The School of the Arts and Professions

COURSE DESCRIPTIONS

*EDCI 200A or B Introduction to Contemporary Education (Specialty) — 3 cr.

This course is designed to introduce the topic of contemporary education and to study the leaders, ideas, and socio-cultural movements underlying the development and organization of education in the United States. The focus of the course is on the historical, philosophical, social, cultural, and vocational foundations and context of education at the K-12 level with special emphasis on elementary, middle and high schools. This course emphasizes the basic theories, principles and tenets of education, and examines the current trends, issues, and practices in education. A clinical experience is provided.

*EDCI 311 Comprehensive Assessment in Education — 3 cr. 

This course is designed to present an in-depth study of the purposes, principles, practices and ethics of student assessment and program evaluation. The course emphasizes the basic concepts and terminology of assessment, cultural issues, the decision contexts for assessment, assessment planning and development, and the evaluation and improvement of assessment processes. Program evaluation procedures and program accountability standards/measures are also thoroughly discussed. Supervised practice in the conduct of comprehensive assessment is a critical component of this course. Prerequisite: Teacher Candidacy Status.

*EDCI 400 Senior Seminar in Education — 3 cr. 

This individualized senior seminar is designed to supplement and complement the teaching internship phase of the teacher education program and to provide continuity and closure for the student. Students enroll concurrently in the teaching internship and the senior seminar, and all education majors are enrolled in the same seminar to promote a collegial, transdisciplinary relationship among teachers of all subjects across all ages. The seminar focuses on the analysis, continuity, and synthesis of the internship experience and the social-interactive processes and culture of the classroom, school, and community are considered. Current issues, trends, and problems that influence the profession are explored, and the role and function of the school in the society are discussed. This course ensures that the competencies identified for successful teaching at the particular grade level in the area of specialization have been attained. (Taken concurrently with internship.) Prerequisites: Successful completion of all specialization courses and Department of Education approval.

*EDCI 402A or B Fundamentals of Reading Instruction (Specialty) — 3 cr.

This courses teaches the fundamentals of reading instruction including current theories and methods of reading instruction. The course also presents an overview of reading programs, K-12 and considers the integration of reading into the student's areas of specialization at the middle and secondary school levels. The course emphasizes the identification of requisite reading skills, the assessment of reading skill levels (instructional and independent), the development of strategies and materials for reading mastery, and the remediation of reading difficulties. A clinical experience in the area of specialization is required. Prerequisite: Teacher Candidacy Status.

*EDCI 406 Classroom Management — 3 cr. 

This course introduces the basic theories, techniques, and skills necessary to successfully manage small and large groups of diverse student populations at the elementary, middle and secondary school levels. The focus of the course is on the study and application of effective individual and group management techniques based upon behavioral, cognitive, environmental, developmental, psychoanalytic theories. Special emphasis is placed on developing supportive learning environments that promote self-esteem and motivate success. Clinical applications and experiences are required. Prerequisites: Teacher Candidacy Status

EDCI 408 Multicultural Education — 3 cr. 

This course is designed to introduce the theories and dynamics of multicultural education. Ethnic, racial, and cultural diversity in education is explored. The impact of changing demographics on the educational system is discussed. A global perspective is encouraged and teachers are trained to be culturally skilled. Sensitivity and responsiveness to different economic, social, racial, ethnic, and religious backgrounds are promoted. 

EDCI 420 Methods and Materials of Teaching Secondary Content Area-Clinical Experience — 3 cr. 

This course provides a highly specialized clinical experience for education majors enrolled in the secondary and/or middle school program areas. This course provides for a highly individualized practical experience under the direction of a mentor in the student's field of study or major. This course may be taken concurrently with any specialized methods course offered by any academic department for their teaching majors. Prerequisite: Teacher Candidacy Status.

EDCI 421 Curriculum and Instructional Methods for Teaching Content-Specific Areas: Elementary/Middle — 3 cr. 

An in-depth study of current instructional methods and curricular materials used to teach in content specific areas at the elementary and middle school levels. The focus of the course is on effective program development and instructional delivery for students including lesson planning and unit planning, collection of reference/illustrative materials, observation and evaluation, effective strategies and techniques, grouping, behavioral objectives, student outcomes, scheduling, classroom procedures, course outlines, community needs/interactions, special equipment, laboratory practices, and administration/supervision. The philosophies, history, status, trends, issues, principles and foundation of each discipline will be fully discussed, and the inter-relationship of disciplines will be considered. All professional development courses must be completed prior to enrollment. Prerequisite: Teacher Candidacy Status.

EDCI 421A Curriculum and Instruction in Art Education: Elementary/Middle3 cr.

EDCI 421C Curriculum and Instruction in Music Education - Choral and General: Elementary/Middle — 3 cr. 

EDCI 423 Curriculum and Instructional Methods for Teaching Content-Specific Areas: Middle/Secondary — 3 cr. 

An in-depth study of current instructional methods and curricular materials used to teach in content specific areas at the middle and secondary school levels. The focus of the course is on effective program development and instructional delivery for students including lesson planning and unit planning, collection of reference/illustrative materials, observation and evaluation, effective strategies and techniques, grouping, behavioral objectives, student outcomes, scheduling, classroom procedures, course outlines, community needs/interactions, special equipment, laboratory practices, and administration/supervision. The philosophies, history, status, trends, issues, principles and foundation of each discipline will be fully discussed, and the inter-relationship of disciplines will be considered. All professional development courses must be completed prior to enrollment. Prerequisite: Teacher Candidacy Status

EDCI 423A Curriculum and Instruction in Art Education: Middle/Secondary — 3 cr.

EDCI 423C Curriculum and Instruction in Music Education — Choral and General: Middle/Secondary — 3 cr. 

EDCI 423D Curriculum and Instruction in Music Education — Instrumental: Middle/Secondary — 3 cr. 

EDCI 425 Curriculum and Instructional Methods for Teaching Content-Specific Areas: Middle/Secondary — 3 cr.

An in-depth study of current instructional methods and curricular materials used to teach in content specific areas at the middle and secondary school levels. The focus of the course is on effective program development and instructional delivery for students including lesson planning and unit planning, collection of reference/illustrative materials, observation and evaluation, effective strategies and techniques, grouping, behavioral objectives, student outcomes, scheduling classroom procedures, course outlines, community needs/interactions, special equipment, laboratory practices, and administrative/supervision. The philosophies, history, status, trends, issues, principles and foundations of each discipline will be fully discussed, and the interrelationship of disciplines will be considered. All professional development courses must be completed prior to enrollment. Prerequisite: Teacher Candidacy Status

EDCI 425A Curriculum and Instruction in the Natural Sciences: Middle/Secondary — 3 cr.

EDCI 425B Curriculum and Instruction in English: Middle/Secondary — 3 cr.

EDCI 425C Curriculum and Instruction in Mathematics: Middle/Secondary — 3 cr. 

EDCI 425D Curriculum and Instruction in Technology Education: Middle/Secondary — 3 cr.

EDCI 425E Curriculum and Instruction in Social Studies: Middle/Secondary — 3 cr.

EDCI 427 Curriculum and Instructional Methods for Teaching Content-Specific Areas: Secondary — 3 cr. 

An in-depth study of current instructional methods and curricular materials used to teach in content specific areas at the secondary school levels. The focus of the course is on effective program development and instructional delivery for students including lesson planning and unit planning, collection of reference/illustrative materials, observation and evaluation, effective strategies and techniques, grouping, behavioral objectives student outcomes, scheduling, classroom procedures, course outlines, community needs/interactions, special equipment, laboratory practices, and administration/supervision. The philosophies, history, status, trends, issues, principles and foundations of each disciplines will be fully discussed, and the interrelationship of disciplines will be considered. All professional development courses must be completed prior to enrollment. Prerequisite: Teacher Candidacy Status

EDCI 427A Curriculum and Instruction in Agricultural Education-Vocational Agricultural: Secondary — 3 cr. 

EDCI 427B Curriculum and Instruction in Business Education: Secondary — 3 cr. 

EDCI 428 Curriculum and Instruction in Agricultural Education: Teaching Young Adult Farmers — 3 cr. 

This course focuses on organizing youth and adult farmer classes. The topic of course construction and content for young and adult farmers, methods and techniques in conducting classes for young and adult farmers, and the administration and supervision of young and adult farmers are explored. Prerequisite: Teacher Candidacy Status

*EDCI 440 Teaching Internship: Specialty Programs (K-12) — 6 cr.

The student is assigned to a seven (7) week teaching internship in the elementary or middle school education program level. During this directed teaching experience, the student will assume the role and responsibilities of an educator on a full-time basis in his/her area of specialization. The internship provides the student with the opportunity to study the application of methods and techniques in a clinical setting through extended supervised practice. The student has the opportunity, under the direction and guidance of a university supervisor and a professional mentor to refine his/her skills and to advance his/her professional expertise. An individualized approach to clinical training and practice ensures that each student reaches his/her full potential. A weekly seminar is required. Prerequisites: Departmental approval; completion of all course work; concurrent enrollment in EDCI 450 and EDCI 400. 

*EDCI 450 Teaching Internship: Specialty Programs (K-12) — 6 cr.

The student is assigned to a seven (7) week teaching internship in the elementary or middle school education program level. During this directed teaching experience, the student will assume the role and responsibilities of an educator on a full-time basis in his/her area of specialization. The internship provides the student with the opportunity to study the application of methods and techniques in a clinical setting through extended supervised practice. The student has the opportunity, under the direction and guidance of a university supervisor and a professional mentor to refine his/her skills and to advance his/her professional expertise. An individualized approach to clinical training and practice ensures that each student reaches his/her full potential. A weekly seminar is required. (Taken concurrently with EDCI 400 and EDCI 440.) Prerequisites: Successful completion of all specialization courses and Department of Education approval.

**EDCI 460 Teaching Internship: Secondary Program (Middle/Secondary: 5-12) — 6 cr.

The student is assigned to a seven (7) week teaching internship in the middle or secondary school education program level. During this directed teaching experience, the student will assume the role and responsibilities of an educator on a full-time basis in his/her area of specialization. The internship provides the student with the opportunity to study the application of methods and techniques in a clinical setting through extended supervised practice. The student has the opportunity, under the direction and guidance of a university supervisor and a professional mentor to refine his/her skills and to advance his/her 

professional expertise. An individualized approach to clinical training and practice ensures that each student reaches his/her full potential. A weekly seminar is required. (Taken concurrently with EDCI 400 and EDCI 470.) Prerequisites: Successful completion of all specialization courses and Department of Education approval.

**EDCI 470 Teaching Internship: Secondary Program (Middle/Secondary: 5-12) — 6 cr.

The student is assigned to a seven (7) week teaching internship in a secondary education program (middle/senior). During this directed teacher experience, the student will assume the role and responsibilities of an educator on a full-time basis in his/her area of specialization. The internship provides the student with the opportunity to study the application of methods and techniques in a clinical setting through extended supervised practice. The student has the opportunity, under the direction and guidance of a university supervisor and a professional mentor, to refine his/her skills and to advance his/her professional expertise. An individualized approach to clinical training and practice ensures that each student reaches his/her full potential. A weekly seminar is required. (Taken concurrently with EDCI 400 and EDCI 460.) Prerequisites: Successful completion of all specialization courses and Department of Education approval.

**EDCI 480 Teaching Internship: Secondary Education (Secondary: 7-12) — 6 cr.

The student is assigned to a seven (7) week teaching internship in a secondary education program (middle/senior). During this directed teacher experience, the student will assume the role and responsibilities of an educator on a full-time basis in his/her area of specialization. The internship provides the student with the opportunity to study the application of methods and techniques in a clinical setting through extended supervised practice. The student has the opportunity, under the direction and guidance of a university supervisor and a professional mentor, to refine his/her skills and to advance his/her professional expertise. An individualized approach to clinical training and practice ensures that each student reaches his/her full potential. A weekly seminar is required. (Taken concurrently with EDCI 400 and EDCI 490.) Prerequisites: Successful completion of all specialization courses and Department of Education approval.

**EDCI 490 Teaching Internship: Secondary Education (Secondary: 7-12) — 6 cr.

The student is assigned to a seven (7) week teaching internship in a secondary education program (middle/senior). During this directed teacher experience, the student will assume the role and responsibilities of an educator on a full-time basis in his/her area of specialization. The internship provides the student with the opportunity to study the application of methods and techniques in a clinical setting through extended supervised practice. The student has the opportunity, under the direction and guidance of a university supervisor and a professional mentor, to refine his/her skills and to advance his/her professional expertise. An individualized approach to clinical training and practice ensures that each student reaches his/her full potential. A weekly seminar is required. (Taken concurrently with EDCI 400 and EDCI 480.) Prerequisites: Successful completion of all specialization courses and Department of Education approval.

EDCI 498 Special Topics in Education — 3 cr. 

An in-depth exploration of selected topics in education based on the needs and interests of the student. Current issues, trends and research problems structure the focus and content of the course. A comprehensive, field based, independent research or clinical project is required. Prerequisites: Senior standing and permission of the instructor. 

EDCI 499 Independent Study in Education — 1-6 cr.

Designed to refine students' skills and expand students' knowledge base in critical areas in the study of education. This self-directed course of study is individualized to meet the student's academic and professional needs. Working closely with a faculty mentor, the student develops an independent, and fully detailed plan of study including goals and objectives. Successful completion of the course requires that the student complete a significant research or clinical project. Prerequisites: Senior standing and permission of the instructor.

EDSP 200A Introduction to Special Education (Special Education Majors) — 3 cr.

This course is designed to provide an overview of the goals and purposes of special education. The focus of the course is on providing a broad overview of the historical, legal, and practical problems and issues as they relate to the education of disabled individuals from early childhood through adulthood. A thorough understanding of national, state and local laws, policies, and procedures as they affect disabled individuals is emphasized. Types of disabilities, etiology of disability, and appropriate intervention are presented. Field experiences are provided. 

EDSP 200B Introduction to Special Education (Other Education Majors) — 3 cr.

This course is designed to provide an overview of the goals and purposes of special education and associated issues, mandates, and trends in special education. Characteristics of students with exceptionalities will be presented as well as instructional strategies and curriculum adaptations for working with exceptional students in the regular classroom. 

*EDSP 414 Psychoeducational Assessment I — 3 cr. 

This course is the first of two three-credit courses in assessment. It provides in-depth instruction relative to the comprehensive psychoeducational process as it is used to identify the educational strengths and deficits of educationally disabled students at the elementary, middle, and secondary levels. The development, administration, interpretation, and application of psychoeducational testing batteries, using both informal and formal assessment instruments, are emphasized. Norm-referenced, criterion-referenced, and curriculum-based assessment measures are examined. Skills related to the professional reporting and presentation of results are developed. Students will develop a comprehensive case study as part of this course, which will also include a clinical field experience. (Taken concurrently with EDSP 416 and EDSP 418.) Prerequisite: Teacher Candidacy Status.

*EDSP 416 Program Development and Instructional Delivery for the Educationally Disabled — 3 cr. 

This course is designed to examine the specific programs, instructional strategies, and resources that are appropriate for the educationally disabled student at the elementary, middle, and secondary levels. It will address the organization and management of special education programs and will prepare students to adapt and modify curriculum, with emphasis on a generic approach. Preparing students to work collaboratively as teacher consultants, academic coaches, on transdisciplinary teams, and in team teaching will addressed as will the development and management of student records (e.g., IEP, IFSP). (Taken concurrently with EDSP 414 and EDSP 418.) Prerequisite: Teacher Candidacy Status.

*EDSP 418 Language Development — 3 cr. 

This course will focus on the acquisition of language with an emphasis on comparing development in the educationally disabled and non-disabled. Language development models, including the cognitive, perceptual, social, and communicative basis of language will be studied. Language development will be examined from early stages through adulthood. Emphasis will be on understanding developmental and cultural differences as well as on strategies for evaluation and intervention. Prerequisite: Teacher Candidacy Status or permission of the instructor.

EDSP 420 Clinical Experience/Clinical Seminar II — 3 cr. 

This course provides students with additional clinical experiences. Each student will be expected to conduct an in-depth study of one type of facility which provides services for the disabled. Prerequisite: EDSP 410.

EDSP 422 Psychoeducational Assessment II — 3 cr. 

This course is the second of two three-credit courses in assessment. It provides in-depth instruction relative to the comprehensive psychoeducational process as it is used to identify the educational strengths and deficits of educationally disabled students at the elementary, middle, and secondary levels. The development, administration, interpretation, and application of psychoeducational testing batteries, using both informal and formal assessment instruments, are emphasized. Norm-referenced, criterion-referenced, and curriculum-based assessment measures are examined. Skills related to the professional reporting and presentation of results are developed. Students will develop a comprehensive case study as part of this course, which will also include a clinical field experience. (Taken concurrently with EDSP 424, EDSP 425 and EDSP 426.) Prerequisites: Teacher Candidacy Status and C or better in EDSP 414.

*EDSP 424 Instruction of Language For The Educationally Disabled — 3 cr.

This course will examine the teaching of oral and written language as it applies to educationally disabled students at the elementary, middle, and secondary levels. Emphasis is placed on the selection, organization, and evaluation of content, strategies, and resources for instruction and receptive and expressive language. This course will be part of a core of courses related to assessment and instructional programming and will include a clinical field experience. (Taken concurrently with EDSP 422, EDSP 425 and EDSP 426.) Prerequisites: Teacher Candidacy Status.

*EDSP 425 Instruction of Reading For The Educationally Disabled — 3 cr.

This course introduces the teaching of reading skills as they apply to educationally disabled students at the elementary, middle, and secondary levels. Content includes an understanding of the reading process, the development of word attack and comprehension skills, and the teaching of expository reading in the content areas of Social Studies and Science. Emphasis is placed on the selection, organization, and evaluation of instructional content, strategies, and resources. This course will be part of a core of courses related to assessment and instructional programming and will include a clinical field experience. (Taken concurrently with EDSP 422, EDSP 424, and EDSP 426.) Prerequisite: Teacher Candidacy Status.

EDSP 426 Instruction of Mathematics For The Educationally Disabled — 3 cr.

This course will address mathematics for educationally disabled students at the elementary, middle, and secondary levels. Relevant mathematics content (i.e., early number concepts, arithmetic, consumer mathematics) will be presented. Appropriate prescriptive strategies, resources, curricular adaptations, an instructional programming and will include a clinical field experience. (Taken concurrently with EDSP 422, EDSP 424, and EDSP 425.) Prerequisite: Teacher Candidacy Status.

EDSP 428 Communication Skills In Special Education — 3 cr. 

This course focuses on the nature of oral and written communication - theories, models, and definitions; the role of the individual and groups in the communication process; and content and settings for communication; various formats and techniques of communication; and the differences in communication styles based on diverse groups. In addition, the course presents effective and ineffective strategies for communication with the opportunity to systematically analyze one's individual communication style as well as that of others. The context for developing effective communication skills will primarily be in the educational setting with a special focus on working with their educators in the profession, students, and parents. Prerequisites: Teacher Candidacy Status and EDSP 414, EDSP 416 and EDSP 422. 

EDSP 430 Technology In Special Education — 3 cr. 

This course will address the use of computer, calculator, and other adaptive devices used in special education for both instructional and functional purposes. Assistive technology as an educational tool will be the focus. A computer laboratory will be part of this experience. This course may be presented in a field-based setting at a local school. Prerequisites: Teacher Candidacy Status

EDSP 431 Instruction of Prevocational/Vocational and Transitional Programs For The Educationally Disabled — 3 cr. 

This course introduces the basic theories and practices of planning, implementing, and evaluation prevocational and vocational programs for the educationally disabled at the elementary, middle, and secondary levels. Emphasis will be placed on social skill development, prevocational/vocational assessment and instructional strategies, counseling techniques, and other generic skills required for transition programs. This course will be part of a core of courses related to assessment and instructional programming and will include a clinical field experience. Prerequisite: Teacher Candidacy Status.

*EDSP 438 Diagnosis and Remediation of Reading Problems of the Educationally Disabled — 3 cr. 

This course presents an in-depth study of diagnosis and remediation of reading problems for educationally disabled students at the elementary, middle, and secondary levels. A thorough understanding of the diagnostic process is explored as well as remediation techniques and materials for comprehension, vocabulary development, study skills, and structural and phonetic analysis. Prerequisites: Teacher Candidacy Status and EDSP 414, EDSP 418, EDSP 422, EDSP 424, and EDSP 425.

EDSP 442 Teaching Internship I (E) — 3 cr. 

This clinical internship involves experience with educationally disabled students in an elementary/middle setting. Students are expected to gradually assume the duties and responsibilities of a special education teacher which include: assessment, planning, instruction, curriculum adaptation, classroom management, communication, and evaluation. (Taken concurrently with EDSP 450 and EDSP 400). Prerequisites: Successful completion of all specialization courses and Department of Education approval.

EDSP 450 Teaching Internship II (M/S) — 6 cr.

This clinical internship involves experience with educationally disabled students in a secondary setting. Students are expected to gradually assume the duties and responsibilities of a special education teacher which includes: assessment, planning, instruction, curriculum adaptation, classroom management, communication, and evaluation. (Taken concurrently with EDSP 442 and EDSP 400.) Prerequisites: Successful completion of all specialization courses and Department of Education approval.

EDSP 400 Senior Seminar in Special Education — 3 cr. 

This seminar focuses on the analysis and synthesis of the internship experiences at the elementary, middle, and secondary levels. The format will include case studies, small group discussion, simulations, journal writing, and professional readings. Research on current topics, issues, and trends in special education will be emphasized. Successful completion of the seminar will require the completion of a professional portfolio and an exit interview. (Taken concurrently with EDSP 442 and EDSP 450.) Prerequisites: Successful completion of all specialization courses and Department of Education approval.

EDSP 497 Special Topics in Special Education — 3 cr. 

This course provides an in-depth exploration of selective topics in special education based on the needs and interests of the students. Current issues, trends and research problems structure the focus and content of the course. Prerequisite: Senior Standing and permission of the instructor.

EDSP 499 Independent Study in Special Education — 3 cr. 

This course is designed to refine and expand the student's skills and knowledge base in a critical area of study in special education. This self-directed course is individualized to meet the student's professional and academic needs. The student develops an independent and detailed plan of study, including goals and objectives, under a faculty mentor. Successful completion of a significant research or clinical project is required. Prerequisites: Senior Standing and permission of the instructor.

PSYC 100 Adjustment in Today's World — 1 cr.

This basic seminar introduces the topics of mental health and effectiveness in a changing world. The focus of the course is on developing interpersonal skills and conflict management strategies that will promote academic, personal, social and emotional adjustment. This course is an applied course designed to guide the student through a personal self-assessment process and to assist the student in developing a personal plan for self-improvement. Required of all Freshmen.

PSYC 200 Introduction to Psychology — 3 cr. 

Survey of general principles underlying human behavior and mental processes. It includes study of the nervous system, perception, learning, motivation, personality, and psychological disorders.

PSYC 301 Child Development — 3 cr. 

This course provides a study of child development from pre-natal development through late childhood with special emphasis on children of primary/middle school age students. The focus of the course is on academic (learning styles and patterns), behavior, cultural, cognitive, emotional, intellectual, physical, psychological, and social growth and development during early/middle childhood. The complex relationship between teaching/learning theories and child development is explored. Prerequisite: C or better in PSYC 200.

PSYC 303 Adolescent Psychology — 3 cr. 

This course is designed to introduce the topic of adolescent psychology. The focus of the course is on the psychological development of the adolescent from early adolescence through young adulthood. Factors that promote successful psychological adjustment and mental health are emphasized. Special psychological problems and concerns are discussed. Prerequisite: C or better in PSYC 200.

PSYC 305 Human Growth and Development — 3 cr. 

This course presents the basic theories of human growth and development from birth through death. The physical, cognitive, intellectual, social, emotional, cultural and psychological aspects of development are considered. The focus of the course is on the psychology, nature and processes of human growth and development through maturation and interaction. Emphasis is on pragmatic study of self and others. Prerequisite: C or better in Psychology 200.

PSYC 307 Educational Psychology — 3 cr. 

This course examines the theories and principles of learning as applied in a variety of educational programs at all age levels with particular emphasis on elementary aged school children, transescent students and adolescents. The focus of the course is on the behavioral, cognitive, cultural, psychological and social features that impact the learning process. There is special emphasis on the study of research about teacher characteristics/behaviors and environmental/organizational conditions as they affect the learner; and on developing the knowledge, skills, and attitudes that enhance pupil self-esteem, motivation, confidence and success. Clinical/classroom experiences provide an opportunity to apply learning theory within an educational framework. Prerequisites: C or better in PSYC 200 and EDCI 200 or permission of instructor.

PSYC 371 Abnormal Psychology — 3 cr. 

The focus of the course is on the nature, identification, etiology and treatment of psychological disorders. Analysis of the various types of disorders is emphasized. Other topics include research trends, classification systems, and ethics. Clinical experience and case-study analysis are required. Prerequisite: C or better in PSYC 200.

PSYC 401 Introduction to Personality Theory — 3 cr. 

The focus of the course is on the comparison and contrast of different personality theories. Analysis, synthesis, and application of theories are emphasized. Individual personality analysis is conducted. Prerequisite: C or better in PSYC 200.

PSYC 406 Applied Behavioral Analysis — 3 cr. 

The focus of the course is on the identification and development of effective techniques for managing and modifying the behavior of diverse groups under a variety of conditions. Emphasis is on direction, supervision, and motivation of individuals/groups using applied behavioral analysis/application. Prerequisite: Teacher Candidacy Status; Special Education Majors only

PSYC 497 Special Topics in Psychology — 3 cr. 

This course provides an in-depth exploration of selective topics in Psychology based on the needs and interests of the students. Prerequisite: Senior Standing and permission of the instructor.

Department of Education Index

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