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School Counseling |
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GC 820 - Supporting Children and Family during Grief and Traumatic Loss (1.00 cr.)
The special aspects of children's grief are addressed: how it impacts a family system; how family dynamics shape grief; common feelings and behaviors expressed by grieving children; and interventions and methods to support growth through grief. Participants explore the impact on a student's academic, behavioral, and social well-being, as well as how to assist the student with the school environment. Sensitive issues related to understanding and managing a suicide-loss in the school community are also addressed. A combination of lecture, videos, and interactive exercises are used.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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GC 821 - Promoting Social-Emotional Competence (3.00 cr.)
Students explore the major components of social-emotional competence and the relation of social-emotional competence to behavior and academic performance in school. Case-study-, activity-, and exercise based approaches are used to support the understanding of social-emotional competence development in the preschool, kindergarten, elementary, and middle school learner. The key skill areas of empathy, personal message, cooperative problem solving, descriptive reinforcement, and inductive discipline are discussed. Major theory and research are reviewed.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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GC 823 - Mindfulness-Based Approach to Counselor Wellness (3.00 cr.)
Self-care is an ethical responsibility for all practicing counselors and the strategies addressed in this course guide learners in a process of self-examination to manage stress and avoid burnout. Specifically, learners study how to incorporate mindfulness practices and/or principles of yoga to enhance self-care and wellness. This course is experiential and learners participate in mindfulness practices and explore a variety of strategies to create a path towards a balanced and healthy life.
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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GC 824 - Integrating Mindfulness into K-12 Classrooms to Promote Academic Success (3.00 cr.)
Introduces learners to practical techniques and strategies by which school counselors can incorporate yoga and mindfulness in the classroom setting. Current research and literature is examined and applied to developing classroom lessons that engage youth in the learning process. Emphasis is placed on classroom instructional methods, as well as developing resources and interventions to support classroom teachers, which may include yoga. This course is appropriate for school counselors at any level.
Restrictions: Restricted to School Counseling Master's Plus and CAS students.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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GC 825 - Mindfulness-Based Treatment Strategies for Working with Children and Adolescents (3.00 cr.)
Practitioners are introduced to mindfulness techniques and strategies that promote social emotional development, including self-regulation, as well as overall health and wellness of children and adolescents. Special attention is given to treatment approaches for students who have experienced trauma. This course introduces evidence-based practices, while highlighting practical application in K-12 educational settings.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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Speech-Language Pathology/Audiology |
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SP 601 - Language Disorders: Aphasiology (3.00 cr.)
Theoretical bases of acquired language disorders in the adult population. Diagnostic tools and treatment approaches based on theories of the nature of aphasia. Current trends in aphasia treatment in response to changes in the health care environment.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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SP 602 - Language Disorders: Infancy through Early Childhood (3.00 cr.)
Language prevention, assessment, and treatment for children with developmental language disorders in the prelinguistic, emerging, and developing language stages. Course includes a focus on evidence-based practice, sensory, motor, and cognitive factors affecting language skills, labeled and unlabeled diagnoses, interprofessional practice, and working with families of children aged birth to 5 years.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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SP 604 - Voice Disorders (3.00 cr.)
Topics include the diagnosis and treatment of laryngeal, respiratory, and resonance disorders across the life span through application of normal neuroanatomy and physiology, problem-based learning, and evidence-based practice.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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SP 609 - Clinical Applications of Advanced Behavioral Topics (1.00 cr.)
Examines advanced concepts in clinical applications of behavior management. Major disorders and therapeutic approaches are investigated using a behavioral framework in order to increase clinical effectiveness. Pass/Fail
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 612 - Aural Habilitation: Child and Adult (2.00 cr.)
The effects of early hearing loss on the development of a child, as well as its impact on linguistic, cognitive, psychological, and social development are explored. Also discusses educational options as well as assessment and intervention methods for aural habilitation. Considers the effects of late onset hearing loss on the adult and geriatric population. Discusses assessment, counseling, intervention strategies, hearing aids, cochlear implants, and assistive listening technology.
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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SP 613 - Articulation and Phonological Disorders (1-2.00 cr.)
Students engage in advanced study of disordered speech sound production, including articulation and phonological disorders. The course focuses on analysis of research-based approaches to the evaluation and treatment of speech sound disorders.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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SP 616 - Independent Study in Speech-Language Pathology (1-3.00 cr.)
Independent, in-depth study concentrated on a specific topic in speech pathology to be approved by the instructor. The student must be sponsored by a faculty member who will guide the study. May be repeated three times for credit.
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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SP 617 - Fluency Disorders (2-3.00 cr.)
An overview of etiological theories, interdisciplinary considerations, and current research surrounding the identification, evaluation, and treatment of fluency disorders. Clinical principles and methods of diagnosis and intervention are provided as well as strategies for the differential diagnosis of stuttering versus other fluency disorders.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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SP 620 - Cleft Palate and Craniofacial Anomalies (1.00 cr.)
The course focuses on learning about the various facets of cleft palate and related anomalies. Students learn about the anatomical and physiological components, types of clefts, surgical interventions, and associated problems. In addition, time is spent learning about resonance and resonance disorders, discussing the perceptual diagnostic process, identifying velopharyngeal incompetence, and learning intervention methods and techniques. Pass/Fail
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 624 - Language and Literacy Disorders: School-Age Population (3-4.00 cr.)
Explores the roles and responsibilities of the speech-language pathologist with school-aged clients typically aged 5 to 21. Emphasis is on prevention, assessment, and intervention strategies for language disorders with a focus on literacy. Practice issues specific to school-based services are addressed.
Prerequisite: SP 602 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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SP 625 - Research Strategies and Designs (3.00 cr.)
Focuses on research questions and methodologies applicable to speech-language pathology. Topics include: evidence-based practice, literature review and critique, research methodologies (including group and single-case designs), data collection, and introduction to data analysis. Course concepts are addressed through practical application, including a research proposal and an analysis of current clinical practice.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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SP 631 - Simucase (0-4.00 cr.)
Students utilize Simucase, a patented simulation technology that allows them to observe, assess, diagnose, make recommendations, and/or provide intervention for virtual patients. In addition, students may participate in part-task simulations which allow them to practice the specific skills that are required to perform a job competently. Students are monitored and led by faculty specifically trained in Simucase to acquire specific clinical skills, meet and evaluate clinical competencies, and practice interprofessional collaboration. May be repeated one time for degree credit.
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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SP 632 - Clinical Internship: School-Based (1-4.00 cr.)
Introduces students to the professional practice of speech-language pathology/audiology, as well as the diverse populations and challenges found in the schools. Placement targets specific skill development in the professional domain (e.g., observation, data collection, equipment operation/maintenance, report writing, case development and presentation, case management) as well as individual and group clinical service delivery. Graduate clinicians participate in the development and implementation of assessment, treatment, counseling, and evaluation protocols with the clinical supervisor. May be repeated for credit. Pass/Fail
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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SP 633 - Clinical Internship I (1-4.00 cr.)
Students are introduced to the professional practice of speech-language pathology targeting the specific skills needed in the professional domain. Students learn about writing goals and objectives, data collection, report writing, case management, and use of equipment. Graduate clinicians participate in the development and implementation of assessment, treatment, and counseling with the clinical instructor. May be repeated for credit. Pass/Fail
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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SP 634 - Clinical Internship II (1-4.00 cr.)
An expansion of the skills achieved in SP 633 . Students continue to gain experience across varying communication disorders with diverse client populations. Emphasis is placed on increased independence and competence in the development and implementation of assessment, treatment, and counseling skills. Additional emphasis is placed on the application of academic coursework to clinical service delivery and the application of evidence-based practice. May be repeated for credit. Pass/Fail
Prerequisite: SP 632 or SP 633 .
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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SP 635 - Clinical Externship (0-4.00 cr.)
Provides speech-language pathology students with intensive, off-campus experiences in clinical and medical settings. School placements are not included. May be repeated six times for credit. Pass/Fail
Prerequisite: SP 632 or SP 633 , SP 632 or SP 634 .
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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SP 636 - Advanced Clinical Externship: Specialty Clinical Programs (4.00 cr.)
Provides speech-language pathology students with intensive, off-campus experiences in clinical and medical settings. Students are assigned to the facility at least 30 or more hours per week. School placements are not included. May be repeated for credit. Pass/Fail
Prerequisite: SP 633 .
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 637 - Clinical Externship: School-Based (1-4.00 cr.)
Provides speech-language pathology students with comprehensive speech-language pathology experiences in school settings working with students aged birth to 21 years. Placements may include public and private, regular education, special education, day, and/or residential settings. Focus is on current assessment and treatment models and methods in the schools. May be repeated for credit. Pass/Fail
Prerequisite: SP 632 or SP 633 , SP 632 or SP 634 .
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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SP 641 - Counseling in Communication Disorders (1.00 cr.)
Focuses on counseling children and adults with communication disorders and their caregivers. Contemporary theories and techniques of counseling are explored with emphasis on their application for speech-language pathologists. Family systems, interviewing, individual and group support, the role of counseling in assessment and intervention, diversity considerations, and integrated self-care for the speech-language pathologist are discussed. Case studies and simulations are used.
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 642 - Clinical Internship III (0-4.00 cr.)
Continued mastery of the skills acquired in SP 634 . Students work with diverse client populations/disorders, which may include some specialty intervention groups. Students continue to achieve independence and competence in clinical assessment, intervention, and counseling skills as they work more collaboratively with clinical instructors. May be repeated for credit. Pass/Fail
Prerequisite: SP 634 .
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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SP 643 - Language Disorders: Autism Spectrum and Social Communication Disorders (2.00 cr.)
Addresses the roles and responsibilities of the speech-language pathologist specific to social communication disorders, including autism spectrum disorder. Topics include evaluation, program development, and implementation of services specifically related to social communication and behavior. Assessment and intervention strategies are across varying ages and developmental profiles.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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SP 645 - Multicultural Issues in Speech-Language Pathology (1-2.00 cr.)
Focuses on the nonbiased assessment and treatment of communication disorders in culturally and linguistically diverse (CLD) populations. Sociocultural, environmental, and linguistic factors that may impact service delivery are presented. Specific assessment guidelines and evidence-based intervention strategies related to bilingual, bidialectal, and multicultural populations are discussed.
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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SP 646 - Tests and Measurements (1-2.00 cr.)
An overview of the process and procedures used for assessment in speech-language pathology. Includes foundations of assessment; obtaining, interpreting, and reporting information; formal and informal procedures common to most communication disorders; and multicultural considerations in the assessment process.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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SP 648 - Short-Term Intensive Clinical Externship (1-2.00 cr.)
Provides students with an abbreviated clinical practicum experience for a total of eight hours or less per week. Students are typically exposed to a specialty area of practice in a real world or clinical research setting. May be repeated three times for credit. Pass/Fail
Prerequisite: SP 633 , SP 634 .
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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SP 650 - Augmentative and Alternative Communication (2.00 cr.)
Augmentative and alternative assessment, recommendations, and treatment using high-tech and low-tech communication systems with pediatric and adult populations. Language system development and implementation. Communication solutions focusing on state-of-the-art hardware and software for language rehabilitation.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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SP 656 - Ethics and Professional Practice (2-3.00 cr.)
Offered to advanced students to familiarize them with identifying ethical issues and developing ethical decision-making strategies related to the professional practice of audiology and speech-language pathology. A variety of professional issues are covered, including legal ethics, advocacy, supervision, reimbursement, professional organizations, professional credentialing, and current topics of ethical interest.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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SP 657 - Thesis Seminar (1-3.00 cr.)
Students complete a proposal and/or thesis research as part of this course. May be repeated for credit. Pass/Fail.
Restrictions: Restricted to students completing a master's thesis.
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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SP 660 - Professional Practice Seminar I (1-2.00 cr.)
Addresses issues that connect academic and clinical practice. Topics involve preparation for first-year clinical experiences and target understanding of a variety of related professional topics including ASHA's code of ethics, as well as introductions to critical thinking, counseling, interprofessional education, and related clinical practice issues. May be repeated once for degree credit. Pass/Fail
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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SP 661 - Professional Practice Seminar II (1-2.00 cr.)
Addresses issues that connect academic and clinical practice. Topics involve preparation for first-year clinical experiences and target understanding of a variety of related professional topics including ASHA's Professional Practice Guidelines, as well as intermediate-level content for critical thinking, counseling, interprofessional education, and related clinical practice issues. May be repeated once for degree credit. Pass/Fail
Prerequisite: SP 660 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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SP 662 - Professional Practice Seminar III (1-2.00 cr.)
Addresses issues that connect academic and clinical practice. Topics involve preparation for first-year clinical experiences and target understanding of a variety of related professional topics including federal and state legal issues related to ASHA's professional practice guidelines, as well as billing practices, advanced-level content for critical thinking, counseling, interprofessional education, and related clinical practice issues. May be repeated once for degree credit. Pass/Fail
Prerequisite: SP 661 .
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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SP 663 - Professional Practice Seminar IV (1-2.00 cr.)
Addresses issues that connect academic and clinical practice. Topics involve preparation for second-year field experiences and target understanding of a variety of related professional topics. Students apply critical thinking, ethics, and counseling knowledge and skills to case studies. Students are introduced to Clinical Fellow guidelines and job preparation. May be repeated once for degree credit. Pass/Fail
Prerequisite: SP 662 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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SP 664 - Professional Practice Seminar V (1-2.00 cr.)
Addresses issues that connect academic and clinical practice. Topics involve advanced preparation for second-year field experiences. Students continue to apply critical thinking, ethics, and counseling knowledge and skills to case studies. Aural habilitation assessment and intervention is covered as well as sessions to prepare students for Clinical Fellowship job search. May be repeated once for degree credit. Pass/Fail
Prerequisite: SP 663 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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SP 666 - Dysphagia: Evaluation and Management (3.00 cr.)
Development of clinical skills for assessment and treatment of swallowing disorders in pediatric through adult populations. Neuroanatomy and physiology of the oropharyngeal swallowing structures. Simulation experiences/labs for comprehensive clinical swallowing evaluations. Interpretation and analysis of swallowing studies.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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SP 700 - Head and Neck Cancer (1.00 cr.)
A concentrated five-week study in disorders affecting breathing, voice, and swallowing requiring medical, surgical, behavioral, or combined interventions taught by a multidisciplinary team. Pass/Fail
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 702 - Trach and Vent (1.00 cr.)
An intensive study of tracheostomy procedure, effects on communication and swallowing, and the role of the medical speech-language pathologist in management of trach and vent dependent patients. Pass/Fail
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 703 - Advanced Dysphagia (1.00 cr.)
Expands on the clinical skills previously developed in SP 666 for the assessment and treatment of swallowing disorders. Emphasis is placed on higher level interpretation of swallowing studies, evaluation and treatment of complex populations, and advanced instrumentation. Pass/Fail
Prerequisite: SP 666 .
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 704 - Cognitive-Communication Disorders (3.00 cr.)
Comprehensive study of cognitive processes and their effect on cognitive-communication disorders in the pediatric and adult populations. Students thoroughly review current techniques in assessment and treatment of disorders resulting from acquired brain injury, the dementias, and other neurological diseases. Specific diagnostic materials and evidence-based interventions are explored using hands-on techniques.
Prerequisite: SP 601 .
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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SP 705 - Communication and Educational Reintegration of Children with Acquired Brain Injury (1.00 cr.)
Examines the issues related to the needs of children with acquired brain injury. Introduces protocols for assessment, intervention, or treatment. Transition topics address reintegration needs for communication, psychosocial development, and behavior. Pass/ Fail
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 707 - Introduction to Sign Language (1.00 cr.)
Students master the basics of communicating with finger spelling and American sign. Lab group addresses the culture, politics, and history of the deaf. Considers the impact of deafness on the individual, the family, and the community in relation to their psychological, sociological, and legal perspectives. American sign language and signed English are introduced. Pass/Fail
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 708 - Pediatric Feeding (1.00 cr.)
Focuses on the typical feeding skill progression in infants and young children, as well as the biomedical and enviro-behavioral influences that limit successful feeding in young children. Treatment strategies and methods of early intervention in naturalistic environments are presented. Pass/Fail
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 710 - Psychiatric Issues in Youth with Communication Impairments (1.00 cr.)
Youngsters identified with speech and language diagnoses demonstrate a high concomitance of emotional and behavioral disorders. This course explores the common DSM-V diagnoses that the speech-language pathologist will likely encounter when working with a K-12 population. Interventions aimed at the emotional and behavioral aspects of treatment are explored, as well as understanding the benefits of collaboration with other health personnel, including psychologists, psychiatrists, and clinical social workers. Pass/Fail
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 712 - Accent Modification for English Language Learners (1.00 cr.)
A combination of lecture-discussion and hands-on approaches are used to survey current methods in, and approaches to, accent/dialect modification. Students are provided with the necessary knowledge and skills for improving the overall intelligibility and oral communication skills of English Language Learners and/or speakers of non-American dialectal varieties of English. (Pass/Fail)
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 713 - Working with the Deaf and Hard of Hearing: Sign Language and Beyond (1.00 cr.)
Introduces students to working with the deaf and hard of hearing community, sign language interpreters, the IEP team, and parents of children with special needs. American sign language and signed English are also introduced. Pass/Fail
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 714 - Acquired and Traumatic Brain Injury in Children and Adults (1.00 cr.)
Examines issues related to the needs of children and adults with acquired and traumatic brain injury. Students are also introduced to protocols for assessment, diagnosis, intervention, recovery, and prognosis, as well as treatment efficacy and outcomes. Pass/Fail
Sessions Typically Offered: Varies
Years Typically Offered: Annually
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SP 715 - Motor Speech Disorders in Children and Adults (3.00 cr.)
Studies the perceptual and physio-acoustic dimensions of dysarthia and apraxia across the life span. This course addresses neurological structures and processes related to and differential diagnoses among the disorders. Treatment options—including behavioral, instrumental, surgical, and pharmacological approaches—are explored as well.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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SP 716 - Navigating IPE and IPP for SLPs (1.00 cr.)
Explores ASHA's definitions of interprofessional education (IPE) and interprofessional practice (IPP), also called interprofessional collaborative practice, to outline roles and responsibilities for SLPs in a variety of settings with other professionals. The four core competencies from the Interprofessional Education Collaborative (IPEC) are used as the foundation for work in interprofessional settings. Outside speakers representing other disciplines supplement coursework. (Pass/Fail).
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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Statistics |
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ST 510 - Introduction to Statistics (3.00 cr.)
A non-calculus-based course covering descriptive statistics; regression model fitting; probability; normal, binomial, and sampling distributions; estimation; and hypothesis testing. Closed to students who have taken ST 565 or ST 681 .
Sessions Typically Offered: Fall/Spring/Summer
Years Typically Offered: Annually
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ST 565 - Biostatistics (3.00 cr.)
A non-calculus-based course covering descriptive statistics, regression model fitting, probability, distributions, estimation, and hypothesis testing. Applications are geared toward research and data analysis in biology and medicine. Closed to students who have taken ST 510 or ST 681 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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ST 681 - Probability and Statistics (3.00 cr.)
Random experiments, probability, random variables, probability density functions, expectation, descriptive statistics, confidence intervals, hypothesis testing, and simple linear regression. Closed to students who have taken ST 510 or ST 565 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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ST 710 - Statistical Computing (3.00 cr.)
Reviews a number of statistics topics as a vehicle for introducing students to statistical computing and programming using SAS and R for graphical and statistical analysis of data. Statistics topics include graphical and numerical descriptive statistics, probability distributions, one and two sample tests and confidence intervals, simple linear regression, and chi-square tests. SAS topics include data management, manipulation, cleaning, macros, and matrix computations. Topics in R include data frames, functions, objects, flow control, input and output, matrix computations, and the use of R packages. Lastly, this course also includes an introduction to the resampling and bootstrap approaches to statistical inference. Required of all data science students.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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ST 765 - Linear Statistical Models (3.00 cr.)
Reviews many statistical models including simple and multiple regression; logistic regression and non-linear regression; analysis of variance; analysis of covariance; and factorial and fractional factorial designs. Coverage includes interactions, blocking, replication, nesting, and repeated measures. Each topic includes model diagnostics. Required of all data science students.
Prerequisite: ST 710 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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ST 767 - Multivariate Analysis (3.00 cr.)
Develops methodologies to the analysis of multivariate data. Topics include multivariate normal distributions, principal components analysis, factor analysis, cluster analysis, discriminant analysis, Hotelling's T², multivariate regression, and multivariate analysis of variance. Tree based models are also considered.
Prerequisite: ST 710 .
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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ST 775 - Generalized Linear Models and Multilevel Models (3.00 cr.)
Extends and generalizes methods presented in ST 765 by introducing generalized linear models (GLMs) and correlated data methods. GLMs cover logistic and Poisson regression, and more. Correlated data methods include longitudinal data analysis and multilevel models.
Prerequisite: ST 765 .
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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ST 776 - Bayesian Inference (3.00 cr.)
Provides an introduction to Bayesian methods with an emphasis on modeling and applications. The following topics are covered: the likelihood function, Bayes' Theorem, and prior and posterior distributions. The following distributions are examined: Binomial, Poisson, exponential, and normal. The comparison of two normal distributions and Bayesian linear regression are studied, as are Bayesian estimation and testing, predictive distributions, assessment of model assumptions, robustness of inference, and hierarchical Bayesian models. Markov Chain Monte Carlo (MCMC) approaches to fitting Bayesian models are introduced.
Prerequisite: ST 765 .
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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ST 778 - Time Series Analysis (3.00 cr.)
Provides a survey of the theory and application of time series analysis and forecasting. Topics covered include autoregressive integrated moving-average (ARIMA) models, seasonal ARIMA models, exogenous-variable (ARIMAX) models, conditional volatility (ARCH-GARCH) models, state-space models, nonlinear threshold autoregressive (TAR) models, unit roots and cointegration, structural breaks and outliers, and frequency domain methods. The empirical applications in the course are drawn primarily from economics and environmental science. Their analyses is performed using statistical software – R and SAS. Pass/Fail
Prerequisite: ST 710 .
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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ST 791 - Special Topics in Statistics (3.00 cr.)
An on-demand course for a current topic. May be repeated twice for credit with different topics.
Prerequisite: Varies with topic.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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ST 792 - Independent Study (3.00 cr.)
Students must submit a written proposal to a member of the faculty of the statistics program prior to the last day of class registration. Proposed topics, which are normally discussed in advance with the professor, should permit study and/or data analysis in considerable depth beyond the scope of a course offered in the curriculum.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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Teacher Education |
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TE 600 - Foundations of Education (3.00 cr.)
Focuses on the historical, sociopolitical, and philosophical trajectory of education and schooling in the United States. This course also offers the opportunity to consider these trajectories in the context of current schools and classrooms. Students question long-held beliefs about education and schooling; create a vision of themselves as professional educators; and develop and analyze ideas about education, schooling, its key players, and major stakeholders. A 20-hour field experience in a school setting is required.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 601 - Child and Adolescent Development (3.00 cr.)
A thorough review of theories and issues involving the growth and development of human beings from conception through adolescence, through the examination of developmental theories incorporating the perspectives of biology, learning, psychoanalysis, motivation, and cognition. Also addressed are issues regarding meeting the needs of diverse students, particularly in the urban setting, and classroom management approaches. The course provides students with a strong theoretical background but also emphasizes the application of theory to the classroom and school environments. Students who are not working in a school setting will be required to arrange a 20-hour field experience in a school setting.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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TE 602 - Educational Psychology (3.00 cr.)
Develops a deep understanding of contemporary educational psychology as a field of study and as foundational knowledge for professionals involved in teaching, learning, and scheduling. The focus is on learning, motivation, and assessment in the context of instructional practice and in the service of learning as it occurs in actual school settings. Participants learn to apply these concepts to the practice of teaching a diverse population of students. Through critical analysis of instructional practice in real-life instructional settings, participants develop an understanding of how teaching and learning processes can be shaped by personal, cultural, political, and historical factors.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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TE 603 - Learning Sciences (3.00 cr.)
Integrates current theories and research in human growth and development and educational psychology (learning sciences). This course also focuses on learning, motivation, assessment, and meeting the needs of diverse learners. Students analyze a variety of learner characteristics that influence student development and academic achievement. Course content is aligned with Maryland College and Career-Ready Standards, and emphasizes the application of theory to practice in the classroom and school environment.
Sessions Typically Offered: Spring/Summer
Years Typically Offered: Annually
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TE 604 - Methods of Teaching English (Secondary) (3.00 cr.)
Presents the general theory of education as applied to the teaching of English. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with national and state standards for English instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 605 - Methods of Teaching Social Studies (Secondary) (3.00 cr.)
Presents the general theory of education as applied to the teaching of social studies. Consideration is given to the selection and organization of content, as well as the methods and the techniques associated with national and state standards for social studies instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 606 - Methods of Teaching Science (Secondary) (3.00 cr.)
Presents the general theory of education as applied to the teaching of science. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with national and state standards for science instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 607 - Methods of Teaching Mathematics (Secondary) (3.00 cr.)
Presents the general theory of education as applied to the teaching of mathematics. Consideration is given to the selection and organization of content, as well as the methods and the techniques associated with national and state standards for mathematics instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 609 - The Teaching of Foreign Languages (3.00 cr.)
Addresses the teaching guidelines and the expectations established by the American Council on the Teaching of Foreign Languages (ACTFL) and the World-Readiness Standards for Learning Languages. Students examine current methodologies, techniques, and educational goals for the teaching of foreign languages. Throughout the course, students develop lessons and activities that support an integrated foreign language program. Students also observe and evaluate foreign language classes. Students may also have opportunities to participate in classroom teaching. Maryland Core Learning Goals and Outcomes are introduced and reinforced along with InTASC standards. One of the six methods courses is required for secondary school teachers by the Maryland State Department of Education.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 610 - Methods of Teaching Art (Secondary) (3.00 cr.)
Presents the general theory of education as applied to the teaching of art. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with national and state standards for art instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 611 - Methods of Teaching Music (Secondary) (3.00 cr.)
Presents the general theory of education as applied to the teaching of music. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with national and state standards for music instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 612 - Secondary Methods of Teaching (3.00 cr.)
Introduces students to strategies required to teach at the secondary level. Course topics include developing learning objectives, unit and lesson planning, assessment strategies, instructional technologies, and classroom management to address individual differences. A 20-hour field experience in a school setting is required.
Sessions Typically Offered: Spring/Summer
Years Typically Offered: Annually
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TE 631 - Elementary Mathematics Methods and Management (3.00 cr.)
Explores the acquisition of knowledge for teaching and learning mathematics using a variety of methods. Consideration is given to the selection and organization of content. Other topics considered include the methods and techniques associated with national and state standards for mathematics education at the elementary level, the management of the mathematics classroom, the use of technology, meeting the needs of diverse learners, and differentiating instruction.
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 632 - Elementary STEM Methods and Management (3.00 cr.)
Explores the acquisition of knowledge for teaching and learning science by examining best practices for integrating science, technology, engineering, and math in the elementary classroom. This course is designed to cover the selection and organization of content and the methods and techniques associated with national and state standards. Includes an emphasis on the use of technology and management strategies needed to facilitate a student-centered, inquiry-based learning environment that meets the needs of diverse learners.
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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TE 633 - Elementary Social Studies Methods and Management (2.00 cr.)
Explores the acquisition of knowledge for teaching and learning social studies using a variety of methods. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with national and state standards for social studies education at the elementary level, management of the social studies classroom, use of technology, meeting the needs of diverse learners, and differentiating instruction.
Sessions Typically Offered: Summer
Years Typically Offered: Annually
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TE 641 - Internship II Seminar: Elementary/Middle/Secondary (1.00 cr.)
Provides support and a forum for discussing concerns during the student teaching experience. In addition, topics of importance to the pre-service teacher are presented. These include classroom management techniques, dimensions of learning, alternate forms of assessment, interviewing techniques, resume writing, job application, and the process for applying for certification. Pass/Fail
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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TE 645 - Internship I: Art (Secondary) (1.00 cr.)
The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one to two days per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
Concurrent Requisite: TE 670 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 646 - Internship I: Music (Secondary) (1.00 cr.)
The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one to two days per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
Concurrent Requisite: TE 670 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 647 - Internship I: French (Secondary) (1.00 cr.)
The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one to two days per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
Concurrent Requisite: TE 670 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 648 - Internship I: Spanish (Secondary) (1.00 cr.)
The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one to two days per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
Concurrent Requisite: TE 670 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 649 - Internship I: English (Secondary) (1.00 cr.)
The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one to two days per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
Concurrent Requisite: TE 670 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 650 - Internship I : Social Studies (Secondary) (1.00 cr.)
The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one to two days per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
Concurrent Requisite: TE 670 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 651 - Internship I: Science (Secondary) (1.00 cr.)
The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one to two days per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
Concurrent Requisite: TE 670 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 652 - Internship I: Mathematics (Secondary) (1.00 cr.)
The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one to two days per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
Concurrent Requisite: TE 670 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 653 - Internship II with Seminar: English (Secondary) (6.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. The seminar focuses on four areas of education: pedagogy, theory enacted in practice, diversity, and professional growth and development. A field study fee is charged. Pass/Fail
Prerequisite: TE 649 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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TE 654 - Internship II with Seminar: Social Studies (Secondary) (6.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. The seminar focuses on four areas of education: pedagogy, theory enacted in practice, diversity, and professional growth and development. A field study fee is charged. Pass/Fail
Prerequisite: TE 650 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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TE 655 - Internship II with Seminar: Science (Secondary) (6.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. The seminar focuses on four areas of education: pedagogy, theory enacted in practice, diversity, and professional growth and development. A field study fee is charged. Pass/Fail
Prerequisite: TE 651 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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TE 656 - Internship II with Seminar: Mathematics (Secondary) (6.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. The seminar focuses on four areas of education: pedagogy, theory enacted in practice, diversity, and professional growth and development. A field study fee is charged. Pass/Fail
Prerequisite: TE 652 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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TE 657 - Internship II with Seminar: Spanish (Secondary) (6.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. The seminar focuses on four areas of education: pedagogy, theory enacted in practice, diversity, and professional growth and development. A field study fee is charged. Pass/Fail
Prerequisite: TE 648 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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TE 658 - Internship II with Seminar: French (Secondary) (6.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. The seminar focuses on four areas of education: pedagogy, theory enacted in practice, diversity, and professional growth and development. A field study fee is charged. Pass/Fail
Prerequisite: TE 647 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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TE 659 - Internship II with Seminar: Art (Secondary) (6.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. The seminar focuses on four areas of education: pedagogy, theory enacted in practice, diversity, and professional growth and development. A field study fee is charged. Pass/Fail
Prerequisite: TE 645 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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TE 660 - Internship II with Seminar: Music (Secondary) (6.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. The seminar focuses on four areas of education: pedagogy, theory enacted in practice, diversity, and professional growth and development. A field study fee is charged. Pass/Fail
Prerequisite: TE 646 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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TE 664 - Qualitative Approaches to Urban Education (3.00 cr.)
Examines various qualitative approaches to urban education including participant observation, informal interviews, life history, and archival research. Encourages learning about the contributions and limitations of qualitative inquiry through a series of assignments based upon firsthand experiences completed in the local Baltimore community. Completion of a major project is required.
Sessions Typically Offered: Varies
Years Typically Offered: Varies
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TE 670 - Teacher Research and Inquiry (3.00 cr.)
Investigates aspects of action research including choosing a topic to study, examining ethical issues, planning and implementing methodologies, conducting a literature review, becoming a reflective practitioner, and analyzing data.
Concurrent Requisite: TE 645 or TE 646 or TE 647 or TE 648 or TE 649 or TE 650 or TE 651 or TE 652 or TE 658 or TE 659 or TE 660 or TE 679 or TE 683 or TE 684 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 671 - Special Topics in Education (3.00 cr.)
Examines one or more issues in education including urban education, teaching bilingual learners, involving families in their children's education, and gender specific issues and solutions. Relevant topics are explored using case studies, current research materials, and classroom experiences. Depending on the needs of the topic, part of the class may be field-based. May be repeated twice for credit with different topics.
Sessions Typically Offered: Spring/Summer
Years Typically Offered: Annually
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TE 679 - Internship I: Elementary (1.00 cr.)
The first phase of the 100-day internship required by the state of Maryland takes place in a professional development school (PDS) one to two days per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
Concurrent Requisite: TE 670 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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TE 680 - Internship II and Seminar: Elementary (6.00 cr.)
The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. The seminar focuses on four areas of education: pedagogy, theory enacted in practice, diversity, and professional growth and development. A field study fee is charged. Pass/Fail
Prerequisite: TE 679 .
Sessions Typically Offered: Spring
Years Typically Offered: Annually
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TE 681 - Professional Growth Experience I: Seminar (1.00 cr.)
Provides support and a forum for discussing elements of effective teaching, including an introduction to lesson planning and implementation, learning activities, introductory portfolio development, and questioning strategies. Pass/Fail
Concurrent Requisite: TE 683 or TE 684 .
Sessions Typically Offered: Fall
Years Typically Offered: Annually
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