Curriculum, Instruction & Educational Psychology (CIEP)
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CIEP LM62 Secondary Methods: Mathematics Lab (1 Credit Hour)
No course description is available
CIEP M16 K-2 Literacy Methods for EC (2 Credit Hours)
This course is to introduce the preservice teacher candidate to the teaching and learning processes associated with research based comprehensive literacy instruction in K-2 elementary classrooms and will emphasize the scientific foundations of reading instruction: phonics, vocabulary, text comprehension and fluency.
A student enrolled in CIEP M16 will demonstrate beginning competence in the knowledge base, skills, and strategies stated in the Illinois Professional Teaching Standards and ECE standards
Outcomes
A student enrolled in CIEP M16 will demonstrate beginning competence in the knowledge base, skills, and strategies stated in the Illinois Professional Teaching Standards and ECE standardsCIEP M17 Early Childhood Math Methods (2 Credit Hours)
Two credit hour math methods course specifically for early childhood special education majors. this course is designed to reflect current ISBE standards, and best practices in early math. It addresses mathematical thinking, concepts, and skills across the birth to grade 2 continuum.
It addresses mathematical thinking, concepts, and skills across the birth to grade 2 continuum
Outcomes
It addresses mathematical thinking, concepts, and skills across the birth to grade 2 continuumCIEP M30 Academic Assessments and Interventions (3 Credit Hours)
In this course, students will learn about psychological and educational assessment with a special focus on issues related to non-biased assessment and the link between assessment and intervention in the instructional consultative process.
Students will develop and administer appropriate intervention plans related to the instructional needs of students with disabilities
Outcomes
Students will develop and administer appropriate intervention plans related to the instructional needs of students with disabilitiesCIEP M31 Behavior Interventions: Assessments and Supports (3 Credit Hours)
The purpose of this course is to develop the students ability to provide positive support to learners whose behavior(s) impedes their learning or the learning of others.
The student will be able to plan and develop school wide group and individual supports, make adjustments as needed to IEPS, and assess the on-going progress being made by students for whom behavioral interventions have been planned
Outcomes
The student will be able to plan and develop school wide group and individual supports, make adjustments as needed to IEPS, and assess the on-going progress being made by students for whom behavioral interventions have been plannedCIEP M32 Exceptional Learner II (3 Credit Hours)
This course provides in depth understanding of the ethical and professional issues related to collaborative service provision for children with disabilities.
By viewing ability within the broader context of human diversity, students will learn instructional strategies that foster a student's meaningful participation in heterogeneous classrooms as well as the larger communities in which they live
Outcomes
By viewing ability within the broader context of human diversity, students will learn instructional strategies that foster a student's meaningful participation in heterogeneous classrooms as well as the larger communities in which they liveCIEP M33 Accessing and Adapting the General Education Curriculum (3 Credit Hours)
Within this course, candidates explore methods to adapt the general education curriculum in order to meet the individual needs of students with disabilities. Issues of differentiating student needs, long and short-term planning, technology-assisted learning, and vocational and social skills curricula will be addressed along with behaviors and modification related to low incidence exceptionalities.
Candidates will demonstrate an understanding of adapting the general education curriculum for students with special needs through the design of a universalized lesson plan, a synthesis of relevant literature, and researching assistive technology
Outcomes
Candidates will demonstrate an understanding of adapting the general education curriculum for students with special needs through the design of a universalized lesson plan, a synthesis of relevant literature, and researching assistive technologyCIEP M34 Family, Community and School-Based Consultation (3 Credit Hours)
Within this course, candidates explore how members of families affected by disability and school/community professionals can enter into productive partnerships and create positive outcomes for students in elementary and secondary schools. Different approaches to work on school or community based teams, the different aspects of planning and implementing team process, and the challenges and threats to that process, are examined.
Candidates will demonstrate an understanding of collaborative relationships, and design and evaluate a wraparound plan for a student with a disability based on case study information and research
Outcomes
Candidates will demonstrate an understanding of collaborative relationships, and design and evaluate a wraparound plan for a student with a disability based on case study information and researchCIEP M42 K-2 Special Education Methods for ECSE (2 Credit Hours)
In this context, methods to adapt the curriculum to individualize instruction to meet the needs of students with special needs will be discussed. Issues of differentiating student needs, long and short-term planning, technology-assisted learning, and social skills curriculum will be addressed. Students will also learn how to actively create learning environments which promote positive learning results in general and special curricula by modifying the learning environment, using direct motivational and instructional interventions.
Demonstrates current knowledge of integrated learning experiences for children from birth through grade three and understands the central concepts and tools of inquiry in each of the following content area: language and literacy (English language arts); mathematics; science; health, safety, nutrition, and movement (physical development and health); art, music, and drama (fine arts); and social science; understands how to plan developmentally and culturally appropriate curriculum; understands how to use and integrate appropriate technological resources into classroom instruction
Outcomes
Demonstrates current knowledge of integrated learning experiences for children from birth through grade three and understands the central concepts and tools of inquiry in each of the following content area: language and literacy (English language arts); mathematics; science; health, safety, nutrition, and movement (physical development and health); art, music, and drama (fine arts); and social science; understands how to plan developmentally and culturally appropriate curriculum; understands how to use and integrate appropriate technological resources into classroom instructionCIEP M43 Special Education Methods: Infants, Toddlers and Preschoolers (3 Credit Hours)
This course provides an overview in curricular adaptations and instructional strategies that address the needs of young children.
Candidates will gain experience in developing strategies for meeting the educational and developmental needs of infants and young children with disabilities, as well as those who experience circumstances and conditions that potentially interfere with optimal growth and development
Outcomes
Candidates will gain experience in developing strategies for meeting the educational and developmental needs of infants and young children with disabilities, as well as those who experience circumstances and conditions that potentially interfere with optimal growth and developmentCIEP 104 Mathematics for Teachers I (3 Credit Hours)
This course provides the foundation for teaching standards based mathematics in the elementary school classroom. In this first course, students study geometry, measurement, data analysis and probability and fulfill the civic engagement value of core by tutoring in the Chicago Public Schools.
This course satisfies the Engaged Learning requirement.
Course equivalencies: X-CIEP104/MATH147
Students will broaden their understanding of elementary school mathematics instruction and tutor elementary-aged students
Outcomes
Students will broaden their understanding of elementary school mathematics instruction and tutor elementary-aged studentsCIEP 105 Mathematics for Teachers II (3 Credit Hours)
This course provides the foundation for teaching standards based mathematics in the elementary school classroom. In this second course, students study algebra and numbers and operations.
Course equivalencies: X-CIEP105/MATH148
Students will broaden their understanding of elementary school mathematics instruction and teach math lessons in middle school classrooms
Outcomes
Students will broaden their understanding of elementary school mathematics instruction and teach math lessons in middle school classroomsCIEP 206 Children's Literature (3 Credit Hours)
This course is designed to explore the genres of children's literature. Coursework involves reading and responding to various genre and engaging in professional book discussions to learn key strategies for teaching.
IAI code: H3918
Course equivalencies: X-CIEP206/ENGL206
Students will read and respond to multiple texts written for the adolescent reader, design instructional strategies to encourage reader response in classroom settings, and create a thematic literature-based teaching unit
Outcomes
Students will read and respond to multiple texts written for the adolescent reader, design instructional strategies to encourage reader response in classroom settings, and create a thematic literature-based teaching unitCIEP 229 Introductions of Educational Psychology (3 Credit Hours)
Students will learn basic to apply psychological principles in varied instructional settings, including theories of learning and development.
Students will demonstrate an understanding of basic educational psychological principles and their application to learning and instruction in the classroom
Outcomes
Students will demonstrate an understanding of basic educational psychological principles and their application to learning and instruction in the classroomCIEP 260 Interdisciplinary Wrkshp: Sqnc Two-Intro Responsive & Inclusive Classrooms (1-4 Credit Hours)
The modules in Sequence Two explore how the school is itself a community and how the organization and environment of a school influence student learning. exploration of the local communities that schools are situated in. This course builds on candidates' initial explorations of diverse learning environments and continues to develop candidates' understanding of the School of Education's mission of professionalism in service of social justice and the core tenets of culturally responsive pedagogy; deepens teacher candidates' introduction to learning and development through consideration of the importance of healthy learning environments; builds on candidates' initial explorations of learning and the core tenets of culturally responsive pedagogy as candidates are introduced to backward design and Universal Design for Learning, The sequence addresses TLLSC Enduring Understandings 1, 3, 7, and 9.
TLSC 140: Teaching, Learning and Leading for Social Justice: This module builds on candidates' initial explorations of diverse learning environments and continues to develop candidates' understanding of the School of Education's mission of professionalism in service of social justice and the core tenets of culturally responsive pedagogy; TLSC 150: Constructive Learning Environments for Diverse Students: This module deepens teacher candidates' introduction to learning and development through consideration of the importance of healthy learning environments; TLSC 160: Analyzing Culturally Responsive Classroom Instruction: This module builds on candidates' initial explorations of learning and the core tenets of culturally responsive pedagogy as candidates are introduced to backward design and Universal Design for Learning
Outcomes
TLSC 140: Teaching, Learning and Leading for Social Justice: This module builds on candidates' initial explorations of diverse learning environments and continues to develop candidates' understanding of the School of Education's mission of professionalism in service of social justice and the core tenets of culturally responsive pedagogy; TLSC 150: Constructive Learning Environments for Diverse Students: This module deepens teacher candidates' introduction to learning and development through consideration of the importance of healthy learning environments; TLSC 160: Analyzing Culturally Responsive Classroom Instruction: This module builds on candidates' initial explorations of learning and the core tenets of culturally responsive pedagogy as candidates are introduced to backward design and Universal Design for LearningCIEP 290 Debunking Classroom Myths: Investigating Common Beliefs Around Learning (3 Credit Hours)
The course investigates misconceptions about science, math, humanities, and social sciences through the lens of learners' varied social identities, prior knowledge and lived experiences, and research about how people learn. Students will identify misconceptions commonly learned in K-12 classes, reflect on how those misconceptions may shape ones' current understandings, and explore approaches for uncovering and confronting misconceptions and false beliefs in productive ways.
This course satisfies the Engaged Learning requirement.
Students who take this course will understand that 1) Misconceptions are derived from a variety of sources including information environments, prior experiences, peers, culture, language, teachers' explanations, and instructional materials and are often resistant to change; 2) Effective instruction is guided by research-based principles of how people learn; 3) Student learning is facilitated through effective instruction and assessment; 4) Instruction that promotes intellectual virtues, including open-mindedness and intellectual humility, courage, and diligence, can help prepare students to better resist misinformation and also promote empathy, caring, and responsibility
Outcomes
Students who take this course will understand that 1) Misconceptions are derived from a variety of sources including information environments, prior experiences, peers, culture, language, teachers' explanations, and instructional materials and are often resistant to change; 2) Effective instruction is guided by research-based principles of how people learn; 3) Student learning is facilitated through effective instruction and assessment; 4) Instruction that promotes intellectual virtues, including open-mindedness and intellectual humility, courage, and diligence, can help prepare students to better resist misinformation and also promote empathy, caring, and responsibilityCIEP 305 Reading Teacher Practicum (3 Credit Hours)
This course is the culminating experience in the reading teacher endorsement minor.
CIEP 315 Language Development and Literacy (3 Credit Hours)
This course develops candidates' understanding of typical and atypical language development and principles that govern the process.
Candidates learn how quality children's literature in early childhood programs can be used to maximize language and literacy development through authentic group experiences and activities
Outcomes
Candidates learn how quality children's literature in early childhood programs can be used to maximize language and literacy development through authentic group experiences and activitiesCIEP 327 Teaching English Language Arts in the Middle Grades (3 Credit Hours)
This course is based on the fundamental beliefs that people learn to write by writing; writing is a process; writing is a tool for thinking, and that writing is a social process. Candidates will be introduced to research based strategies, design effective writing lessons, develop a philosophy of teaching writing based on best practices, and recognize elements of valid writing assessment.
Teacher candidates will recognize the significance of their role as writing models and will recognize and create connections to literacy instruction across the curriculum; Teacher candidates will become familiar with developmental issues related to learning to write across grades K -12, and issues related to struggling writers and students with culturally and linguistically diverse backgrounds
Outcomes
Teacher candidates will recognize the significance of their role as writing models and will recognize and create connections to literacy instruction across the curriculum; Teacher candidates will become familiar with developmental issues related to learning to write across grades K -12, and issues related to struggling writers and students with culturally and linguistically diverse backgroundsCIEP 328 Assessment and Diagnosis of Reading Problems (3 Credit Hours)
This assessment and diagnosis course provides the foundation knowledge and experiences in reading assessment and diagnosis that would be necessary for elementary or secondary classroom reading teachers.
Reading teachers will recognize that reading is an active and complex process that involves skills, strategies, prior knowledge and purposes for reading within a goal-oriented process
Outcomes
Reading teachers will recognize that reading is an active and complex process that involves skills, strategies, prior knowledge and purposes for reading within a goal-oriented processCIEP 329 Materials, Resources, & Strategies for Reading Teacher (3 Credit Hours)
The purpose of this course is to provide teacher candidates in the reading teacher endorsement minor with an in depth knowledge and understanding of materials, resources, and strategies available to teachers whose primary teaching responsibility is the teaching of literacy.
CIEP 330 Typical and Atypical Development (3 Credit Hours)
The purpose of this course is to study the stages of psychological and cognitive development in children and adolescents with special attention to the similarities and differences among individuals with and without disabilities.
Students will use their knowledge of typical/atypical development to design lessons, arrange learning environments, and select instructional strategies to promote their students' learning and social/emotional development
Outcomes
Students will use their knowledge of typical/atypical development to design lessons, arrange learning environments, and select instructional strategies to promote their students' learning and social/emotional developmentCIEP 332 School Wide Applications (3 Credit Hours)
This course focuses on the needs of a school as it develops and implements a LRE plan. It examines the planning involved in the development of comprehensive, school wide positive behavior support programs, the application of universal design to curriculum development, and the on-going evaluation of progress made by students for whom intervention is needed Outcome: Students will develop and school-wide behavior support plan.
Course equivalencies: CIEP 341 / CIEP 331 / CIEP 332
CIEP 336 Child Development and Implications for Education (3 Credit Hours)
Survey of theory and research relevant to the cognitive, emotional and social development of children.
CIEP 339 The Exceptional Child (3 Credit Hours)
This course is an introduction to the concept of exceptionality dealing with the educational implications of atypical child growth and development. Focus is given to the psychology and teaching of culturally diverse and atypical children including those with learning disorders.
Students will have an increased understanding and demonstrate skills in: the connection between civil-rights issues and people with exceptionalities, and where the field of education has been, is now, and is going with regard to providing supports for people with special needs, their teachers, and family members
Outcomes
Students will have an increased understanding and demonstrate skills in: the connection between civil-rights issues and people with exceptionalities, and where the field of education has been, is now, and is going with regard to providing supports for people with special needs, their teachers, and family membersCIEP 340 Professional Applications in Special Education (3 Credit Hours)
This course will introduce candidates to research-based, hands-on teaching and learning tools to be implemented in the classroom. Designed to be taken during the special education student teaching experience, candidates will create appropriate learning tools to meet students' abilities and needs. Course
Candidates will 1) develop competencies in the collaborative and consultative roles of special educators in the integration of individuals with disabilities into the general curriculum as well as educational and alternative settings; 2) reflect on their own practice to improve instruction and guide professional growth
Outcomes
Candidates will 1) develop competencies in the collaborative and consultative roles of special educators in the integration of individuals with disabilities into the general curriculum as well as educational and alternative settings; 2) reflect on their own practice to improve instruction and guide professional growthCIEP 342 Transition Planning (3 Credit Hours)
The purpose of this course is to provide a background for transition education services-from childhood to adulthood- for individuals with disabilities. Students will look at legal mandates for transition planning and service provision, as well as how the People First movement has led to changes in our thinking and talking about people with disabilities and the specific challenges faced by adolescents with disabilities as they transition to adulthood. Students will examine instructional strategies for teaching functional, occupational, and career identification skills in The purpose of this course is to provide a background for transition education services-from childhood to adulthood- for individuals with disabilities. Students will look at legal mandates for transition planning and service provision, as well as how the People First movement has led to changes in our thinking and talking about people with disabilities and the specific challenges faced by adolescents with disabilities as they transition to adulthood. Students will examine instructional strategies for teaching functional, occupational, and career identification skills in secondary school and community settings. Current perspectives on self-determination and quality of life issues as they relate to individuals transitioning to adulthood will be introduced.
CIEP 343 Adaptive and Assistive Technology (3 Credit Hours)
In this course, students will learn how to make all physical and virtual aspects of school fully accessible for their students, other faculty, and family members. They will have hands-on experience with a wide range of assistive and adaptive technologies (low, medium, and high tech) and become familiar with the A/A terminology and the most recent legislation related to AAT.
Students will be able to integrate AAT into assessment plans, the IEP process, lesson planning and review, and daily classroom routines; Keeping in mind the specific characteristics of individual students, they will choose and then make use of appropriate technology to accomplish specific instructional/academic, physical, and social/emotional objectives
Outcomes
Students will be able to integrate AAT into assessment plans, the IEP process, lesson planning and review, and daily classroom routines; Keeping in mind the specific characteristics of individual students, they will choose and then make use of appropriate technology to accomplish specific instructional/academic, physical, and social/emotional objectivesCIEP 350 Adolescent Literature (3 Credit Hours)
This course introduces the languages arts education student to the relevance and need for incorporating adolescent literature in the middle/secondary classroom and to the development and strengthening of literacy.
Students will have broad and detailed understanding of the realities and intellectual context of middle/secondary language arts education and the role of adolescent literature within this context
Outcomes
Students will have broad and detailed understanding of the realities and intellectual context of middle/secondary language arts education and the role of adolescent literature within this contextCIEP 351 Curriculum and Teaching in the Middle School (3 Credit Hours)
The purpose of the course is to help students construct a conceptual framework within which they can effectively respond to the needs of middle school students.
Students will learn the middle level philosophy and will examine how those beliefs and values affect both teaching and learning
Outcomes
Students will learn the middle level philosophy and will examine how those beliefs and values affect both teaching and learningCIEP 359 Teaching Reading (3 Credit Hours)
The purpose of this course is to introduce the preservice teacher candidate to the teaching and learning processes associated with research-based comprehensive literacy instruction and will emphasize the scientific foundations of literacy instruction: phonemic awareness, phonics, vocabulary, text comprehension and fluency. Developmental stages of learning to read and write, interactive teaching strategies, and instructional materials, methods and assessments will be presented. Emphasis will be placed on the development of a knowledge base needed to assist beginning teachers in making insightful decisions regarding their objectives and practices. Updated information on current trends, research, and state and national standards will be emphasized. Tier 1 classroom literacy instruction in accordance with a multi-tiered system of support philosophy and practice will be highlighted. An asset-based approach to understanding language and literacy development will ground all course experiences alongside content that supports candidates' ability to plan scaffolded instruction that incorporates students' linguistic and cultural identities and meets students' diverse learning needs. Current multi-cultural children's literature will be used in simulated classroom teaching experiences.
Students will be able to make informed decisions regarding literacy instruction; They will be able to apply curriculum knowledge and instructional strategies in the development and teaching of literacy lessons
Outcomes
Students will be able to make informed decisions regarding literacy instruction; They will be able to apply curriculum knowledge and instructional strategies in the development and teaching of literacy lessonsCIEP 360 Interdisciplinary Workshop: Culture & Identity TLSC 140/150/160 Rome, Italy (3 Credit Hours)
The modules in Sequence 2 explore how the school is itself a community and how the organization and environment of a school influence student learning. This sequence builds off of Sequence 1's exploration of the local communities that schools are situated in. The sequence addresses TLLSC Enduring Understandings 1, 3, 7, and 9.
TLSC 140: Teaching, Learning and Leading for Social Justice: This module builds on candidates' initial explorations of diverse learning environments and continues to develop candidates' understanding of the School of Education's mission of professionalism in service of social justice and the core tenets of culturally responsive pedagogy; TLSC 150: Constructive Learning Environments for Diverse Students: This module deepens teacher candidates' introduction to learning and development through consideration of the importance of healthy learning environments; TLSC 160: Analyzing Culturally Responsive Classroom Instruction: This module builds on candidates' initial explorations of learning and the core tenets of culturally responsive pedagogy as candidates are introduced to backward design and Universal Design for Learning
Outcomes
TLSC 140: Teaching, Learning and Leading for Social Justice: This module builds on candidates' initial explorations of diverse learning environments and continues to develop candidates' understanding of the School of Education's mission of professionalism in service of social justice and the core tenets of culturally responsive pedagogy; TLSC 150: Constructive Learning Environments for Diverse Students: This module deepens teacher candidates' introduction to learning and development through consideration of the importance of healthy learning environments; TLSC 160: Analyzing Culturally Responsive Classroom Instruction: This module builds on candidates' initial explorations of learning and the core tenets of culturally responsive pedagogy as candidates are introduced to backward design and Universal Design for LearningCIEP 366 Special Topic Seminar (3 Credit Hours)
This course is a seminar for Special Topics for SOE undergraduate students. This seminar will allow SOE to pilot newly developed and approved courses. This seminar will be used by SOE - ADSU, TL, and SPSY - programs covering various educational subjects and interdisciplinary topics.
This course satisfies the Engaged Learning requirement.
Seminar outcomes will be specific to the topic and program
Outcomes
Seminar outcomes will be specific to the topic and programCIEP 390 Field Study in Education (3 Credit Hours)
This course provides an opportunity to work with a small group of 8th graders from underserved Chicago public schools to improve their math achievement.
This course satisfies the Engaged Learning requirement.
CIEP 398 Independent Study (1-3 Credit Hours)
The student and a sponsoring faculty member will determine an advanced topic for the student to work on. Independent study of selected topics in Education under the supervision of a faculty member.
CIEP 401 The Exceptional Child (3 Credit Hours)
This course is designed to provide a psychological and educational examination of exceptionality as related to school- age children and youth.
Students will articulate defining characteristics of a range of disabilities as well as knowledge of a range of educational modifications made for students with special needs
Outcomes
Students will articulate defining characteristics of a range of disabilities as well as knowledge of a range of educational modifications made for students with special needsCIEP 409 Evidence Based Interventions (3 Credit Hours)
This course is designed to provide students with an introduction to evidence-based interventions used in school psychological service delivery. Course content includes definitions of evidence-based interventions, process for identifying evidence-based interventions in school psychology, and a review of well-established evidence-based academic and behavioral interventions used in school based settings. Restricted to EDS students.
Upon completion of the course, students will be able to: Define "evidence-based intervention" and differentiate this concept from similar concepts (eg, empirically-supported intervention, evidence-based practice, etc); Identify organizational websites that collect, evaluate, and disseminate evidence-based academic and behavioral interventions for children and adolescents that can be used in school-based settings (eg, What Works Clearinghouse, Doing What Works, Johns Hopkins Best Evidence Encyclopedia, and SAMHSA's National Registry of Evidence-Based Programs and Policies); Interpret the foundational criteria that are used to evaluate the quality of research to determine the strength of an intervention's evidence; Identify several well-established academic and behavioral evidence-based interventions for children and adolescents in school-based settings; Understand the strengths and limitations of developing and implementing evidence- based interventions with minority populations
Outcomes
Upon completion of the course, students will be able to: Define "evidence-based intervention" and differentiate this concept from similar concepts (eg, empirically-supported intervention, evidence-based practice, etc); Identify organizational websites that collect, evaluate, and disseminate evidence-based academic and behavioral interventions for children and adolescents that can be used in school-based settings (eg, What Works Clearinghouse, Doing What Works, Johns Hopkins Best Evidence Encyclopedia, and SAMHSA's National Registry of Evidence-Based Programs and Policies); Interpret the foundational criteria that are used to evaluate the quality of research to determine the strength of an intervention's evidence; Identify several well-established academic and behavioral evidence-based interventions for children and adolescents in school-based settings; Understand the strengths and limitations of developing and implementing evidence- based interventions with minority populationsCIEP 410 Legal Issues - Educating Exceptional Children (3 Credit Hours)
Legal issues relevant to the education of persons with disabilities are examined.
Students will demonstrate and understanding of legal issues that pertain to students with disabilities as well as other relevant case law in education
Outcomes
Students will demonstrate and understanding of legal issues that pertain to students with disabilities as well as other relevant case law in educationCIEP 412 Special Topics in Special Education (3 Credit Hours)
Seminar in Special Topics in Special Education. Topics will vary from term to term.
CIEP 413 Psychopathology & School Mental Health (3 Credit Hours)
Enrollment is limited to Graduate Students in the School Psychology Program The purpose of this course is to develop a working knowledge of childhood/adolescent psychopathology from multiple theoretical perspectives. The interactions of individuals, families, communities, schools and mental health providers in either etiology and/or treatment planning will be considered.
Students will gain knowledge of child/adolescent psychopathology in terms of diagnosis, prevention and intervention
Outcomes
Students will gain knowledge of child/adolescent psychopathology in terms of diagnosis, prevention and interventionCIEP 414 Instructional Methods-Diverse Population (3 Credit Hours)
This course provides an analysis of and experimentation with various instructional strategies. Students learn how to develop strategies that are appropriate for their content area(s) and meet the needs of diverse learners.
Students will design curriculum, practice instructional strategies, develop assessment tools, and examine school and community relationships for diverse settings
Outcomes
Students will design curriculum, practice instructional strategies, develop assessment tools, and examine school and community relationships for diverse settingsCIEP 415 Models of Instruction (3 Credit Hours)
This graduate course provides an analysis of and experimentation with various instructional strategies. Students learn how to develop strategies that are appropriate for their content area(s) and meet the needs of diverse learners.
Students will design curriculum, practice instructional strategies, develop assessment tools, and examine school and community relationships for diverse settings
Outcomes
Students will design curriculum, practice instructional strategies, develop assessment tools, and examine school and community relationships for diverse settingsCIEP 416 SPED Administrator: Assessment of Atypical Child (3 Credit Hours)
This course is an introductory course in assessment principles and practices. It is designed to provide students obtaining certification as an administrator the foundation to understand the proper uses of assessment and data. Students will acquire a broad introduction to the topic of assessment. The introduction covers the knowledge of assessment principles and practices. This course will provide students the foundation to understand and discern the proper uses of assessment and data to make individual decisions and broad organizational decisions.
CIEP 417 Scientifically Based Research (3 Credit Hours)
No course description is available
CIEP 420 Multivariate Aspects of Research (3 Credit Hours)
No course description is available
CIEP 423 Advanced Literacy Instruction in the Content Area (3 Credit Hours)
This course focuses on the theoretical foundations of content instruction in the context of reading and writing to learn in the content areas. Current research on reading, writing, and thinking as well as topical issues related to teaching practices and state and professional guidelines and standards will be examined.
Students will develop a knowledge base of current reading/writing/thinking theories which can be applied to the teaching of content areas in either elementary or secondary classrooms
Outcomes
Students will develop a knowledge base of current reading/writing/thinking theories which can be applied to the teaching of content areas in either elementary or secondary classroomsCIEP 425 Theory and Practice in Assessment (3 Credit Hours)
This course addresses the purposes, methods, creation, and uses of assessments in a variety of learning contexts (e.g., classrooms, informal learning settings, workplace settings). The course will examine multiple assessment practices (e.g., testing, performance based, self-assessment, work based assessment). The course will also provide an introduction to the psychometrics of assessment.
Candidates will be able to describe and explain the purposes, theories, and components of various assessment practices; Develop a variety of assessment practices to evaluate learning outcomes across different learning contexts; describe and explain the foundational aspects of psychometrics as it relates to assessment
Outcomes
Candidates will be able to describe and explain the purposes, theories, and components of various assessment practices; Develop a variety of assessment practices to evaluate learning outcomes across different learning contexts; describe and explain the foundational aspects of psychometrics as it relates to assessmentCIEP 431 Three Tier Prevention: Advanced Primary Supports (3 Credit Hours)
This course focuses on universal preventions, which serve as the first tier of three levels of intervention.
Candidates will learn skills to assist them in (a) identifying and assessing problem behaviors; (b) designing and implementing behavior interventions; (c) designing learning environments that prevent and remediate problem behaviors, and (d) involving key stakeholders to develop agreed upon expectations and strategies to facilitate success for all students
Outcomes
Candidates will learn skills to assist them in (a) identifying and assessing problem behaviors; (b) designing and implementing behavior interventions; (c) designing learning environments that prevent and remediate problem behaviors, and (d) involving key stakeholders to develop agreed upon expectations and strategies to facilitate success for all studentsCIEP 432 Three Tier Prevention: Secondary and Tertiary Supports (3 Credit Hours)
This course will focus on the use of secondary and tertiary supports/interventions to enhance the capacity of schools, families, and communities to design effective environments that improve the fit or link between research-validated practices and the environments in which teaching and learning occurs.
Candidates will learn skills to assist them in designing and implementing evidenced-based behavior interventions to targeted groups or individuals that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional
Outcomes
Candidates will learn skills to assist them in designing and implementing evidenced-based behavior interventions to targeted groups or individuals that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functionalCIEP 433 Self-Determination: Self-Management and Transition Planning (3 Credit Hours)
This course will focus on increasing student self-determination through the use of behavioral principles to understand and address problems in self-management. In addition, the course will introduce current perspectives on self-determination and quality of life issues as they relate to individuals transitioning through the life-span.
Candidates will learn how to apply behavioral principles to develop and implement an individual self-management plan to reach a particular short-term goal
Outcomes
Candidates will learn how to apply behavioral principles to develop and implement an individual self-management plan to reach a particular short-term goalCIEP 434 Practicum I: Consultation and Collaboration-School Personnel (3 Credit Hours)
This course will provide candidates with the opportunity to practice the use of primary supports/interventions to enhance the capacity of schools to design effective environments that improve the fit or link between research-validated practices and the environments in which teaching and learning occurs.
Candidates will demonstrate leadership when planning and implementing primary preventions strategies at the school-wide level across all students and will involve appropriate key stakeholders (school personnel, students, families, community members) to develop agreed upon school-wide expectations and strategies to facilitate success for all students
Outcomes
Candidates will demonstrate leadership when planning and implementing primary preventions strategies at the school-wide level across all students and will involve appropriate key stakeholders (school personnel, students, families, community members) to develop agreed upon school-wide expectations and strategies to facilitate success for all studentsCIEP 435 Practicum II: Consultation and Collaboration-Family and Community (3 Credit Hours)
This course will provide candidates with the opportunity to practice the use of secondary and tertiary supports/interventions to enhance the capacity of schools, families, and communities to design effective environments that improve the fit or link between research-validated practices and the environments in which teaching and learning occurs.
Candidates will demonstrate leadership by providing guidance and modeling to school personnel, family, and community member in the use of behavior interventions to improve the quality of life for all children
Outcomes
Candidates will demonstrate leadership by providing guidance and modeling to school personnel, family, and community member in the use of behavior interventions to improve the quality of life for all childrenCIEP 440 Critical Investigations in the Field of Curriculum (3 Credit Hours)
This course critically examines the foundations of curriculum from a critical lens on the field of curriculum. Students study controversial curriculum issues across schools and communities drawing from curriculum theory and policy in lived and specific historical contexts. It starts with the discussion of the history of the field, multiple definitions of curriculum, paradigms, and philosophies and then moves on to wonder about the prospects for the future. Students examine a broad range of historical documents and theoretical essays as they consider essential curriculum questions both in schools and communities.
This course will educate students in historical and philosophical curriculum inquiry across schools and communities; Students explore curriculum issues in real and particular historical, philosophical contexts and apply them to contemporary curriculum discourses
Outcomes
This course will educate students in historical and philosophical curriculum inquiry across schools and communities; Students explore curriculum issues in real and particular historical, philosophical contexts and apply them to contemporary curriculum discoursesCIEP 442 Culturally Sustainable Curriculum Development & Implementation (3 Credit Hours)
This course provides the basis for curriculum development and implementation in schools or other professional learning settings. Students will learn theories and practices of developing curriculum based on culturally responsive and sustainable frameworks and practice how to apply these principles in curriculum development. Students will design and implement social justice-oriented curriculum for schools and/or professional settings.
Students will understand key curriculum development frameworks that integrate culturally sustainable pedagogy
Outcomes
Students will understand key curriculum development frameworks that integrate culturally sustainable pedagogyCIEP 444 Social Justice, Service, Quality (3 Credit Hours)
No course description is available
CIEP 447 Technology-Enhanced Instruction: AI Integration in Education (3 Credit Hours)
The course critically examines the evolving role of technology, especially artificial intelligence (AI), in educational settings. Students will engage with theories and models of technology integration and explore how AI is used responsibly in education. They will develop strategies to integrate AI into education and address related complex challenges through critical perspectives. The course promotes a human-centered, ethical, and responsible approach to AI implementation. Students will become leaders in the ethical use of AI in education and participate meaningfully in an AI-saturated society.
Course equivalencies: CIEP492/CIEP447
Explain the history and impact of technology on education; Apply theories and models of technology integration in education; Integrate AI into education in a human-centered, critical, ethical, and responsible way; Use AI ethically to enhance learning outcomes and manage its challenges; Redesign curriculum and assessments to support the ethical use of AI; Develop guidelines and instructional programs to foster critical AI literacy
Outcomes
Explain the history and impact of technology on education; Apply theories and models of technology integration in education; Integrate AI into education in a human-centered, critical, ethical, and responsible way; Use AI ethically to enhance learning outcomes and manage its challenges; Redesign curriculum and assessments to support the ethical use of AI; Develop guidelines and instructional programs to foster critical AI literacyCIEP 450 Educational Psychology (3 Credit Hours)
The psychological bases of educational theories and practices related to human learning, development and psychological research are studied and critically examined.
Students will demonstrate knowledge of leading learning theories, human development and assessment of learning as it pertains to evidence-based instruction and practice
Outcomes
Students will demonstrate knowledge of leading learning theories, human development and assessment of learning as it pertains to evidence-based instruction and practiceCIEP 451 Psychology of Learning (3 Credit Hours)
The dual study of theory and research in human learning is presented, with an emphasis on behavioral and cognitive science models, as well as memory and retrieval systems.
Students will demonstrate knowledge of validated learning theories in the behavioral and cognitive science domains
Outcomes
Students will demonstrate knowledge of validated learning theories in the behavioral and cognitive science domainsCIEP 455 Advanced Curriculum & Teaching in the Middle School (3 Credit Hours)
This graduate level course examines middle school (MS) education (grades 6-8), emphasizing the need to respond in appropriate educational ways to the developmental characteristics of diverse young adolescents (ages 10-14).
Effective middle school teacher candidates understand the needs of their students and attend to the development of the whole child, including social and emotional learning; Effective middle school teacher candidates will understand the importance of culturally sustaining teaching; Candidates understand middle school philosophy outlines key components of culture, community, and curriculum that are needed in effective middle schools teaching; Candidates understand effective instruction for middle school students is responsive to their developmental needs and growing cognitive abilities
Outcomes
Effective middle school teacher candidates understand the needs of their students and attend to the development of the whole child, including social and emotional learning; Effective middle school teacher candidates will understand the importance of culturally sustaining teaching; Candidates understand middle school philosophy outlines key components of culture, community, and curriculum that are needed in effective middle schools teaching; Candidates understand effective instruction for middle school students is responsive to their developmental needs and growing cognitive abilitiesCIEP 457 Implementation Strategies, Planning, and Practices (3 Credit Hours)
Implementing innovations in schools, community and business organizations requires individuals to possess the knowledge and skills to work successfully as change agents. This course is a study of the science, theories, models and strategies that can be used across organizational settings to facilitate the implementation of innovative practices.
Students will be able to utilize theories, models and strategies to facilitate the planning and implementation of innovations within organizational settings
Outcomes
Students will be able to utilize theories, models and strategies to facilitate the planning and implementation of innovations within organizational settingsCIEP 461 Practicum in School Psychology I (3 Credit Hours)
This pre-internship, field-based course deals with supervised experience in assessments, interventions, counseling, and consultation.
Students will demonstrate initial proficiency in individualized behavioral, academic, learning assessments, interventions, counseling and consultation under supervision
Outcomes
Students will demonstrate initial proficiency in individualized behavioral, academic, learning assessments, interventions, counseling and consultation under supervisionCIEP 462 Ethics and Professional School Psychology (3 Credit Hours)
Enrollment is limited to Graduate Students in the School Psychology program. The course focuses on the professional, legal, and societal context in which school psychology practice takes place and the major functions and competencies of school psychologists.
The expected outcomes of the course are an enhanced understanding of the roles and functions of school psychologists and models of service delivery
Outcomes
The expected outcomes of the course are an enhanced understanding of the roles and functions of school psychologists and models of service deliveryCIEP 463 Practicum Schl Psychology II (3 Credit Hours)
This pre-internship, field-based course deals with supervised experience in assessments, interventions, counseling, and consultation.
Students will demonstrate initial proficiency in individualized behavioral, academic, learning assessments, interventions, counseling and consultation under supervision
Outcomes
Students will demonstrate initial proficiency in individualized behavioral, academic, learning assessments, interventions, counseling and consultation under supervisionCIEP 466 School Psychology Special Topics (3 Credit Hours)
This course is designed to provide students with the information on constructing a school-based, action-research project that addresses a problem of practice within a school system. Students will learn the fundamentals of defining a problem of practice in a school setting, developing a robust literature review, designing an evidence-based implementation plan to address the problem of practice, and designing data organization tools to evaluate the implementation plan. While much of the information provided can be used to develop any kind of action research or systems change project, there will be a focus on developing the Capstone Project. Through this course you will learn skills to address problems in schools and districts, as well as address the requirements for the Capstone. Students will receive primary assistance on their own Capstone Project with their project chair.
CIEP 469 Issues that Shape Teaching and Learning in Urban Schools and Communities (3 Credit Hours)
This course examines the social, economic, political, cultural and historical factors that impact communities and shape teaching and learning in urban settings. A field experience with a local community organization working on an educational initiative will provide students with the opportunity to participate in, research, and develop understandings around the relationship among organizations, communities, and schools.
Students will be able to demonstrate a complex understanding of issues that face urban schools, their relationship to local communities and the educational resources that can be generated by partner ships between schools and communities
Outcomes
Students will be able to demonstrate a complex understanding of issues that face urban schools, their relationship to local communities and the educational resources that can be generated by partner ships between schools and communitiesCIEP 470 Principles of Instructional Design (3 Credit Hours)
Through the development of an instructional product candidates will engage in the activities associated with each step of the ADDIE process. Emphasis is placed on a cognitive model of learning; however, other models/theories of learning may be applied. In addition candidates will use theories of instructional motivation, principles of instruction as well as instructional strategies relevant to the type of knowledge and cognitive domain level of their product to in order to enhance learning. Analysis, Design, Development, Implementation, Evaluation (ADDIE) process to develop an instructional product.
Candidates will use the steps involved in systematic instructional design process
Outcomes
Candidates will use the steps involved in systematic instructional design processCIEP 471 Theoretical Foundations of ESL-Bilingual Education (3 Credit Hours)
This course introduces the integral theoretical, historical, political frameworks and ideological constructs that shape the contemporary educational practices for culturally and linguistically diverse students. Content delves into key principles, policies, and practices of language education, including the various models of bilingual education, English as a second language (ESL), English as a foreign language (EFL), and sheltered content instruction. The course builds background of language acquisition theories, key legal precedents, and educational and language policies that influence school programming, assessment, instruction, teaching, and learning.
Participants will explain how students develop and maintain languages, describe the research basis for bilingual education, and demonstrate how various school stakeholders implement language policies and programs with bilingual students
Outcomes
Participants will explain how students develop and maintain languages, describe the research basis for bilingual education, and demonstrate how various school stakeholders implement language policies and programs with bilingual studentsCIEP 472 Methods and Materials for Teaching ESL/Bilingual Education (3 Credit Hours)
This course provides a comprehensive framework for teaching bilingual students across a range of educational settings and explores the various theories of language teaching and learning that have been promoted at different times. The content delves into various approaches to teaching in monolingual and bilingual instructional settings, as well as pedagogical strategies to support disciplinary learning, language development, and bilingualism/biliteracy. Course topics include instructional planning and implementation, as well as the selection of culturally, linguistically, and developmentally appropriate materials to enhance instruction, understanding, and achievement.
Participants will design and implement instruction that responds to students' cultural and linguistic backgrounds, supports language development, fosters meaningful interaction with peers, and maintains rigorous expectations for disciplinary learning
Outcomes
Participants will design and implement instruction that responds to students' cultural and linguistic backgrounds, supports language development, fosters meaningful interaction with peers, and maintains rigorous expectations for disciplinary learningCIEP 473 Instructional Leadership for Multicultural Schools (3 Credit Hours)
This course focuses on building capacity in schools to promote the learning, development, and achievement of students from diverse linguistic, cultural, and racial backgrounds, particularly framed within the context of a society faced with issues of poverty, discrimination, racism, and sexism. The course probes important topics such as teacher expectations, student identity construction, and utilization of the rich resources that students bring to educational settings from their homes and communities.
Participants will critically analyze their school settings for issues of race, class, culture, language, and gender and then design professional development efforts to promote change with teachers, leaders, families, and communities
Outcomes
Participants will critically analyze their school settings for issues of race, class, culture, language, and gender and then design professional development efforts to promote change with teachers, leaders, families, and communitiesCIEP 474 Assessment of Bilingual Students (3 Credit Hours)
This course prepares educators to utilize assessment to inform classroom instruction, specifically focused on authentic assessment of language and content. Targeting educators of bilingual students, the course emphasizes theoretical and practical study of instruments and procedures for assessing culturally and linguistically diverse students. Educators collect data and make instructional decisions based on students' abilities in English and other languages, which involves distinguishing between learning exceptionality and second language acquisition.
Course equivalencies: X-CIEP474/CIEP526
Participants will design and utilize formal and informal methods of evaluation to assess students' social, emotional, cultural, linguistic, and academic development and achievement, including critical analyses of existing assessment tools for validity, reliability, and bias
Outcomes
Participants will design and utilize formal and informal methods of evaluation to assess students' social, emotional, cultural, linguistic, and academic development and achievement, including critical analyses of existing assessment tools for validity, reliability, and biasCIEP 475 Curriculum Workshop (1-3 Credit Hours)
The course is designed to contextualize, introduce and/or deepen the understanding and appropriation of Ignatian/Jesuit Education/Pedagogy for people who are already engaged in it or planning to engage in it. The course is designed as a philosophy of education course emphasizing the philosophical approach and roots of Jesuit Education. The course can also assist people in the field of education that want to know about Ignatian Pedagogy or are looking for ways of recreating their pedagogical practice from the perspective of Jesuit Education. However, the course can also be accommodated to those looking for an applied approach to enrich and improve a specific pedagogical practice. In this case please indicate this intention to the instructor to make the necessary adjustments.
CIEP 477 Prevention, Assessment & Intervention: Academic (3 Credit Hours)
Enrollment is restricted to Graduate students in School Psychology. To provide candidates with the knowledge, skills, and dispositions necessary to assist school-aged students experiencing academic difficulties. They will utilize and evaluate evidence based interventions and learn to effectively communicate this information orally and in writing to help teachers and parents develop, modify academic intervention plans.
Candidates will be able to evaluate and utilize appropriate academic interventions and identifying evidence based practices
Outcomes
Candidates will be able to evaluate and utilize appropriate academic interventions and identifying evidence based practicesCIEP 478 Behavioral Intervention: Assessment & Support (3 Credit Hours)
The aim of this course is to familiarize students with the professional literature in consultation and to employ data-based decision-making in the design and delivery of consultative interventions.
Students will be able to design and evaluate two consultation cases; one at the individual level and the second on a classwide-level
Outcomes
Students will be able to design and evaluate two consultation cases; one at the individual level and the second on a classwide-levelCIEP 479 School-Based Consultation (3 Credit Hours)
This course will provide an overview of the knowledge and skills necessary for school psychologists to engage in consultation, collaborative problem solving, and systems level intervention in educational settings. Course content will focus on the collaborative consultation processes, theory and issues related to these processes, as well as relevant research. Content will include adopting a systems level perspective with change being viewed from a preventative framework. Consultation from a cross-cultural view will also be emphasized. This course will also include the opportunity to observe, practice and evaluate the skills required to engage in school-based collaborative consultative services through applied case work, practice, role play, self-reflection, feedback and class discussion.
CIEP 480 Assessment School-Age Students & Adults (3 Credit Hours)
The emphasis of the course is on assessment skills and interpretation of individual cognitive measures with school-age children and adults.
Students will be able to demonstrate proficiency in the administration and interpretation of a wide variety of commonly used measures of cognitive functioning
Outcomes
Students will be able to demonstrate proficiency in the administration and interpretation of a wide variety of commonly used measures of cognitive functioningCIEP 481 Prevention, Assessment & Intervention: Early Childhood (3 Credit Hours)
Enrollment is restricted to Graduate Students in the School Psychology program. This course provides insight into the developmental assessment of infants & preschool children, and the planning and development of intervention goals.
Students will gain proficiency in standardized and authentic assessment of language and social-emotional development, cognitive ability, motor skills, achievement, and adaptive behavior in young children
Outcomes
Students will gain proficiency in standardized and authentic assessment of language and social-emotional development, cognitive ability, motor skills, achievement, and adaptive behavior in young childrenCIEP 482 Prevention, Assessment & Intervention: Behavior (3 Credit Hours)
Enrollment is restricted to Graduate Students in School Psychology. This course is designed to provide students with an introduction to strategies for promoting positive behavior in the context of instructional environments through the use of applied behavior analysis principles and procedures. Course content includes multiple methods of behavioral assessment linked to intervention planning.
Course equivalencies: X-CIEP482/CPSY482
The students will be able to use strategies for promoting positive behaviors for students in the schools and link their assessments to interventions
Outcomes
The students will be able to use strategies for promoting positive behaviors for students in the schools and link their assessments to interventionsCIEP 484 Biological Foundation: Behavior in Schools (3 Credit Hours)
This is a seminar course on cognitive neuropsychological foundations in school psychology. The cognitive neuropsychological basis of educational theories and practices are studied and critically examined. Emphasis is given to current brain research, assessment based on the Cognitive Hypothesis Testing model (Hale & Fiorello, 2004) and resultant neuropsychological process assessment and how medications impact learning, social interactions, and behavioral functioning within the school setting. The course is for nonmedical professionals and provides a basic knowledge of cognitive neuropsychological principles of brain functioning, medications and psychopharmacological treatment.
Students will demonstrate an understanding of the biological basis for behavior and how these issues relate to academic and behavioral challenges faced in schools
Outcomes
Students will demonstrate an understanding of the biological basis for behavior and how these issues relate to academic and behavioral challenges faced in schoolsCIEP 485 Prevention, Assessment & Intervention: Social-Emotional (3 Credit Hours)
Enrollment is restricted to graduate students in School Psychology. The students will have an understanding of the theoretical foundations of emotional and behavioral disorders; the diagnostic/eligibility criteria for emotional and behavioral disorders; and the social and emotional assessment instruments and procedures. Students will be introduced to early identification and intervention strategies with regard to social/emotional/behavioral functioning.
Students will be able to assess and link interventions to help students with social emotional needs in the schools
Outcomes
Students will be able to assess and link interventions to help students with social emotional needs in the schoolsCIEP 486 Internship: School Psychology (3 Credit Hours)
This course provides university-based supervision for school psychology students completing a nine-month full-time experience conducted in an approved public school setting under a state-approved internship plan.
Student apply skills in assessing students, consulting with school personnel and parents, counseling students as part of a state-approved internship plan
Outcomes
Student apply skills in assessing students, consulting with school personnel and parents, counseling students as part of a state-approved internship planCIEP 487 Tests and Measurements (3 Credit Hours)
This is a course overview of the history, purposes, and uses of various types of tests along with a survey of available tests and criteria used to select assessment measures.
Students will demonstrate an understanding of the basic purposes of various psychometric tests and will understand statistical criteria that are used to select tests
Outcomes
Students will demonstrate an understanding of the basic purposes of various psychometric tests and will understand statistical criteria that are used to select testsCIEP 488 Participatory Action Research (PAR) in Schools and Communities (3 Credit Hours)
This course will provide candidates with the knowledge and skills to use participatory action research (PAR) practices and approaches. Candidates will develop theoretical and practical knowledge related to a collaborative approach to research. The theoretical framework situates stakeholders in schools and community organizations as experts in their field and sees collaborative research between institutions of higher learning and schools and communities as an opportunity to authentically address germane problems and issues while promoting shared learning.
This course emphasizes valuing the epistemic assets that local stakeholders bring to identifying and working toward solutions that benefit their missions and finding ways to bring attention to their work through research and publications
Outcomes
This course emphasizes valuing the epistemic assets that local stakeholders bring to identifying and working toward solutions that benefit their missions and finding ways to bring attention to their work through research and publicationsCIEP 489 Intro School-Based Network (3 Credit Hours)
No course description is available
CIEP 496 Educational Evaluation (3 Credit Hours)
This course provides students with an overview of program evaluation, particularly as it relates to the field of education. Throughout the course, students will be able to practice program evaluation. An assumption of this course is that "the pursuit of professional practice in evaluation requires developing a life of the mind for practice" (Schwandt, 2015, p. 143). Evaluation practices include considering the ethical issues surrounding the role of the evaluator, understanding the social and political dynamics of an evaluation context, determining which evaluation approach to use in a given context, identifying the various roles of the evaluator, developing an evaluation plan, generating and collecting data, valuing and making value judgments, and facilitating use of the evaluation.
Course equivalencies: RMTD406 / CIEP496
CIEP 498 Independent Study (1-3 Credit Hours)
In preparation for advanced degree writing and research, candidates will utilize readings, discussions, and appropriate computer applications to interpret, organize, display, and summarize quantitative study results. Course concepts include probability, normal distribution, tests of significance and correlation, simple regression, and multiple regression are among the tests that may be utilized.
CIEP 499 Directed Research (1-3 Credit Hours)
This course is Directed Research. Course Content, Course Objectives and Outcomes are collaboratively constructed with Research Student and Supervising FT SOE Faculty member. The Directed Research Projects are approved by SOE Program Area faculty and SOE Associate Dean of Academic Affairs.
Outcomes chosen between the instructor and the student during the semester the course is taken
Outcomes
Outcomes chosen between the instructor and the student during the semester the course is takenCIEP 500 Child Development and Cognition (3 Credit Hours)
The purpose of this course is to provide students with a graduate level overview of the key theories of development and cognition. Students will learn about critical issues in development and learning that they will encounter and need to deal with working as psychologists in applied settings. Throughout the course students will be asked to analyze, reflect upon, and critique how theories learned may apply, or not, to those learners whose primary culture may be different from the majority through case studies, online discussion boards (or in-class discussions), and a critical analysis of comparative field site visits.
CIEP 501 Exceptional Learner II (3 Credit Hours)
The purpose of this course is to provide in depth understanding of ethical, professional, and collaborative service provision for children with special needs within a multicultural framework.
Students will understand the current trends in service delivery for students with low incidence/significant disabilities (eg, partial participation, natural proportions) and the need to expand curriculum, instruction, and assessment strategies to meet individual learning styles and instructional needs
Outcomes
Students will understand the current trends in service delivery for students with low incidence/significant disabilities (eg, partial participation, natural proportions) and the need to expand curriculum, instruction, and assessment strategies to meet individual learning styles and instructional needsCIEP 502 Trauma Sensitive Schools (3 Credit Hours)
Students will explore literature on trauma sensitive schools and the intersection with race and discrimination. They will use Multi-Tiered systems of support to support students at each tier and support staff and families.
Gaining a basic understanding of the subject (eg, factual knowledge, methods, principles, generalizations, theories); Learning to apply course material (to improve thinking, problem solving, and decisions); Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course; Learning to apply knowledge and skills to benefit others or serve the public
Outcomes
Gaining a basic understanding of the subject (eg, factual knowledge, methods, principles, generalizations, theories); Learning to apply course material (to improve thinking, problem solving, and decisions); Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course; Learning to apply knowledge and skills to benefit others or serve the publicCIEP 503 Culturally Relevant Literature for Children & Adolescents (3 Credit Hours)
This course introduces participants to texts and classroom materials that authentically portray and reflect the cultural and linguistic diversity of classrooms and communities. The course focuses on analyzing materials for relevance and authenticity, learning about bilingual students through diverse stories, and using culturally relevant texts to support students' learning and development in classrooms.
Participants will find, select, and utilize culturally relevant and authentic literature to support students' learning and development in culturally and linguistically diverse classrooms
Outcomes
Participants will find, select, and utilize culturally relevant and authentic literature to support students' learning and development in culturally and linguistically diverse classroomsCIEP 504 Applied Linguistics for Teachers (3 Credit Hours)
This course emphasizes the complex and dynamic role of language in teaching and learning, including implications for effective policy and practice in culturally and linguistically diverse classrooms. The course prompts participants to engage in applied linguistics research to solve problems of practice in the teaching of bilingual students.
Participants will apply in-depth understandings of language acquisition and development to make informed decisions in practice with the goal to support the learning and language development of linguistically diverse students
Outcomes
Participants will apply in-depth understandings of language acquisition and development to make informed decisions in practice with the goal to support the learning and language development of linguistically diverse studentsCIEP 505 Literacy and Numeracy for Principals (3 Credit Hours)
The purpose of this course is to introduce principal candidates to the foundations of numeracy and literacy development across PK - 12 settings. Included will be a focus on the development of knowledge and skills required to provide leadership in PK - 12.
Through the internship experience candidates will gain an understanding of the leadership behaviors that promote just and equitable educational services to all members of the learning community
Outcomes
Through the internship experience candidates will gain an understanding of the leadership behaviors that promote just and equitable educational services to all members of the learning communityCIEP 506 English Language Learning Practicum (3 Credit Hours)
The practicum experience serves to integrate learning from across the Masters program within authentic teaching and learning environments spanning PK-20 settings. The course involves formal observation, support, and evaluation during classroom teaching with bilingual students, guided by specific practicum assignments that center on backward design via data analysis, classroom environment, and instructional units of study.
Participants will demonstrate competence, effectiveness, and responsiveness in daily classroom practice with bilingual students
Outcomes
Participants will demonstrate competence, effectiveness, and responsiveness in daily classroom practice with bilingual studentsCIEP 507 Language Demands and Development in Disciplinary Classrooms (3 Credit Hours)
Everything we do in classrooms and schools requires language, yet the nuances and complexities of language are rarely explored in educator-preparation programs. As the population diversifies and more students come to schools with competencies in languages other than English, teachers must understand how language works so that they can support students in developing language spanning grades and disciplines. In this course, teachers will explore the language demands within and across academic disciplines and enact scaffolds to support multilingual students' language development by attending to these demands. Course understandings and related pedagogical practices emphasize the value of students' multilingual repertoires and competencies with foci on building metalinguistic awareness and encouraging translanguaging with languages and language varieties. Pedagogical practices will focus primarily on building classroom environments to support students' language development, including contextual features, scaffolds, and procedures.
Participants will: Describe the role of language(s) in teaching and learning, including how it develops; Distinguish the components of language (eg, phonology, morphology, syntax); Apply knowledge of language components in support of language development; Describe the language functions, features, and domains of disciplinary classrooms; Apply knowledge of language demands to support students' language development; Explain the interplay of home and school languages (eg, metalinguistic awareness); Apply knowledge of metalinguistic awareness in support of language development
Outcomes
Participants will: Describe the role of language(s) in teaching and learning, including how it develops; Distinguish the components of language (eg, phonology, morphology, syntax); Apply knowledge of language components in support of language development; Describe the language functions, features, and domains of disciplinary classrooms; Apply knowledge of language demands to support students' language development; Explain the interplay of home and school languages (eg, metalinguistic awareness); Apply knowledge of metalinguistic awareness in support of language developmentCIEP 508 Social Justice for Multilingual Learners (3 Credit Hours)
This course introduces educators to foundational principles and practices for promoting social justice and educational equity while teaching multilingual learners in today's classrooms. A central component to teaching for social justice for students labeled as English learners (ELs), this course prompts educators to deconstruct their identities, experiences, and perspectives on cultural and linguistic diversity as a means to recognize and deconstruct language ideologies, deficit-based perspectives, personal biases, and institutionally driven assumptions. Framed by larger sociolinguistic and sociopolitical themes in the field of EL/bilingual education, educators explore students' diversity in their classrooms and schools and reflect upon current practice with that lens. Participants then draw from the literature to develop personal philosophy statements for serving multilingual learners with goals for their own professional learning.
Participants will: Discern the central and active role of teachers as language policy actors and language decision makers in classrooms, schools, and communities; Reflect upon previous experiences with and perspectives on language learners, language education, and language diversity; Probe the role of language ideologies in institutional practices in education as a means to examine and deconstruct biases and assumptions; Explore the diversity of classrooms, schools, and communities, including cultural, linguistic, familial, academic, social, emotional, behavioral, and sociopolitical factors; Analyze historical and current practices in schools for multilingual students in line with research and theory of supporting and promoting equity for multilingual students; Define personal philosophies and professional goals for teaching multilingual students
Outcomes
Participants will: Discern the central and active role of teachers as language policy actors and language decision makers in classrooms, schools, and communities; Reflect upon previous experiences with and perspectives on language learners, language education, and language diversity; Probe the role of language ideologies in institutional practices in education as a means to examine and deconstruct biases and assumptions; Explore the diversity of classrooms, schools, and communities, including cultural, linguistic, familial, academic, social, emotional, behavioral, and sociopolitical factors; Analyze historical and current practices in schools for multilingual students in line with research and theory of supporting and promoting equity for multilingual students; Define personal philosophies and professional goals for teaching multilingual studentsCIEP 509 Literacy Teaching for Bilingual & Multilingual Students (3 Credit Hours)
Literacy is widely seen as one of the most important skills that children need in order to be successful in school and beyond, however the teaching of reading and writing are largely still approached from a monolingual paradigm even though the vast majority of classrooms have students who speak (and are often literate to varied degrees in that language) in at least one other language beyond the language of instruction. Therefore, it is essential that educators acquire the knowledge and skills to consider the development of literacy from a broader, less restrictive linguistic paradigm in order to engage and effectively teach reading and writing to their students who are bi/multilingual. Regardless of teaching context (e.g., grade level; bilingual or monolingual instructional setting, etc.) educators in this course are supported to move away from a monolingual paradigm in relation to literacy development in order to make strong and effective use of their students' literacy knowledge across languages. Participants will apply new learning to implement strategies (such as contrastive analysis, reading and writing opportunities in both languages, etc.) that supports the development and transference of literacy learning across languages.
Participants will: Explain the relationships between oral language and literacy development and first and second literacy acquisition; Describe the relationships between literacy development, identity and motivation; Describe the different paths to literacy development specifically in relation to oracy and literacy in another language; Identify the ways in which knowledge of different orthographic systems can be beneficial to learning a new one; Apply knowledge of different orthographic systems to support students' literacy development through teaching strategies such as contrastive analysis; Apply knowledge of bilingualism to support students' literacy development across languages; Design strategies for teaching reading and writing that build on students' linguistic and cultural funds of knowledge; Identify the components of knowledge needed to become literate in another language and distinguish between those aspects of literacy that are common across all languages and those that are unique to certain languages; Create classroom environments and materials that support students' bi- or multilingual literacies and engage them in shared literacy events
Outcomes
Participants will: Explain the relationships between oral language and literacy development and first and second literacy acquisition; Describe the relationships between literacy development, identity and motivation; Describe the different paths to literacy development specifically in relation to oracy and literacy in another language; Identify the ways in which knowledge of different orthographic systems can be beneficial to learning a new one; Apply knowledge of different orthographic systems to support students' literacy development through teaching strategies such as contrastive analysis; Apply knowledge of bilingualism to support students' literacy development across languages; Design strategies for teaching reading and writing that build on students' linguistic and cultural funds of knowledge; Identify the components of knowledge needed to become literate in another language and distinguish between those aspects of literacy that are common across all languages and those that are unique to certain languages; Create classroom environments and materials that support students' bi- or multilingual literacies and engage them in shared literacy eventsCIEP 510 Accessing & Adopting General Education Curriculum (3 Credit Hours)
This course provides a review of standards for K -12 student learning with special emphasis on reading and mathematics.
The student will be able to Assess the curricular, social-emotional/behavioral needs of students with diverse learning and curriculum needs, and develop pedagogical skills to address those differences
Outcomes
The student will be able to Assess the curricular, social-emotional/behavioral needs of students with diverse learning and curriculum needs, and develop pedagogical skills to address those differencesCIEP 511 Development Theory & Disabilities (3 Credit Hours)
The purpose of this course is to study the stages of physical, cognitive, social, and emotional development of infants, toddlers, young children, and adolescents with special attention to the similarities and differences among individuals with and without disabilities. The influence of sensory, cultural, and environmental issues on the developmental needs of children and adolescents will be explored. The Council for Exceptional Children (CEC) Ethical Standards for Special Educators and Teacher Preparation Standards will also be addressed.
CIEP 512 Special Education: The Profession (3 Credit Hours)
The purpose of this course is to examine, test, and clarify the student's commitment and understanding of the teaching profession.
Students will reflect on their role in the classroom through journaling and sharing
Outcomes
Students will reflect on their role in the classroom through journaling and sharingCIEP 513 Ethics & Law for Administrators (3 Credit Hours)
This course will deal in depth with current and timely legal and ethical issues in the education of children with disabilities, diverse learners and other children identified as having additional needs in any area of instruction and development, focusing on the administration of special education services in public schools. The approach to and focus on these topics is designed for candidates seeking endorsement as Illinois State-approved Director of Special Education. Students will learn federal and State statutory and regulatory procedures in determining eligibility for services, evaluation, development of the individualized education program, and the provision of a free appropriate public education in the least restrictive environment. The delivery of services to special needs children from early childhood through post-secondary transition will be addressed.
The course will concentrate on statutory and regulatory compliance; fostering effective and productive relationships among administration, professional personnel, service providers and families in serving students with special needs; and timely, efficient, positive-focused dispute resolution
Outcomes
The course will concentrate on statutory and regulatory compliance; fostering effective and productive relationships among administration, professional personnel, service providers and families in serving students with special needs; and timely, efficient, positive-focused dispute resolutionCIEP 514 Advanced Systems Consultation (3 Credit Hours)
As school psychologists who attend to issues of social justice, we sometimes find ourselves in positions where changes to systems need to be made in order to ensure that students' needs are being met. The purpose of this course is to explore systems change from the role of the school psychologist, including conducting a needs assessment and data-based decision-making, and the role of supervisors within school settings to support P-12 students and the professionals who serve them in evolving schools and districts.
Gaining a basic understanding of the subject (eg, factual knowledge, methods, principles, generalizations, theories); Learning to apply course material (to improve thinking, problem solving, and decisions); Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course; Learning to apply knowledge and skills to benefit others or serve the public
Outcomes
Gaining a basic understanding of the subject (eg, factual knowledge, methods, principles, generalizations, theories); Learning to apply course material (to improve thinking, problem solving, and decisions); Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course; Learning to apply knowledge and skills to benefit others or serve the publicCIEP 518 Theories and Practices of Partnerships (3 Credit Hours)
This course explores current issues, literature bases, and practical examples related community-based and practice-oriented partnerships focused on improving learning opportunities for youth, their parents/guardians, and various stakeholders in the community.
Teachers are vital to the success of the students in their classrooms, but we must recognize that teaching and learning happen across many time and spaces, and are influenced by a multitude of factors, beyond the classroom
Outcomes
Teachers are vital to the success of the students in their classrooms, but we must recognize that teaching and learning happen across many time and spaces, and are influenced by a multitude of factors, beyond the classroomCIEP 519 Data-based Decision Making (3 Credit Hours)
Enrollment is restricted to Graduate Students in School Psychology. The purpose of this course is for students to gain knowledge in universal behavioral and academic behavior data-based decision-making skills and ways to use these data to make informed curricular and intervention decisions that are of use to schools. The students will be able to use data-based and evidence-based decision-making in working with children and teachers in the schools.
CIEP 520 Doctoral Seminar (1 Credit Hour)
This course will provide doctoral students with an introduction and orientation to the Curriculum and Instruction EdD program as well as an introduction to the dissertation process. This course will focus on the methods and processes involved in developing a prospectus and review of the literature for a dissertation.
Students will develop a plan of study for their degree as well as a prospectus for their dissertation
Outcomes
Students will develop a plan of study for their degree as well as a prospectus for their dissertationCIEP 521 Curr Theory & Rsrch Schools & Cmty:Positionalities,Prspctives,&Trnsformtns (3 Credit Hours)
The purpose of this course is to advance students' understanding of contemporary theoretical underpinnings of curriculum. In this course, the curriculum is understood as both the explicit planned course of learning put before students, and the hidden or latent experiences that students encounter in school and community settings. Students become familiar with the theoretical orientation of research on curriculum and to be able to evaluate the worth of research related to curriculum issues.
Students will pose a problem, a question or a series of questions that would address the problem, collect data to facilitate answering some or all of the questions, analyze the data, and produce a series of reports on the state of their research in school and community settings
Outcomes
Students will pose a problem, a question or a series of questions that would address the problem, collect data to facilitate answering some or all of the questions, analyze the data, and produce a series of reports on the state of their research in school and community settingsCIEP 522 Curriculum Policy Across Schools and Communities (3 Credit Hours)
This course offers a critical examination of the intersections of curriculum politics, policy, and practice in schools and communities. The goal is to increase students' understanding of the complexities of educational policy in practice as a means to assist them in becoming effective leaders and practitioners who influence and implement curricular policy in service of social justice.
Students will examine historical and current trajectories of curricular policy spanning educational contexts, using various theoretical frameworks to probe how policy layers, locales, and actors influence the design and implementation in practice
Outcomes
Students will examine historical and current trajectories of curricular policy spanning educational contexts, using various theoretical frameworks to probe how policy layers, locales, and actors influence the design and implementation in practiceCIEP 523 Curriculum Improvement and School-Community Change (3 Credit Hours)
Recognizing that the growth and development of schools and communities are inextricably linked, this course develops candidates' understanding of curriculum and school reform as well as community improvement. It examines historic school reform and contemporary school change models in addition to school-based reform strategies intended to improve teaching and learning in schools. The course further examines contemporary community development strategies such as community organizing, community economic development, and social service approaches in order to grant insights into the role communities play as potential partners in school improvement.
Students will assess current research on curriculum reform and community development and their implications for improving student learning and achievement in school settings; Students will work with a local community organization or community schools' site in order to gain insights into how school and community organizations partner together to strengthen learning and developmental outcomes
Outcomes
Students will assess current research on curriculum reform and community development and their implications for improving student learning and achievement in school settings; Students will work with a local community organization or community schools' site in order to gain insights into how school and community organizations partner together to strengthen learning and developmental outcomesCIEP 524 Prvlg, Power, & Possibilities: Teaching Soc Justice Schools & Communities (3 Credit Hours)
This course examines social justice issues through a critical lens. Readings focus on the role of race, ethnicity, and cultural contexts in the development of curriculum over time. The course emphasizes teaching for social justice through culturally and linguistically responsive and sustainable instructional and assessment practices.
This course has been designed for graduate students who want to explore frameworks, perspectives, contexts, and strategies that will help them translate social justice in instruction and assessment practices
Outcomes
This course has been designed for graduate students who want to explore frameworks, perspectives, contexts, and strategies that will help them translate social justice in instruction and assessment practicesCIEP 525 Leading for Social Justice in School Psychology (3 Credit Hours)
Enrollment is restricted to Graduate Education students. This course provides an overview of individual, school-level, and national perspectives on leadership and systems change in school psychology, with an emphasis on strategies for bringing about socially just changes in schools.
The intended outcome is the enhanced ability to lead for social justice as a school psychologist
Outcomes
The intended outcome is the enhanced ability to lead for social justice as a school psychologistCIEP 526 Assessment Culturally & Linguistically Diverse Populations (3 Credit Hours)
Enrollment is restricted to Graduate Education students. This course focuses on the socio-political issues that under-represented groups face in society including the historical misuses of tests in the placement of ethnic minority youth, and current legal and ethical standards for assessment and intervention with under-represented youth.
Course equivalencies: X-CIEP474/CIEP526
To produce school psychologists who are aware of multicultural and diversity issues
Outcomes
To produce school psychologists who are aware of multicultural and diversity issuesCIEP 527 Ethics and Law for School Psychologists (3 Credit Hours)
Enrollment is restricted to Ed.D. Students in School Psychology This course focuses on the ethical standard for school psychologists. Students will explore the connection between the psychologist's vulnerabilities, ethical missteps and the development of ethical resilience.
Students will identify and resolve ethical dilemmas and ethical violations in the practice of school psychology
Outcomes
Students will identify and resolve ethical dilemmas and ethical violations in the practice of school psychologyCIEP 533 Proseminar: Educational Psychology/School Psychology (0 Credit Hours)
A required two-semester series of seminars designed for all students pursuing the Ph.D. degree in educational psychology or school psychology which focuses on critical issues in the field and the planning of a colloquium series
Students will have an enhanced knowledge base of critical topic that drive the school psychology and educational psychology literature
Outcomes
Students will have an enhanced knowledge base of critical topic that drive the school psychology and educational psychology literatureCIEP 535 System Consultation in School Discipline Reform (2 Credit Hours)
Pre-requisites: Degree in Education or Law Related Field
The purpose of this course is to integrate and apply two interrelated broad literature bases within the field of education: (1) system change and data analysis literature informing best practices in analyzing system school data and needs assessment findings and using the findings to plan for system level discipline change; and (2) best practices in the school leadership and teaming to effect system level reform in school discipline. The focus of the course will be on the systems change process as it relates to the issue of school discipline. Through the course, students will gain skills and experience reviewing and analyzing school and district-level data, and they will develop and administer a needs assessment tool relating to school discipline and multi-tiered systems of support in their respective settings. They will also analyze system level variables, which have historically prevented true discipline reform (e.g., unreliable data collection systems, poorly structured teaming, access to systematic and ongoing professional development and technical assistance and rooted beliefs and biases).
Students will analyze system level factors and data
Outcomes
Students will analyze system level factors and dataCIEP 537 School Discipline Reform: Linking Law Policy and Practice (2 Credit Hours)
Pre-requisites: Degree in Education or Law-Related Field
The course will examine in-depth three to four major themes in the field of school discipline from the perspectives of law, policy and practice ( e.g. racial and special education disparities, juvenile/criminal justice linkages and teacher).
Course equivalencies: CIEP 537 / LAW 686
Participants will develop a three to five year action plan for school discipline reform
Outcomes
Participants will develop a three to five year action plan for school discipline reformCIEP 540 Seminar Research Curriculum & Instruction (3 Credit Hours)
This course focuses on how current research in curriculum and instruction addresses key curricular questions such as, Does it work? For whom and under what conditions does it work? How does it work? Does a given theory hold?
Students will be able to: 1) Understand key curricular questions and major areas of research in curriculum and instruction; 2) Evaluate a variety of professional articles and studies in terms of validity, methodology, findings, conclusions, alignment of various components with research question; 3) Synthesize research articles and studies into a coherent and appropriate literature review
Outcomes
Students will be able to: 1) Understand key curricular questions and major areas of research in curriculum and instruction; 2) Evaluate a variety of professional articles and studies in terms of validity, methodology, findings, conclusions, alignment of various components with research question; 3) Synthesize research articles and studies into a coherent and appropriate literature reviewCIEP 541 Seminar: Curriculum Issues (3 Credit Hours)
In this course students will study one aspect of current literature in the field of curriculum with intensity.
Students will be able to apply the current research in an advanced curriculum situation; Students will be cognizant of current areas of curriculum research and be able to find references electronically
Outcomes
Students will be able to apply the current research in an advanced curriculum situation; Students will be cognizant of current areas of curriculum research and be able to find references electronicallyCIEP 544 Prevention, Assessment & Intervention: Advanced Skills (3 Credit Hours)
Enrollment is restricted to Graduate Students in School Psychology. This course will provide students with in-depth hands on introduction to evidence-based cognitive behavioral treatments. The course will also focus on adaptations to match client presentation, ethnicity, culture, and socioeconomic status.
The course will involve the modeling and practicing treatments such as CBT, which students will learn and demonstrate competently
Outcomes
The course will involve the modeling and practicing treatments such as CBT, which students will learn and demonstrate competentlyCIEP 545 Systems Consultation (3 Credit Hours)
This is an advanced course for doctoral level students. The course has two separate but related prongs. First, the students will develop a working understanding of Organizational Development Consultation, demonstrating the skills necessary to perform the role of organization development consultant and in determining when and how to carry out this role.
CIEP 546 School Psychology Advanced Practicum (1-3 Credit Hours)
Enrollment is limited to Doctoral Students in School Psychology The purpose of this course is for students to complete a supervised advanced practicum in a clinical setting that can include schools, clinical or hospital environments.
Supervised clinical experience in applied school psychology practice
Outcomes
Supervised clinical experience in applied school psychology practiceCIEP 547 Clerkship: School & Educational Psychology (0 Credit Hours)
This is a non-credit doctoral level course that provides advanced experience in university teaching, research or direct service to children/adolescents.
Students will demonstrate proficiency in an advanced area of academic training, based on supervised experience and evaluation by a site supervisor
Outcomes
Students will demonstrate proficiency in an advanced area of academic training, based on supervised experience and evaluation by a site supervisorCIEP 548 Family, School and Community Collaboration (3 Credit Hours)
Enrollment is restricted to students in the Graduate Education program. Blending leading consultation approaches and ecological theory, this course provides an overview of the conceptual frameworks undergirding family/school community collaboration in schools.
Students who take this course will leave with an enhanced ability to work effectively with families and communities across a wide spectrum of topics and opportunities
Outcomes
Students who take this course will leave with an enhanced ability to work effectively with families and communities across a wide spectrum of topics and opportunitiesCIEP 550 Seminar Educational & School Psychology (3 Credit Hours)
This course is an overview of current topics in school and educational psychology with an emphasis given to the development of a plan for a program of scholarly activity.
Students will write a research proposal as an entry point for a research program in a particular domain
Outcomes
Students will write a research proposal as an entry point for a research program in a particular domainCIEP 556 Seminar: Problem Solving Thinking & Creativity (3 Credit Hours)
This course focuses on the knowledge base related to human problem-solving, thinking and creating through the presentation of a variety of approaches as they relate to instructional design.
Students will demonstrate an advanced theoretical understanding of current models of human problem-solving, thinking and creativity along with an understanding of how these approaches drive instructional interventions
Outcomes
Students will demonstrate an advanced theoretical understanding of current models of human problem-solving, thinking and creativity along with an understanding of how these approaches drive instructional interventionsCIEP 557 Seminar Learning Theory & Teaching (3 Credit Hours)
This course focuses on the analysis of advanced readings in behavioral and cognitive instructional technology.
Students will have an enhanced ability critically examine the literature in behavioral and cognitive instructional technology
Outcomes
Students will have an enhanced ability critically examine the literature in behavioral and cognitive instructional technologyCIEP 558 Seminar Theories of Intelligence (3 Credit Hours)
No course description is available
CIEP 559 Seminar Theories of Learning (3 Credit Hours)
This course connects current learning theories with curriculum development, instruction, and assessment practices in the schools. Candidates examine school-based implications of theory and research in such areas as multiple intelligences, developmental stages, and ethical/moral development. This course is neither a methods course (focused on developing a repertoire of teaching and learning activities) nor an educational psychology course (focused on applying experimental research to instruction). It is a seminar in which students read the work of current theorists and practitioners in human learning and explore how knowledge of current of current research can impact educational decisions and instructional practice.
CIEP 563 Graduate Special Education-Student Teaching (6 Credit Hours)
Student teaching is the culminating experience of the Loyola University Teacher Education Program. This capstone course engages the student in the actual activity of teaching all day, everyday, during the semester. Student teaching gives the prospective teacher the opportunity to meld theory with practice in the actual activity of teaching.
Students will demonstrate a basic level of competency in all aspects of full-time teaching including but not limited to lesson and curriculum planning, teaching, classroom management, formal and informal assessment, subject matter competency, and differentiated instruction
Outcomes
Students will demonstrate a basic level of competency in all aspects of full-time teaching including but not limited to lesson and curriculum planning, teaching, classroom management, formal and informal assessment, subject matter competency, and differentiated instructionCIEP 571 School Discipline Workshop: Anti-Racism (0 Credit Hours)
As part of the Restorative Justice course, you must participate in an intensive on-campus weekend seminar on equity, anti-racism, and restorative justice. This seminar offers you the opportunity to network with other professionals and engage in exercises and skills-building related to the core principles and practices of restorative justice.
Apply the principles of restorative practices to address challenges your school or district is facing; Develop an action plan to implement prevention-oriented alternatives to exclusionary school discipline practices in your respective setting
Outcomes
Apply the principles of restorative practices to address challenges your school or district is facing; Develop an action plan to implement prevention-oriented alternatives to exclusionary school discipline practices in your respective settingCIEP 586 Doctoral Internship: School Psychology (1 Credit Hour)
In collaboration with ISPIC and APPIC, the student will complete an advanced doctoral level 12 month supervised internship of 2000 hours.
Students will follow a prescribed doctoral level internship plan to show advanced competencies as a school psychologist under the direction of a licensed clinical psychologist and certified school psychologist
Outcomes
Students will follow a prescribed doctoral level internship plan to show advanced competencies as a school psychologist under the direction of a licensed clinical psychologist and certified school psychologistCIEP 590 School Psychology - Supervision (0 Credit Hours)
The purpose of this course is to provide supervised teaching or field based experiences to SPYCH GRAD students. Students will learn to apply essential skills effectively to serve children in a school based setting.
Develop specific school-based skills, competencies and points of views needed by professionals in the field of School Psychology
Outcomes
Develop specific school-based skills, competencies and points of views needed by professionals in the field of School PsychologyCIEP 600 Dissertation Supervision (0 Credit Hours)
To be registered for while working on an approved dissertation project.
CIEP 605 Master's Study (0 Credit Hours)
To be registered for while preparing a thesis proposal.
CIEP 610 Doctoral Study (0 Credit Hours)
This course can only be taken two times during a doctoral student's career while preparing a dissertation proposal.
CIEP 620 Legal Issues in School Discipline (2 Credit Hours)
The course will address the Constitutional implications of school discipline and the statutory provisions governing student discipline and the administrative hearing process. Students will learn about "zero tolerance" policies, the role that school discipline plays in the "school-to-prison pipeline," and the discriminatory impact of school discipline policies.
Develop a solid understanding of the fundamental legal principles and law that guide school discipline practices in public elementary and secondary schools, including constitutional law, federal and state statutory law and administrative regulations, and case law; Enhance understanding of the policy concerns that have arisen regarding school discipline practices and develop knowledge of alternative approaches
Outcomes
Develop a solid understanding of the fundamental legal principles and law that guide school discipline practices in public elementary and secondary schools, including constitutional law, federal and state statutory law and administrative regulations, and case law; Enhance understanding of the policy concerns that have arisen regarding school discipline practices and develop knowledge of alternative approachesCIEP 625 Restorative Justice in Schools (2 Credit Hours)
This course begins with an immersion experience where students will build relationships with each other and, through experiential exercises and lively discussion, internalize core principles. Throughout the immersion and course, students compare and contrast restorative and retributive justice models, practice proactive and responsive restorative techniques, and identify personal and professional shifts to exemplify a restorative mindset. Specific restorative techniques which students will learn include restorative language, facilitation of a variety of types of circles, restorative dialogue processes, connections between racial and restorative justice, and systems and structures to accommodate restorative practice within school life. Through additional online seminars, students will strengthen their knowledge of the history, theory, research, and practice of Restorative Justice. The culminating focus of the course invites students to apply restorative principles and practices in their own school or district setting.
Distinguish between restorative and punitive motivations, techniques, strategies, and outcomes; Define a restorative mindset within a trauma framework by explaining the components of repairing harm between individuals and within communities; Plan, facilitate, and reflect on proactive and responsive circles (including those focused on: community building, healing, understanding, peace and mediation, celebration); Plan, facilitate, and reflect on effective restorative conversations; Plan, facilitate, and reflect on generating effective restorative consequences through a restorative conversation; Describe the connection between anti-racism and racial justice with principles of Restorative Justice; Identify systems, structures, and stakeholders to support the implementation of restorative justice principles to achieve school or district wide culture change