credit(s): 3
Designed to expand teachers’ knowledge of basic physical science principles, increase interest and confidence in teaching science, and provide participants with a series of activities that can be incorporated into the science curriculum. The classes will involve lectures and discussions, but a significant portion of the class time will be spent performing laboratory exercises.
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EED 566 - Teaching Elementary School Social Studies
Credit(s): 3
This course reviews special methods of teaching social studies in the elementary grades. Topics include cooperative learning, contemporary affairs, and recently developed materials designed to introduce young children to the evaluation of significant social issues.
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EED 567 - Health and Physical Education Programs in Elementary Schools
Credit(s): 2
Reviews special methods for physical activities for children, concepts and materials of health education, and the values underlying programs of personal fitness for children.
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