School Psychology. Change credits, thesis requirement, required courses and electives.
PSY 725, Research & Program Evaluation in Schools, 3 cr.; New course.
This course is designed to increase competencies in understanding and applying educational research and provide skills to successfully participate in school wide evaluation and improvement efforts. Prerequisite: Math 145 or equivalent.
SPY 800, Specialist Thesis Proposal, 1-3 cr.; Course changes: prerequisite revision and length of course on-line.
This course is designed to help students complete a thesis proposal and the initial stages of writing a thesis. Topics include resource utilization, ethical issues, protection of human subjects, proposal development, research design, data analysis, scientific writing, and APA-style writing. Prerequisites: SPY 700, PSY 725.
Graduate Special Education; Change number of program credits, field experience credits, and required courses.
SPE 446/546, Methods in Cross-Categorical Special Education—Middle Childhood/Early Adolescence, 3 cr.; Change prerequisites.
This course focuses on curriculum, methods and strategies used in educating students with disabilities (Emotional/Behavioral Disabilities, Specific Learning Disabilities, and Cognitive Disabilities) at the Middle Childhood/Early Adolescence age level in a variety of educational placements. Topics covered within this course include academic instruction appropriate for students at the Middle Childhood/Early Adolescence age level.
Prerequisites: Completion of all Special Education certification courses; completion of all general education licensure requirements for student teaching; Admission to Graduate Special Education Program for MSEd candidates; SPE 516, 561
SPE 447/547, Methods in Cross-Categorical Special Education—Early Adolescence/Adolescence, 3 cr.; Change prerequisites.
This course focuses on curriculum, methods and strategies used in educating students with disabilities (Emotional/Behavioral Disabilities, Specific Learning Disabilities, and Cognitive Disabilities) at the Early Adolescence/Adolescence age level in a variety of educational placements. Topics covered within this course include academic instruction appropriate for students at the Early Adolescence/Adolescence age level.
Prerequisites: Completion of all Special Education certification courses; completion of all general education licensure requirements for student teach; Admission to Graduate Special Education Program for MSEd candidates; SPE 516, 561.
SPE 483/583, Student Teaching: Cross-Categorical Special Education: Middle Childhood/Early Adolescence, 15 cr.; Change in instructional pattern, course description, prerequisites, and credits.
This student teaching experience is a full-day (18-week) experience in a public school special education or inclusionary general education classroom setting. Students are placed in a state approved special education program serving students identified with disabilities (specific learning disabilities, emotional/behavioral disabilities, and/or cognitive disabilities) at the middle childhood/early adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the immediate supervision of a certified teacher and a university supervisor. This course is designed for persons seeking initial licensure in middle childhood/early adolescence education and cross-categorical special education at the middle childhood/early adolescence level.
Prerequisites: Completion of special education certification courses and all requirements in education, including special methods courses, recommendation by the appropriate education faculty, 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor concentrations, and professional course work, passing Praxis II content test scores in the appropriate certification area/discipline. To be taken concurrently with SPE 430/530.
SPE 484/584, Student Teaching: Cross-Categorical Special Education: Early Adolescence/Adolescence, 15 cr.; Change instructional pattern, course description, prerequisites, and credits.
This student teaching experience is a full-day (18-week) experience in a public school special education or inclusionary general education classroom setting. Students are placed in a state approved special education program, serving students identified with disabilities (specific learning disabilities, emotional/behavioral, and/or cognitive disabilities) at early adolescence/adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the immediate supervision of a certified teacher and a university supervisor. This course is designed for persons seeking initial licensure in early adolescence/adolescence education and cross-categorical special education at the early-adolescence/adolescence level.
Prerequisites: Completion of special education certification courses and all requirements in education, including special methods courses, recommendation by the appropriate education faculty, 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor concentrations, and area/discipline. To be taken concurrently with SPE 430/530.
SPE 783, Student Teaching: Cross-categorical Special Education: Middle Childhood/Early Adolescence, 15 cr.; Change title, course description, and credits.
This student teaching experience is a full-day experience in a public school special education or inclusionary general education classroom setting. Students are placed in a state approved special education program, serving students identified with disabilities (Specific Learning Disabilities, Emotional/Behavioral Disabilities, and/or Cognitive Disabilities) at the Middle Childhood/Early Adolescence developmental range. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the supervision of a certified teacher and a university supervisor.
Prerequisites: Completion of all Special Education Core Courses and Certification Option Courses; to be taken concurrently with SPE 706.
SPE 784, Student Teaching: Cross-categorical Special Education: Early Adolescence/Adolescence, 15 cr.; Change title, course description and credits.
This student teaching experience is a full-day experience in a public school special education or inclusionary general education classroom setting. Students are placed in a state approved special education program, serving students identified with disabilities (Specific Learning Disabilities, Emotional/Behavioral Disabilities, and/or Cognitive Disabilities) at the Early Adolescence/Adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the immediate supervision of a certified teacher and a university supervisor. Prerequisites: Completion of all Special Education Core Courses and Certification Option Courses; to be taken concurrently with SPE 786.
SAA 705, History of Higher Education, 3 cr.; Change title and course description.
An overview of higher education and student affairs in the United States. Four major emphases: (1) history, development, and mission of higher education, (2) organization and structure of institutions of higher education, (3) organization and structure of student development and student affairs, and (4) significant issues and concerns in higher education.
SAA 708, Diversity in Higher Education, 3 cr.; Change title.
A review of demographic groups including age, gender, ethnic, race, religion, sexual orientation and socioeconomic status. The course will also focus on special populations including: physically challenged, traditional, non-traditional, international, student athletes, part-time and full-time students. A review of current literature and research will complement these groups including: the effects of college, satisfaction with the college experience, retention, and identity development.
SAA 761, Applied Research in Student Affairs, 3 cr.; Change title and course description.
Principles of applied research, evaluation, and assessment in student affairs. Content includes an overview of research methods, statistical analysis, evaluation, assessment, and technology applications for research in higher education.
SAA 795, Independent Study in Student Affairs Administration, 1-2 cr.; Change title and course description.
Independent study and completion of a paper on a topic approved and directed by a SAA faculty member.
SAA 775, Student Affairs Practicum, 1-3 cr.; Change in title, course description, prerequisites and grading pattern.
Practical experience in and understanding of administrative or programming functions within student affairs under professional supervision. The training may be received on campus or at another university or agency. Emphasis is on the administrative/management or programming functions of the university. Specific competencies in budget management, facilities management, personnel management, or educational programming may be addressed. The student will spend a minimum of 70 hours per credit at the site.
Prerequisite: SAA 705
Grading Pattern: Pass/Fail
SAA 776, Student Affairs Programming Practicum, 2 cr.; Course deletion.
Practical experience in and understanding of programming functions within student affairs under professional supervision. The training may be received on campus or at another university or agency. Emphasis is on the programming aspect of student affairs. This includes any position in which a formal event is a result of the practica, e.g., a resume-writing workshop, a leadership seminar, or an alcohol education program. The student will spend a minimum of ten hours per week at the site. Prerequisites: SAA 704 and SAA 705
SAA 781, Student Affairs Administration Internship, 3 cr.; Change title, course description, prerequisites, and credits.
Practical experience and training within student affairs under professional supervision. The training may be received on campus or at another university or agency. The intern will spend a minimum of 210 hours in the department or internship.
Prerequisite: SAA 705
SAA 720, Special Topics in Student Affairs Administration, 1 cr.; Change title, course description and credits.
Special topics in Student Affairs Administration not covered by present SAA courses. The particular topic selected will be determined by SAA faculty according to current need and interest. Repeatable for credit-maximum 6.
Program Proposal: Student Affairs Administration in Higher Education; Change SAA total number of program credits required to graduate from 36-41 to 35-40, add 3 cr. internship, and make practicums optional.