indiana university counseling psychology phd

Counseling Psychology

Doctor of Philosophy

Offered at IU Bloomington by School of Education .

This APA-accredited Ph.D. program is based on a scientist-practitioner training model, with a strong emphasis on multicultural issues and social justice. You'll learn to apply psychological principles with an understanding of and respect for differing world views. You'll undertake original research under the guidance of a faculty advisor.

This is a research-intensive program. Our program is a good fit for you if you enjoy research. You will have many opportunities to participate in research projects, present at conferences, and publish with professors in our program. While we prefer students who have a master's degree in counseling or an undergraduate degree in psychology, we welcome qualified applicants from many disciplines.

Read the requirements in the academic bulletin

Learn more about this degree program

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• Counseling and Educational Psychology
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2023-2024 School of Education Graduate Bulletin

• Program Requirements

Ph.D. in Counseling Psychology

Degree requirements (98-104 cr.), major requirements (50 cr.).

• EDUC-G 522 Counseling Theories (3 cr.) i
• EDUC-G 523 Laboratory in Counseling and Guidance (3 cr.) i
• EDUC-G 532 Introduction to Group Counseling (3 cr.) i
• EDUC-G 552 Career Counseling: Theory and Practice (3 cr.) i
• EDUC-G 575 Multicultural Counseling (3 cr.) i
• EDUC-G 600 Pro-Seminar in Counseling Psychology (3 cr.) i
• EDUC-G 615 Psychopathology and Advanced Diagnosis (3 cr.) i
• EDUC-G 622 Advanced Theories of Counseling (3 cr.) i
• EDUC-G 624 Advance Practicum in Counseling (3 cr.) i
• EDUC-G 625 Advanced Practicum: Individual Supervision (8 cr.) i 2 credits of EDUC-G 625 are to be taken for each of the first 2 semesters of the doctoral practicum, 1 credit of EDUC-G 625 is to be taken in each subsequent semester of supervised practicum
• EDUC-G 650 Topical Seminar in Counseling Psychology: Social Justice Consultation, Advocacy, and Leadership (3 cr.) i
• EDUC-G 685 Seminar in Counseling Research Methods (3 cr.) i
• EDUC-G 763 Advanced Practicum in Counseling Supervision (3 cr.) i
• EDUC-P 655 Cognitive Assessment and Intervention (4 cr.) i or EDUC-G 650 Topical Seminar in Counseling Psychology (3 cr.) i If using EDUC-G 650 confirm with advisor relevant section required
• EDUC-P 691 Personality Assessment and Intervention (3 cr.) i

Inquiry Requirements (12 cr.)

• EDUC-Y 502 Intermediate Statistics Applied to Education (3 cr.)* i
• EDUC-Y 527 Educational Assessment and Psychological Measurement (3 cr.) i
• EDUC-Y 604 Multivariate Analysis in Educational Research (3 cr.)* i
• A Y course on qualitative research (e.g., Y611) (3 cr.)

*Must be taken concurrently with EDUC-Y 500 i

Minor Requirements (12 cr.)

The minor must have integrity in its own right and must complement the major. The minor field must demonstrate wholeness within itself and contribute to the student's overall doctoral program. Minors are normally formulated within a single program area. However, an interdisciplinary minor is also possible. If courses in the minor are from more than one program area, a written description of the minor's underlying theme must be provided along with a rationale for each course's contribution to that theme. This written description is typically limited to two pages and submitted to the student’s Program of Studies Committee. Courses listed in the Major Requirements cannot be used in the minor. However, other major area courses (i.e., G courses) within Counseling Psychology program may be used in the minor, with the approval of the Program Director. A few minors that have been selected by doctoral students in recent years include educational inquiry, human development, sport psychology, public health, organizational behavior, gender studies, and various interdisciplinary studies.

Program-Required Elective Requirement (3 cr.)

Students are required to take any one of the following courses: 

• EDUC-G 510 Introduction Alcohol and Drug Counseling (3 cr.) i
• EDUC-G 567 Marriage and Family Counseling (3 cr.) i
• Cognitive Behavioral Therapy with Children and Adolescents
• EDUC-G 609 Interventions in Performance Psychology (3 cr.) i
• EDUC-G 632 Advanced Group Leadership (3 cr.) i
• Any research-based Y course
• Any other research-based course approved by the student’s advisory committee (excluding EDUC-G 685)
• Any other clinically oriented course approved by the student’s advisory committee

Additional Psychological Foundations Requirements (6-12 cr.)

Courses in this area satisfy additional accreditation requirements of the American Psychological Association. Depending on minor selection, up to 6 of these credit hours may be counted towards the minor requirement with approval of advisory and department chair.

Biological Aspects of Behavior

• EDUC-P 624 The Biology of Behavior:  Implications for Educational & Clinical Practice (3 cr.) i or PSY-P 667 Neuropsychopharmacology (3 cr.)

Affective and Cognitive Aspects of Behavior

• EDUC-P 650 Topical Seminar in Educational Psychology Affective and Cognition Bases of Behavior (3 cr.) i

Social Aspects of Behavior

• EDUC-G 656 Social Bases of Behavior (3 cr.) i

Human Development

• EDUC-P 514 Life Span Development: Birth to Death (3 cr.)  i

Dissertation Requirements (15 cr.)

• EDUC-G 795 Dissertation Proposal Preparation (3 cr.) i
• EDUC-G 799 Doctoral Thesis in Counseling Psychology (12 cr.) i

Internship Requirement (3 cr.)

Students must enroll in three credit hours of EDUC-G 699: Internship in Counseling Psychology i . Students may take all three credits during the summer in which the internship commences or 1 credit per term over the course of their internship year. An end-of-year evaluation from the internship training director indicating successful completion of the internship must be submitted to the IU Counseling Psychology Program Director to receive a grade for G699.

EDUC-A 500 INTRODUCTION TO EDUCATIONAL LEADERSHIP

Description

This course entails an introduction to the history, philosophy, and social aspects of educational leadership. It reviews relevant theories of administration; the historical role of administration in schools; and the political, social, economic, and philosophical frameworks that have informed administration.

Min: 3 | Max: 3

Repeat for Credit

Total Units

Total Completions

Approval Effective Date

EDUC-A 508 SCHOOL LAW AND THE TEACHER

Focuses primarily on legal concerns affecting teachers in public secondary schools. Topics include tort liability; church-state relations; expression rights; children with disabilities; conditions of employment; discrimination and harassment; student testing; collective bargaining; teacher life-style choices; copyright concerns; teach contracts; and dismissal, recordkeeping practices and student discipline.

Min: 1 | Max: 3

EDUC-A 510 SCHOOL COMMUNITY RELATIONS

This course investigates characteristics of the community school, including the multicultural quality of the community. It also explores adapting the educational program to community needs, using community resources in instruction, and planning school-community relations programs.

Min: 2 | Max: 3

EDUC-A 515 INSTRUCTIONAL LEADERSHIP, SUPERVISION, AND DEVELOPMENT

Course examines instructional leadership in K-12 school settings with a specific emphasis on the improvement of teaching. Content includes teacher supervision, evaluation and development. Questions related to teacher hiring and recruitment, professional learning, curriculum development, and coaching to support instructional improvement are also addressed.

EDUC-A 560 POLITICAL PERSPECTIVES OF EDUCATION

This course focuses on theoretical and conceptual approaches useful in describing, explaining, and predicting political behavior related to schools. Forces for continuity and change at local, state, and federal levels are explored.

EDUC-A 590 INDEPENDENT STUDY IN EDUCATIONAL LEADERSHIP

Individual research or study with School Administration faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term, specifying the scope of the project, project activities, meeting times, completion date, and student products.

EDUC-A 600 PROBLEMS IN EDUCATIONAL LEADERSHIP

This course is designed to identify problems of practice, determine issues, explore alternative solutions, and investigate implications of various actions.

EDUC-A 608 LEGAL AND ETHICAL PERSPECTIVES ON EDUCATION

This course entails an overview of the legal framework affecting the organization and administration of public schools, including church-state issues, the rights of students and teachers, conditions of employment, teacher organizations, special education, student discipline, tort liability, school finance, and desegregation.

EDUC-A 615 ADVANCED SCHOOL LAW

This course considers constitutional and statutory provisions and court decisions affecting the administration of public schools. Particular attention is given to current legal concerns.

EDUC-A 624 EDUCATIONAL LEADERSHIP: THE PRINCIPALSHIP K-12

This course engages students in a dialogue around building a professional learning community leading to instructional program coherence committed to the success of all students. Students complete their leadership platform as a part of this course.

EDUC-A 629 CONTINUOUS SCHOOL IMPROVEMENT AND DATA-INFORMED DECISION-MAKING

Prepares educational leaders to lead continuous school improvement by critically collecting, analyzing, evaluating, and using various forms of data to improve teaching, learning, and decision-making in schools.

EDUC-A 631 MICROECONOMIC APPLICATIONS TO EDUCATION

This course provides an overview of how microeconomic theories and models can be used to examine a wide variety of issues in both K-12 and postsecondary education. Topics include resource allocation, economic theory of individual behavior, investment in human capital, school choice and the return on education, application of demand and supply to education, the costs and production of education , theories of education pricing and funding, and labor markets for education professionals.

EDUC-A 635 PUBLIC SCHOOL BUDGETING AND ACCOUNTING

This course explores the normative and positive aspects of financing K-12 public education. After a rigorous introduction to the foundation of school finance theory, the course investigates the concepts and practices of effective budget management.

EDUC-A 638 PUBLIC SCHOOL PERSONNEL MANAGEMENT

This course explores the background, present conditions, and future directions of school personnel management. It entails development and implementation of a school personnel management program and examination of problems and issues.

EDUC-A 640 PLANNING EDUCATIONAL FACILITIES

This course focuses on the basic concepts in planning educational facilities as they relate to educational needs. It covers educational specifications for learning and environments, and renovation and modernization of school buildings.

EDUC-A 653 THE ORGANIZATIONAL CONTEXT OF EDUCATION

This course examines organizational factors in terms of impact on human behavior and student learning and the critical role of administrative policies and practices in shaping the organizational context. Alternative organizational designs and administrative strategies are studied in terms of their effectiveness under specified conditions.

EDUC-A 671 PLANNING AND CHANGE IN EDUCATIONAL ORGANIZATIONS

This course uses change scenarios at the school and district level to facilitate the application of planning and change principles. Students are required to produce personal change paradigms and critique contemporary restructuring and transformational models.

EDUC-A 672 MORAL DIMENSIONS OF LEADERSHIP

This course examines the concept of leadership from a political, historical, and social framework, with emphasis on values and ethics in the leader-follower relationship. Topics include analyses of change processes, conflict, power, and transformation.

EDUC-A 675 LEADERSHIP IN SPECIAL EDUCATION

This course addresses the historical and contemporary study of political, economic, and social factors that have influenced or are influencing the development and evolution of educational programs and services for students and adults with disabilities. Implications for district and site-level leadership practices are emphasized.

EDUC-A 676 LEADING SPECIAL EDUCATION SERVICES IN PUBLIC SCHOOLS

The course addresses the historical and contemporary study of political, economic, and social factors that have influenced or are influencing the development and evolution of educational programs and services for students with disabilities. The course introduces topics and issues facing Special Education leaders today.

EDUC-A 680 EDUCATION SPECIALIST SEMINAR (EDUCATIONAL LEADERSHIP)

This course, taken near the completion of degree requirements, permits interaction with practicing school administrators and others with expertise in educational leadership. The student prepares an "issues" paper, the subject of which may be discussed in the final oral examination.

EDUC-A 695 PRACTICUM IN EDUCATIONAL LEADERSHIP

This course provides for a closely supervised field experience in various areas of school administration.

EDUC-A 710 RESEARCH IN SCHOOL LAW

Students pursue in-depth research on specific topics pertaining to interpretations of constitutional and statutory law affecting education.

EDUC-A 720 WORKSHOP ON SELECTED PROBLEMS IN EDUCATIONAL LEADERSHIP

Educ-a 735 building unified systems inclusive of students with disabilities.

This course entails applied research in the transformation of special education as a parallel and separate system to a unified system. Using problem-based learning strategies, participants use contemporary examples of school districts along a continuum to plan and design alternative systems of service delivery.

EDUC-A 754 SEMINAR IN RESEARCH IN EDUCATIONAL LEADERSHIP

This course is limited to candidates for the doctorate with a major or minor in educational leadership. The course focuses on study of research design, techniques, and procedures applicable to research problems in administration.

EDUC-A 785 INTERNSHIP IN EDUCATIONAL LEADERSHIP

This course involves a supervised experience working in schools, agencies, or institutions.

Min: 1 | Max: 6

EDUC-A 795 DISSERTATION PROPOSAL PREP

This course is for the development of a dissertation proposal in Educational Leadership. Students should be finished or nearly finished with program course work.

EDUC-A 799 DOCTORAL THESIS IN EDUCATIONAL LEADERSHIP

Min: 1 | Max: 15

EDUC-C 565 INTRODUCTION TO COLLEGE AND UNIVERSITY ADMINISTRATION

Types of institutions and their organization and roles on the nationwide scene: their principal administrative functions, including faculty personnel, business management, public relations, and the liaisons of student personnel with other administrative functions.

EDUC-C 620 PROSEMINAR IN HIGHER EDUCATION

This course is an introduction to the scholarly study of the field of higher education. Students will be introduced to current issues, theories, forms of inquiry, and disciplinary perspectives relevant to the study of higher education.

EDUC-C 654 HIGHER EDUCATION IN THE UNITED STATES

Educ-c 655 higher education and public policy.

Course will introduce a broad range of public policy themes associated with higher education. Topics to be considered include roles of federal, state, and local governments; legislation, regulation, and policy formulation; impact of special commission reports, landmark legislation and lobbying; and other external relations.

EDUC-C 661 FOUNDATIONS OF INSTITUTIONAL RESEARCH

Provides a survey of the foundational concepts, practices, and techniques of institutional research as both a formally organized function and a more general approach to understanding and improving higher education institution and program effectiveness.

EDUC-C 664 HIGHER EDUCATION ORGANIZATION AND ADMINISTRATION

Issues of function, governance, management, and leadership in colleges and universities, examined primarily through the lens of organization theory.

EDUC-C 670 PROBLEMS IN FINANCING HIGHER EDUCATION

Examines two areas related to financing higher education in the U.S. (1) Examines public policy issues related to economic costs and benefits of higher education. (2) Presents an overview of budgeting and finance issues confronting policy makers at the institutional level.

EDUC-C 675 SUPERVISED COLLEGE TEACHING

Educ-c 678 capstone in institutional research.

The IR capstone course provides students with a scholarly understanding of institutional research as well as the skills and abilities required of IR practitioners. It is a project-based course in which students complete a series of projects and produce an electronic portfolio that documents how their skills and knowledge related to the practice of institutional research have developed through course work and applied research experiences.

EDUC-C 680 HISTORY OF HIGHER EDUCATION AND PHILANTHROPY

Course examines philanthropy within the history of higher education in the U.S. Readings will introduce some classic works so that philanthropy is understood in terms of historical, social, economic, and political factors which have shaped colleges and universities over more than three centuries.

EDUC-C 690 INDEPENDENT STUDY IN HIGHER EDUCATION

Individual research or study with a Higher Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term, specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, C690 should not be used for the study of material taught in a regularly scheduled course.

EDUC-C 692 EQUITY IN HIGHER EDUCATION

Access and equity across the academic pipeline will be considered (e.g. undergraduate, graduate students, faculty to administrators). We will critically evaluate literature to understand: (1) asset-based perspectives on access and equity issues; (2) socioeconomic issues in access and equity; and (3) racial/ethnic, cultural and institutional issues in access and equity.

EDUC-C 695 ACADEMIC PROBLEMS IN HIGHER EDUCATION

An examination of academic policies and practices that directly affect faculty. Presents an overview of academic ethics; diversity of institutions; goals and purposes; planning and decision making; governance, trustees and administrators; academic freedom and tenure; faculty roles; student outcomes; student retention; curriculum, teaching and learning; and higher education futures.

EDUC-C 705 LEGAL ASPECTS OF HIGHER EDUCATION

Study of the more important state and federal court decisions affecting facets of the operation and administration of universities, colleges, junior colleges and technical institutes; visible trends in the law of higher education and the underlying philosophies.

EDUC-C 747 PRACTICUM IN ADMINISTRATION

Application of theory and knowledge gained in the classroom in an administrative office of a college or university or in an agency related to higher education.

EDUC-C 750 TOPICAL SEMINAR

Current issues, developments and concerns bearing upon higher education. Specific topics vary each semester.

EDUC-C 760 INTERNSHIP IN ADMINISTRATION

Practical application of learning and skills developed during course work by serving, under supervision, as staff members of cooperating college, universities, governmental commissions and educational agencies.

EDUC-C 788 SEMINAR IN RESEARCH IN HIGHER EDUCATION

Study of research design, techniques, and procedures applicable to research problems in administration.

EDUC-C 790 RESEARCH IN HIGHER EDUCATION

This class is used only for credits needed for semester load requirements (e.g., for international students and assistantship requirements). It is intended for students who are not yet eligible to enroll in dissertation credits.

Min: 1 | Max: 12

EDUC-C 795 DISSERTATION PROPOSAL PREP

This course is for the development of a dissertation proposal in Higher Education. Students must have the consent of a dissertation director or prospective dissertation director. Students should be finished or nearly finished with program course work.

EDUC-C 799 DOCTORAL THESIS IN HIGHER EDUCATION

Educ-d 500 introduction to adult education theory.

A study of the writings of major adult education theorists including Grundtvig, Lindeman, Knowles, Bergevin, and Friere. Adult education theories of practice are analyzed in historical perspective. Students develop and defend their personal theories of practice.

EDUC-D 505 ADULT LEARNING THROUGH THE LIFESPAN

Study of the adult lifespan with emphasis on the individual in context. Investigate and critically analyze theories and concepts used to understand adult development and lifelong learning including how social and cultural forces influence adult engagement in the learning process.

EDUC-D 506 ADULT EDUCATION PLANNING AND DEVELOPMENT

Theory and practice of program planning and development in a variety of adult education settings. Analysis and application of models and tools used to develop educational programs for adults. Topics include needs assessment, administration, evaluation, and promotion or programs.

EDUC-D 512 SEMINAR IN FORMS AND FORCES OF ADULT EDUCATION

The history and current status of adult education in the United States; the nature, scope, purposes, and historical development of adult education institutions and program areas.

EDUC-D 521 PARTICIPATION TRAINING

Teambuilding in groups; collaborative program planning and implementation; application of the design to appropriate settings; training in roles of group leader, observer and recorder; recognition and treatment of dysfunctional behaviors in group settings; emphasis on function aspects of group cohesion, consensus decision making, shared leadership, and program evaluation.

EDUC-D 523 SMALL GROUP THEORY IN ADULT EDUCATION

Theory undergirding small group practices in Adult Education; emphasis on conditions of collaborative effectiveness in decision-making groups and learning groups; leadership roles, styles, and strategies; consideration of major models of group formation and development, and implications of theory for social practice.

EDUC-D 524 POWER AND VOICE IN ADULT EDUCATION PROGRAMS

Analysis of contemporary adult life with emphasis on the roles of adult education programs and their relationships to the populations they serve. Critical analysis of foundational and current literature, theories, models, and the assumptions underpinning modern adult education programs. Implications of critical theory, power, and voice for adult education programming.

EDUC-D 525 INTRODUCTION TO DISTANCE EDUCATION SYSTEMS IN ADULT EDUCATION

A systems-based overview of distance education in the field of adult education. Topics include program and technology planning, implementation, and assessment; operations management; program evaluation; learner support; and other critical issues.

EDUC-D 550 PRACTICUM IN ADULT EDUCATION

Supervised practice in instructional planning, teaching, and program development in adult education settings in schools and agencies.

EDUC-D 590 INDEPENDENT STUDY OR RESEARCH IN ADULT EDUCATION

Individual research or study with an Adult Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products.

EDUC-D 600 SEM IN TCH-LRNING TRANS ADULT ED

Critical inquiry into the theory of adult learning activities. Includes a review of current research in the adult teaching-learning transaction and the designing and evaluation of individualized instruction for adults.

EDUC-D 625 TOPICAL SEMINAR

Systematic study of current issues and problems related to adult education.

EDUC-D 640 CAPSTONE SEMINAR IN ADULT EDUCATION

Development of a capstone portfolio that documents the quality of student work in understanding adult education principles, theory and best practices. Students reflect on their growth and development in adult education and describe how they may apply what they have learned.

EDUC-D 650 INTERNSHIP IN ADULT EDUCATION

Educ-d 660 readings in adult education, educ-e 505 organization and administration of early childhood programs.

The study of different organizational plans for Early Childhood programs from infancy through age 8. Includes discussion of school philosophy, goals, curriculum, housing, staffing, budget, policies for admission, grouping, health, licensing requirements, and school-community relations.

EDUC-E 506 CURRICULUM IN EARLY CHILDHOOD

Planning the curriculum and selecting and evaluating learning experiences for children ages three through eight years with reference to relevant research. Organizing the classroom to provide maximum integration among experiences in different academic areas.

Min: 2 | Max: 6

EDUC-E 525 ADVANCED CURRICULUM STUDY IN EARLY CHILDHOOD

In-depth study of those educators and philosophers, past and present, who have influenced early childhood curricula. Emphasis on the beliefs of Dewey, Piaget, Vygotsky, Montessori, Eisner, and Bruner and how they influence each student's educational belief system.

EDUC-E 548 ADVANCED TEACHING OF SCIENCE IN THE ELEMENTARY SCHOOL

Designed for experienced teachers to gain greater proficiency in the teaching of science in the elementary school. Individualized learning experiences will be provided for persons interested in middle school teaching.

EDUC-E 555 HUMAN DIVERSITY IN EDUCATION

Explores issues related to teaching in a complex and diverse culture. Through this class students will become familiar with a range of diversity issues that teachers confront in our increasingly pluralistic society, including cognitive abilities, learning styles, and cultural, racial, ethnic, and socio-economic backgrounds of children.

EDUC-E 590 INDEPENDENT STUDY OR RESEARCH IN ELEMENTARY EDUCATION

Individual research or study with an Elementary Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, E590 should not be used for study of material taught in a regularly scheduled course.

EDUC-E 599 MASTERS THESIS IN ELEM EDUCATN

Educ-e 650 intrnshp in elem admin & super.

Min: 2 | Max: 5

EDUC-E 690 INTERNSHIP IN ELEM/ECE

Individualized experience is planned on the basis of the student's professional goals, previous educational background and experience. Arrangements must be made prior to the semester during which the credit is desired.

Min: 3 | Max: 6

EDUC-F 500 TOPICAL EXPLORATION IN EDUCATION

The goal of this course is to bridge the gap between beginning computer users and beginning multimedia developers. The focus of the assignments will be on personal development of strategies and skills to be used in solving problems that arise during multimedia construction. A variety of multimedia software and hardware solutions will be presented including virtual reality, audio and video applications. Student will work on multimedia projects. Some will be undertaken individually while more complex media may involve the formation of teams and/or class projects.

EDUC-G 502 PROFESSIONAL ORIENTATION AND ETHICS

Studies that provide and understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing.

EDUC-G 505 INDIVIDUAL APPRAISAL: PRINCIPLES AND PROCEDURES

An analysis of statistical, psychometric, socio-metric, and clinical principles crucial to professional interpretation of standardized and informal data regarding individual clients. Current issues/controversies about ethnic, sex, cultural, and individual differences will be examined.

EDUC-G 510 INTRODUCTION TO ALCOHOL AND DRUG COUNSELING

Course is an introduction to social and behavioral theories concerning the causation and maintenance of alcohol and drug addiction. The study and application of research-based theories of counseling will be emphasized. The history of alcohol and drug counseling and recent developments and issues in the field will also be discussed.

EDUC-G 511 SCREENING AND ASSESSMENT OF ALCOHOL AND DRUG PROBLEMS

This course deals with the physical, social, psychological, vocational, economic, and legal symptoms of alcohol and drug abuse. Instrumentation for screening and assessment in clinical situations is presented as well as medical and non-medical diagnostic criteria. This course includes both instructional and experiential learning opportunities.

EDUC-G 512 COUNSELING APPROACHES WITH ADDICTIONS

This course is an introduction to the major theories of alcohol and drug treatment. Special attention will be given to recent developments in the field as well as research-based theories of treatment. Students will be expected to engage in active learning projects both within and outside of the classroom.

EDUC-G 513 LEGAL AND ILLEGAL DRUGS OF ABUSE

This course deals with the physiological, behavioral, and pharmacological aspects of legal and illegal psychoactive substance use. Special emphasis is placed on observable signs and symptoms resulting from use of psychoactive substances. Attention will also be given to recent trends in psychoactive substance use.

EDUC-G 522 COUNSELING THEORIES

Introduction to counseling theories and psychological processes involved in individual counseling.

EDUC-G 523 LABORATORY IN COUNSELING AND GUIDANCE

Laboratory experience, counseling, analysis of counseling interviews, role playing and closely supervised counseling in the laboratory setting.

EDUC-G 524 PRACTICUM IN COUNSELING

Closely supervised counseling practice with clients in the department's counseling laboratories or in approved field sites in schools or agencies. Intensive supervision. Special application required.

EDUC-G 532 INTRO TO GROUP COUNSELING

Psychological and theoretical foundations of group counseling. Analysis of the dynamics of groups.

EDUC-G 542 ORGANIZATION AND DEVELOPMENT OF COUNSELING PROGRAMS

Environmental and population needs assessment for program planning. Procedures for counseling program development and accountability/evaluation. Case studies.

EDUC-G 550 INTERNSHIP IN COUNSELING

Counseling experience in school or agency situations. Under supervision, students get practice in counseling, interviewing, in-service training, orientation procedures, and data collection. Special application required.

EDUC-G 552 CAREER COUNSELING - THEORY AND PRACTICE

An introduction to career development theory, psychological assessment for career planning, and sources and uses of career information in counseling.

EDUC-G 562 INTERVENTION, CONSULTATION, AND PROGRAM DEVELOPMENT IN THE SCHOOLS

Foundations and contextual dimension of school counseling. Knowledge and skills for the practice of school counseling, Developmental Counseling, Program development, implementation and evaluation. Consultation, Principles, practices and applications of needs assessment. Provides an overall understanding of the organization of schools and the functions of the counselor and counseling program.

EDUC-G 563 MENTAL HEALTH COUNSELING

Foundations and contextual dimensions of mental health counseling. Program development, implementation, and evaluation. Principles, practices, and applications of community needs assessment. Ethics, examination of professional issues, administration, finance and management of mental health counseling services.

EDUC-G 567 MARRIAGE AND FAMILY COUNSELING

Educ-g 575 multicultural counseling, educ-g 580 topical seminar in counseling and guidance.

An intensive study of theory and research on selected topics.

EDUC-G 590 RESEARCH IN COUNSELING & GUID

Educ-g 599 thesis research.

Master's students who have enrolled in 30 or more hours of graduate course work applicable to the degree and who have completed all other requirements of the degree except the thesis of final project of performance may enroll in G599. Requires section authorization.

Min: 0 | Max: 0

EDUC-G 600 PRO-SEMINAR IN COUNSELING PSYCHOLOGY

Examination of the history, systems, issues, trends, ethical standards and research findings which impact the role, function and practice of providers of psychological services in the context of counseling.

EDUC-G 608 COUNSELING STUDENT-ATHLETES

This doctoral seminar intends to help students develop stronger understanding of the unique context in which student-athletes operate. Sport is influential in socializing our youth while entertaining the masses and athletes aren't robotic performers; rather, they're human beings who are uniquely influenced by issues specific to this subculture of sport.

EDUC-G 609 INTERVENTIONS IN PERFORMANCE PSYCHOLOGY

Introduction to interventions used in facilitating the process of performance psychology, involving the study of the psychological skills and knowledge necessary to facilitate and develop peak performance guildelines into best practice for sport, business, fitness and the performing arts.

EDUC-G 615 PSYCHOPATHOLOGY AND ADVANCED DIAGNOSIS

To acquire the requisite knowledge and skills in assessing psychopathology and abnormal behavior. It is built around the Diagnostic and Statistical Manual of Mental Disorders, DSM-III-R and subsequent revisions. Topics include: the function of diagnosis, etiology and epidemiology of abnormal behavior, relationship of diagnosis to treatment, and ethical considerations.

EDUC-G 622 ADVANCED THEORIES OF COUNSELING

Educ-g 624 advanced practicum in counseling.

Closely supervised practice in counseling in various agency settings. Special application is required.

EDUC-G 625 ADVANCED PRACTICUM-INDIVIDUAL SUPERVISION

This course consists of individual supervision for students' advanced practicum in clinical settings approved by the counseling psychology program. Supervisor provides a minimum of 1 hour per week of face-to face individual supervision, and a formal written evaluation of the supervisee at the end of the semester.

EDUC-G 632 ADVANCED GROUP LEADERSHIP

A theoretical and applied basis for group leadership as a result of an integration of current theoretical knowledge with parallel experience in intervention and techniques. Leadership procedures, group dynamics and process, professional ethics, small group simulations and close supervision.

EDUC-G 647 ADVANCED INTERNSHIP IN COUNSELING

Supervised practice in counseling in various educational or school settings. This field-based experience may be a paid experience for Ed.S. students in counseling. Course partially satisfies counselor licensure requirements.

EDUC-G 650 TOPICAL SEMINAR IN COUNSELING PSYCHOLOGY

Variable Title. Intensive advanced study of research and theory on selected topics.

EDUC-G 656 SOCIAL BASES OF BEHAVIOR

This course provides an overview of the social bases of behavior from a psychological perspective. Three broad categories of social psychological topics are addressed: social cognition, interpersonal processes, and social influence.

EDUC-G 685 SEMINAR IN COUNSELING RESEARCH METHODOLOGY

An introduction and orientation to inquiries in counseling: review and critical analysis of research reports in counseling; an examination of supervised research experience.

EDUC-G 690 ADVANCED INDEPENDENT STUDY IN COUNSELING PSYCHOLOGY

Individual research with a Counseling Psychology faculty member on an advanced counseling topic, arranged prior to registration. A short proposal should be submitted during the first week of the term specifying the scope of the project, completion date, and products. G690 is not for material taught in regularly scheduled courses.

EDUC-G 699 INTERNSHIP IN COUNSELING PSYCHOLOGY

This is a 12-month full-time internship at a training site approved by the faculty. Training may include individual counseling, couple/family/group therapy, supervision of practicum students, outreach, consultation, and special rotations. Supervision is provided by on-site supervisors, with oversight by course instructor.

EDUC-G 763 ADVANCED PRACTICUM IN COUNSELING SUPERVISION

Closely directed experience in supervising master's level students in counseling practice in a laboratory, a school, or an agency, plus participation in seminar discussions of the theory and practice of supervision.

EDUC-G 795 DISSERTATION PROPOSAL PREP

Educ-g 799 doctoral thesis in counseling psychology, educ-g 901 advanced research.

Available to graduate student who have completed all course requirements for their doctorates, have passed doctoral qualifying examinations, and have the requisite number of degree credit hours, this course provides the advanced research student with a forum for sharing ideas and problems under the supervision of a senior researcher.

Min: 6 | Max: 6

EDUC-H 504 HISTORY OF AMERICAN EDUCATION

Educ-h 510 foundations of educational inquiry.

Examination of the nature and purpose of educational inquiry with a focus on topics in social science epistemology.

EDUC-H 520 EDUCATION AND SOCIAL ISSUES

Identification and analysis of major problems set for education by the pluralistic culture of American society.

EDUC-H 525 EDUCATIONAL ANTHROPOLOGY

The bearing of modern and contemporary anthropological thought and cultural theory on selected problems of education. An interdisciplinary approach to educational theory designed for graduate students in education.

EDUC-H 530 PHILOSOPHY OF EDUCATION

A study of representative topics in the philosophy of education - indoctrination, the nature of teaching and learning, moral issues in education, etc.

EDUC-H 540 SOCIOLOGY OF EDUCATION

Educ-h 551 comparative education 1, educ-h 552 comparative education 2.

A continuation of the introductory course to comparative education. Run on a seminar basis, students select an educational problem or a national system which they analyze from a comparative perspective.

EDUC-H 553 TRAVEL STUDY:

Provides an opportunity to visit historical and cultural areas of the United States and many foreign countries.

EDUC-H 590 INDEPENDENT STUDY OR RESEARCH IN HISTORY, PHILOSOPHY, AND COMPARATIVE EDUCATION

Individual study arranged in advance of registration.

EDUC-H 599 MASTER'S THESIS IN HISTORICAL, PHILOSOPHICAL, AND COMPARATIVE STUDIES IN EDUCATION

Educ-h 601 histrcal inquiry in education.

Methodology of historical inquiry in education, including selection and definition of topics, collection and verification of data, interpretation of evidence, and art of historical writing.

EDUC-H 605 EDUCATION POLICY AND REFORM

Required introductory course for PhD majors and minors in Education Policy Studies and survey of the field for non-specialists. Covers basic and higher education policies, incorporating a comparative viewpoint. From a sociocultural perspective it explores how power, leadership, organizational dynamics, and social movements interact to define issues and enact policy.

EDUC-H 620 EDUCATION POLICY ANALYSIS

Critical study of education policy analysis. Introduction to relevant theories and methods and exposure to institutional sites that conduct education policy analysis. Considers education policymaking relative to social policy, science policy, and communication policy within a social system. Development of skills for communicating education policy analysis to diverse audiences.

EDUC-H 622 EDUCATION POLICY IN PRACTICE

Critical study of implementation of education policy by those it is intended to affect, including teachers, school leaders, families, students and activists. Taking sociocultural and historical perspectives on K-12, higher education and international education, this course attempts to answer the question: 'What really happens?' when education policies are implemented.

EDUC-H 625 EDUCATION POLICY PRACTICUM

Supervised practical experience in settings where educational policy is being analyzed, formulated or implemented. Practicum must be arranged by student and approved by advisor.

EDUC-H 626 GLOBAL EDUCATION POLICY AND REFORM

Explores the changing nature of education policy formation from global to local contexts, with a focus on the varying meanings and types of education reform and policy implementation

EDUC-H 637 TOPICAL SEMINAR:

Educ-h 657 topics in philosophy education.

Critical examination of a philosophy of education problem area which has been intensively studied by the instructor.

EDUC-H 795 DISSERTATION PROPOSAL PREP

Educ-h 799 doctoral thesis in the history or philosophy of education, educ-j 500 instruction in the context of curriculum.

First course for the Master's degree in Curriculum & Instruction. Extends concepts introduced in undergraduate teacher preparation. Topics include conceptions and definitions of curriculum and instruction and their impact on social contexts, learning theories, and schooling practices. Elementary and secondary contexts are studied.

EDUC-J 538 M.S. PRACTICUM/INTERNSHIP

Supervised practice in a school or other approved agency. Includes performance in such roles as curriculum development, program evaluation, action research, staff training and development, consultation, or program development. A comprehensive report involving a systematic analysis of the practicum activity must be completed.

EDUC-J 602 INTRODUCTION TO CURRICULUM STUDIES

This seminar will introduce students to the field of curriculum studies. Students will investigate the history of this academic field of study, become familiar with the structures that support the on-going discourses in the field, and explore a variety of conversations currently taking place among curriculum study scholars.

EDUC-J 605 INDEPENDENT RESEARCH EXPERIENCE IN CURRICULUM AND INSTRUCTION

Provides doctoral students an opportunity to work closely with faculty in pursuing an individual research project early in their program.

EDUC-J 630 CURRICULUM THEORY AND PRACTICE

Explores fundamental dimensions of curriculum theory, such as: the social construction of knowledge, curriculum as cultural mindset, political reality, and scholarly discourse. Examines varied ideological orientations to curriculum studies. Introduces basic concepts of curriculum design and provides opportunities for curriculum development.

EDUC-J 645 DIALOGUE AND DIFFERENCE: ETHICS, RELIGION, AND DEMOCRACY IN EDUCATION

Educational implications of pervasive moral and ethical disagreements in democratic societies.

EDUC-J 650 INDEPENDENT STUDY IN CURRICULUM

Independent study of a selected topic under the guidance of a faculty member.

EDUC-J 653 THE NATURE OF SOCIAL STUDIES

Exploration of historical foundations, ideological views, and current issues in social studies. Focus on ongoing debates about aims and purposes of social studies. Consideration of trends in and approaches to social studies curriculum and instruction in elementary and secondary schools.

EDUC-J 655 SEMINAR IN MULTICULTURAL AND GLOBAL EDUCATION

1) Examine major concepts, theoretical frameworks and educational responses associated with multicultural/global education, 2) heighten cross-cultural awareness, 3) explore possibilities of integrating multicultural/global education into a unified approach for curriculum development and research, 4) enable participants to become leaders of multicultural/global education in their area of expertise.

EDUC-J 660 SEMINAR IN THE STUDY OF EDUCATIONAL PROGRAMS

Explores the theoretical principles and field practices involved in the study of educational programs. Students will conduct an exploratory study during the semester. Course may have a topical focus in a given semester.

EDUC-J 664 CONTEMPORARY CURRICULUM DISCOURSES

Educ-j 690 internship in curriculum, educ-j 700 teaching in teacher education.

Emphasis on pedagogical methods and student learning styles in higher education, applied to one's current or future course development and instruction. Topics will focus on application of teaching and field supervision methods in the context of literature review, observation, reflection, class discourse, and continual professional development.

EDUC-J 705 SEMINAR: INQUIRY IN CURRICULUM AND INSTRUCTION

Intended for students at a stage in their doctoral programs that requires them to begin conceptualizing their own doctoral dissertation research. Emphasis will be on analyzing and synthesizing a body of research in one or more of the specialized fields of study within curriculum and instruction.

EDUC-J 710 PARADIGMS AND PROGRAMS IN TEACHER EDUCATION

This course provides an overview of teach education paradigms, their underlying ideologies, and their historical and current manifestations. It will also analyze models of teaching and how they relate to alternative paradigms of teacher education.

EDUC-J 720 TEACHER EDUCATION AS OCCUPATIONAL SOCIALIZATION

This course focuses on program components and societal factors that affect the occupational socialization of pre-service teachers. It examines different orientations to occupational socialization, research on how teacher education program components influence pre-service teachers, and the societal forces that affect their socialization.

EDUC-J 760 TOPICAL SEMINAR IN CURRICULUM AND INSTRUCTION ISSUES

Intended for advanced graduate students in curriculum and instruction; emphasizes analysis and appraisal of curriculum and reform efforts in terms of persistent, critical issues in education. Opportunities are provided to study trends and issues with reference to various specialties of students enrolled.

EDUC-J 762 TOPICAL SEMINAR/CURRICULUM AND INSTRUCTION

Intensive study and discussion of current topics selected from the general area of Curriculum and Instruction. Opportunities provided for participant inquiry from the specialize perspective of students enrolled.

EDUC-J 795 DISSERTATION PROPOSAL PREP

Educ-j 799 doctoral thesis in curriculum and instruction, educ-k 500 topical workshop in special education.

Intensive study of such selected topics as language development for exceptional children, the disadvantaged child, and behavior modification for exceptional children.

EDUC-K 505 INTROD SP ED FOR GRAD STUDENTS

Educ-k 510 assistive techniques in special education.

Explores various technologies ranging from non-electronic to more advanced "high-tech" assistive technology (AT) devices. Emphasizes how to: (1) assess AT needs of individuals with disabilities, (2) integrate AT into classroom settings, (3) adapt existing curriculum materials for use with AT, (4) develop strategies to evaluate the effectiveness of AT use.

EDUC-K 515 FOUNDATIONS OF DYSLEXIA: IDENTIFICATION AND ASSESSMENT

Examines legislation affecting the identification and assessment of individuals with dyslexia, the characteristics of individuals with dyslexia, risk-factors for dyslexia, how dyslexia impacts language and literacy acquisition and development, and multi-tiered systems of supports. Components of the English language (i.e., phonology, phonetics, orthography, syntax, semantics, morphology) will be emphasized.

EDUC-K 520 SURVEY OF BEHAVIOR DISORDERS

Educ-k 535 assessment that supports instruction in special education.

Emphasizes data-driven instructional decision-making that addresses academic and adaptive challenges of students with mild to moderate disabilities. Provides an overview of critical measurement concepts and types of assessments. Instruction is anchored in case studies and real-world application.

EDUC-K 536 INDIVIDUALIZED INSTRUCTION FOR STUDENTS WITH MILD TO MODERATE DISABILITIES

Emphasizes research-based methods for teaching individuals with mild/moderate disabilities, including the selection, adaptation, and implementation of evidence-based instructional programs, strategies, and materials, and federal/state laws and procedures for developing and implementing Individualized Education Plans. Highlights the use of performance data to plan and deliver individualized instruction.

EDUC-K 541 TRANSITION ACROSS LIFE SPAN

In this course, issues and strategies related to the array of transitions students with disabilities need to make as they progress from pre-school to public school and on to adult life are discussed. The course covers laws, policies, and guidelines governing service provision across age groups and levels of instruction, and it addresses strategies for program planning, interagency cooperation and collaboration, and resource utilization.

EDUC-K 548 FAMILIES, SCHOOL AND SOCIETY

Describes approaches for providing support for families with members with or at risk for disabilities. Focuses on the family as a system, the challenges of parents and siblings, and techniques for parent-professional communication, building collaboration, and increasing family empowerment.

EDUC-K 553 CLASSROOM MANAGEMENT AND BEHAVIOR SUPPORT

Surveys principles of behavior management as they pertain to educational environments. Students will learn how to define, observe, measure, record, and change academic and social behavior.

EDUC-K 565 COLLABORATION AND SERVICE DELIVERY

Reviews methods of implementing service delivery systems; consulting with professionals and parents; designing in-service training programs; and developing referral systems, curricular and personnel resources, and evaluation techniques used in special education programs.

EDUC-K 570 INTENSIVE READING INTERVENTIONS AND SUPPORTS FOR STUDENTS WITH DYSLEXIA

Examines methods and practices for designing and delivering intensive, evidence-based interventions (i.e., specially designed instruction) in reading for students with dyslexia. Covers explicit, direct instruction that is systematic, sequential, cumulative, diagnostic, and multisensory. Examines how to intensify and individualize instruction and provide supports to meet students' unique needs.

EDUC-K 590 INDEPENDENT STUDY OR RESEARCH IN SPECIAL EDUCATION

Individual research or study with a Special Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, K590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-K 599 MASTERS THESIS IN SPECIAL EDUCATION

Educ-k 601 introduction to special education scholarship.

This seminar provides students familiarity with the professional field of special education by introducing them to relevant conferences, journals, book publishers within the field of special education. Students read conference papers, articles and/or book chapters written by our faculty; and students discuss these readings with the authors. Activities might include advanced doctoral students presenting papers and/or discussions on the occupational socialization of SPED doctoral students.

Min: 1 | Max: 1

EDUC-K 631 INTRODUCTION TO AUTISM

Provides a broad but substantive survey of research, issues, and trends; promotes critical examination of what is known and is unknown about autism spectrum disorders (ASD); and examines perspectives of individuals with ASD and their families.

EDUC-K 633 COMMUNICATION DEVELOPMENT, ASSESSMENT, AND INTERVENTION IN AUTISM

The course will explore communication development in autism spectrum disorders (ASD), and assessment, planning, and strategies to enhance functional and social communication.

EDUC-K 634 PREVENTING AND INTERVENING WITH CHALLENGING BEHAVIOR FOR STUDENTS WITH AUTISM

Students will identify challenging behaviors associated with autism and examine both the internal and environmental correlates of such behaviors. Application of preventive and intervening strategies will be explored.

EDUC-K 635 EVIDENCE-BASED PROFESSIONAL PRACTICE TO SUPPORT SCHOOL-BASED LEARNING FOR STUDENTS WITH AUTISM

Focuses on identifying individual learning outcomes for students with autism, addressing family and individual priorities, collaborating across disciplines and with families, adapting inclusive educational settings to accommodate individual needs, building on strengths, and creating peer-supported learning opportunities.

EDUC-K 643 DISABILITY RIGHTS, POLICY, AND SERVICES

The class will examine contemporary research, evidence-based practices, and policy issues, related to public systems that people with disabilities often engage. With a focus on rights, policy and services, issues of equity, exclusion/inclusion, best practices, and social justice from historical and current day perspectives will be explored.

EDUC-K 650 PARADIGMS AND POLICIES OF SPECIAL EDUCATION IN THE U.S.

This seminar explores different policies and paradigms in special education. It will focus on one or more settings depending upon the interest of the faculty member, e.g. preschool, K-12 schools or higher education.

EDUC-K 681 EVIDENCE-BASED PRACTICE IN SPECIAL EDUCATION

This seminar focuses on systematic reviews of literature related to pedagogical strategies used within different Special Education settings and populations (e.g. early childhood, teacher education, high school, jails, residential treatment facilities, assistive technology).

EDUC-K 780 SEMINAR IN SPECIAL EDUCATION

Intensive advanced study of selected problems in the field.

Min: 1 | Max: 4

EDUC-K 785 INTERNSHIP IN SPECIAL EDUCATION

Educ-k 795 dissertation proposal prep, educ-k 799 doctoral thesis in special education, educ-l 500 instructional issues in literacy, culture, and language education.

This required master's degree course provides an overview of current theory, research, and practice issues related to language, culture, and literacy education. The course takes up current scholarship that explores social, cultural, and political aspects of 21st century language and literacy practices in the classroom, community, and in the culture.

EDUC-L 502 SOCIO-PSYCHOLINGUISTIC APPLICATIONS TO READING INSTRUCTION

Explores the linguistic and cognitive dimensions of language as they relate to the teaching of reading. Discusses relationships among the systems of language and between the various expressions of language. Always includes topics on pragmatics, semantics, grammar and dialect.

EDUC-L 504 IDENTIFYING AND WORKING WITH LEARNER LITERACY DIFFICULTIES

Examines methods and tools for identifying and working with literacy difficulties. Emphasizes on-going assessment as a part of the teaching process as well as techniques effective with at-risk literacy learners.

EDUC-L 507 ISSUES IN LANGUAGE LEARNING FOR GRADUATE LEVEL PRE-SERVICE ENGLISH TEACHERS

The study of growth in language as a developmental process and how social, cultural, and economic environments are intrinsic parts of language learning. This course explores the close relationship between home language, dialect, and a second language and addresses how speaking, listening, writing, reading, and observing are interrelated.

EDUC-L 508 TEACHING YOUNG ADULT LITERATURE IN A DIVERSE SOCIETY FOR GRADUATE LEVEL PRE-SERVICE ENGLISH TEACHERS

This course explores the instructional potential of reading literature written for, by, and about young adults in middle and secondary classrooms. It will focus on engaging diverse young adults so that they become lifelong readers and socially responsible students. Pre-service teachers will learn pedagogical techniques for connecting with struggling readers and for challenging proficient readers.

EDUC-L 512 ADVANCED STUDY IN THE TEACHING OF WRITING IN SECONDARY SCHOOLS

Study of current trends, issues, theories, and research in literacy, emphasizing the teaching and learning of writing in secondary schools. Addresses linguistic and cultural diversity issues in composition as it explores the complex and varied nature of "good" writing and "effective" communication, tracing the implications for composition pedagogy.

EDUC-L 516 ADVANCED STUDY IN THE TEACHING OF ENGLISH/LANGUAGE ARTS

Study of current trends, issues, theory, and research in teaching and learning English/language arts. Explores language, composition, literature and media education, focus on integrating language arts, developing multicultural curricula, and engaging students in meaningful inquiry facilitating student responsibility for themselves and their world.

EDUC-L 517 ADVANCED STUDY OF CONTENT READING AND LITERACY

Examines approaches for improving adolescent/adult literacy when reading the specialized materials of various content areas. Special focus upon the literacy process, dealing with a wide range of student literacy abilities, identifying and modifying materials to support literacy development, and using reading, writing, and thinking activities in instruction.

EDUC-L 518 READING RESEARCH FOR LITERACY LEADERS

Study of literacy and language learning as a developmental process within social, cultural, and economic environments. Introduces theoretical foundations of reading and other literacies that explain close relationships among linguistic, social, cultural, and environmental influences on literacy development and their implications for assessment and responsive teaching.

EDUC-L 520 ADVANCED STUDY IN FOREIGN LANGUAGE TEACHING

Principles, practices, problems, and current research pertaining to the teaching of a particular modern language in the secondary school. Emphasis on teaching the advanced levels. Separate sections as needed for teachers of French, German, Russian, and Spanish.

EDUC-L 524 LANGUAGE EDUCATION ISSUES IN BILINGUAL AND MULTICULTURAL EDUCATION

A survey of language education issues related to the linguistic abilities and educational needs of students requiring bilingual or bidialectal instruction. Topics discussed include language acquisition, language pedagogy, program models, cultural influences, teacher training, and research directions.

EDUC-L 525 PRACTICUM IN LITERACY, CULTURE AND LANGUAGE EDUCATION

Educ-l 528 inquiry middle school english.

This course focuses on working in a "real world" middle school classroom, and involves inquiry around reading, writing, speaking, discussing, viewing and listening for authentic purposes. We will develop, demonstrate, and critique lessons and instructional units based on models presented in class readings and critiques.

Min: 1 | Max: 5

EDUC-L 530 TOPICAL WORKSHOP IN LITERACY, CULTURE, AND LANGUAGE EDUCATION

Educ-l 535 teaching adolescent/young adult literature.

The course highlights and analyzes recent young adult literature acknowledging significant, earlier texts and their distinguishing features. It also considers curricular and pedagogical issues salient to the adoption of young adult literature, particularly related to reader-centered approaches and multicultural curricula.

EDUC-L 538 EARLY LITERACY LEARNING AND PLAY-BASED INSTRUCTION

In this course, students study early childhood literacy development, play-based learning, and developmentally appropriate teaching, with an emphasis on preschool settings. Students examine theory, research, and practice that facilitates young children's abilities to talk, read, write, draw, and play their understandings of the world.

EDUC-L 539 LANGUAGE FOUNDATIONS FOR ESL/EFL TEACHERS

Focus on identification of systematic aspects of English that could challenge English Language Learners at different proficiency levels of language acquisition. Students engage in the discussion and development of modification approaches that address language needs in content classes with attention to socio-cultural aspects of language use and language learning experiences of diverse students.

EDUC-L 540 ESL/EFL INSTRUCTION AND ASSESSMENT APPROACHES

The course provides an overview of various approaches to instruction and assessment that incorporate the current thinking in the field. Includes discussion of content-based models of language instruction and standardized, alternative, and authentic forms of assessment.

EDUC-L 541 WRITING INSTRUCTION FOR TESL TEACHERS

Current trends and issues in the teaching of writing to ESL/EFL students. Focus on the development and evaluation of techniques and materials for classroom instruction with an emphasis on the analysis of student writing and troubleshooting common problems.

EDUC-L 543 TEACHING ENGLISH IN K-12 CLASSROOMS IN GLOBAL CONTEXTS

Students will learn about practitioner inquiry involving systematic, intentional and self-critical inquiry about language teaching in K-12 settings (US & international). Students will better understand pedagogical, curriculum issues and "pathways of practice" unique to English Language teaching in public schools.

EDUC-L 545 ADVANCED STUDY IN THE TEACHING OF READING IN ELEMENTARY SCHOOLS

Review of developmental reading program in the elementary school, use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for individualized instruction.

EDUC-L 549 ADVANCED STUDY IN THE TEACHING OF LANGUAGE ARTS IN THE ELEMENTARY SCHOOLS

Helps experienced teachers gain further insight into the development of the English language and how best to teach language arts. Emphasizes the basic communication skills and significant trends and materials.

EDUC-L 559 TRADE BOOKS IN ELEMENTARY CLASSROOMS

Emphasizes the use of trade books in language and reading in elementary classrooms.

EDUC-L 590 INDEPENDENT STUDY OR RESEARCH IN LITERACY, CULTURE AND LANGUAGE EDUCATION

Individual research or study with a Language Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meetings times, completion date, and student product(s). Ordinarily, L590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-L 599 MASTERS THESIS IN LITERACY, CULTURE AND LANGUAGE EDUCATION

To be used as the master's thesis in language education or the early inquiry experience as part of the doctoral program. The thesis or inquiry experience may be an organized study or a systematic and comprehensive analysis of theory and practice in a specific area.

EDUC-L 600 ISSUES IN LITERACY, CULTURE AND LANGUAGE EDUCATION

Explores research and arguments related to current issues in first and second language education with focus upon issues in learning, instruction, assessment, and policy. Studies and interrelates research done in the areas of reading, English education, and second language education.

EDUC-L 601 THEORETICAL ISSUES IN THE STUDY OF LANGUAGE AND LITERACIES

Explores traditional understandings of literacy, current theories of multiple literacies, and theoretical issues in research on diverse literacies. Particular attention paid to shifting theoretical perspectives and methodologies that have been employed to construct our current understandings of literacies from anthropological, sociocultural, and political perspectives.

EDUC-L 602 THEORETICAL ISSUES IN THE STUDY OF LANGUAGE AND LITERACIES PART II

Situates theoretical perspectives in language and literacy research and classroom practice. Builds on perspectives introduced in L601 to focus on students' identified areas of expertise and apply deeper theoretical understandings and current research to issues of practice in a diverse society.

EDUC-L 603 ISSUES IN LITERACY, CULTURE, AND LANGUAGE EDUCATION PART II

Analyze and develop responses to a specific issue of practice in a major field of study within Literacy, Culture, and Language Education. L603 builds on exploration of issues in L600 survey course by targeting a specific issue relevant to the student's context and research goals.

EDUC-L 605 CAPSTONE IN LITERACY, CULTURE, AND LANGUAGE EDUCATION

In this course, students analyze their academic preparation, knowledge, skills, and experiences in terms of professional goals in their area of language expertise, design independent projects to address self-identified areas for further growth, and implement instructional applications to their settings to develop their experiences with educational programs and communities.

EDUC-L 621 THE TEACHING OF COLLEGE COMPOSITION TO NONNATIVE SPEAKERS OF ENGLISH

A seminar and practicum dedicated to theory and practice underlying the teaching of collegiate writing to first year nonnative speakers of English

EDUC-L 630 TOPICS IN LITERACY, CULTURE AND LANGUAGE EDUCATION

Study of special topics in the field of language education. Emphasis on research applications to the improvement of practice.

EDUC-L 650 INTERNSHIP IN LITERACY, CULTURE, LANGUAGE EDUCATION

The course will provide opportunities to consider how research and teaching can be taken up from different perspectives within literacy, culture, and language education.

EDUC-L 690 READINGS IN LITERACY, CULTURE, AND LANGUAGE EDUCATION

Educ-l 699 doctoral early inquiry in literacy, culture, and language education.

This course provides a collaborative space to support graduate students who are learning to design, conduct, and write up research by providing structured opportunities to develop student-led research. Includes methods of data collection and data analysis of language and literacy; emphasizes primarily qualitative research in Literacy, Culture, and Language Education.

EDUC-L 700 SEMINAR-LITERACY, CULTURE AND LANGUAGE EDUCATION RESEARCH

An in-depth treatment of various issues and trends in the design and status of language education research. Students will evaluate and critique extant research, outline a detailed program of language education research for themselves, and conduct initial studies related to this research program.

EDUC-L 750 RESEARCH SEMINAR IN LITERACY, CULTURE AND LANGUAGE EDUCATION

Intensive study of research and theory in selected topics.

EDUC-L 795 DISSERTATION PROPOSAL PREP

Educ-l 799 doctoral thesis in literacy, culture and language education, educ-m 500 integrated professional seminar.

This seminar if linked to courses and field experiences included in the Transition to Teaching (T2T) program. It will allow for collaboration among school-based mentors, university-based instructors and T2T candidates in offering academic content appropriate to the program. The seminar will provide a technology-rich and performance-based professional experience. This course has a fee attached.

Min: 0 | Max: 6

EDUC-M 501 LABORATORY/FIELD EXPERIENCE

A laboratory field experience in education for graduate students.

EDUC-M 502 MATHEMATICS THROUGHOUT THE SECONDARY CURRICULUM

Students engage in making connections between the mathematical content of certain required mathematics courses and the teaching and learning of secondary school mathematics. Students analyze important "big ideas" in mathematics. Additionally, students prepare and collect lesson plans for use during student teaching and beyond.

EDUC-M 522 TEACHING MATHEMATICS IN THE SECONDARY SCHOOL

Development of knowledge and skills related to analysis and design of mathematics instruction in secondary school mathematics with attention to selection of appropriate mathematical tasks and tools and the development of classroom discourse communities. Students will be teaching lessons in the co-requisite field experience.

EDUC-M 550 PRACTICUM

Min: 1 | Max: 16

EDUC-M 563 METHODS IN SPEECH AND HEARING THERAPY

This course provides information, models, and organizational/administrative procedures for delivering services to persons with communication disorders who are enrolled in the nation's public schools. This includes program organization; Federal and state legislation, evidence-based practice in school service delivery; establishing a speech/language program; and management of a school speech/language program.

EDUC-M 580 INTERNSHIP IN MUSIC

Full time supervised teaching in the area of Music for a minimum of ten weeks in an elementary or junior high/middle, or high school accredited by the State of Indiana or an equivalent approved school out-of-state. The experience is directed by a qualified supervising teacher and has university provided supervision.

EDUC-M 590 RESEARCH IN SOCIAL STUDIES EDUCATION

Individual research or study with a Social studies Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, this course should not be used for the study of material taught in a regularly scheduled course.

EDUC-M 653 THE NATURE OF SOCIAL STUDIES

Exploration of the relationships between history, the social sciences and the social studies in elementary and secondary schools.

EDUC-M 680 INTERNSHIP, SOCIAL STUDIES EDUCATION

Experiences designed for persons in elementary or secondary social studies to acquire skills in the areas of social studies research, teacher education, curriculum development or field studies.

EDUC-N 517 ADVANCED STUDY IN THE TEACHING OF SECONDARY SCHOOL MATHEMATICS

Methods, materials, literature; laboratory practice with mathematics equipment; evaluation techniques; standards; and determination of essentials of content. Developing mathematics programs for specific school situations.

EDUC-N 518 ADVANCED METHODS IN THE TEACHING OF MIDDLE/JUNIOR HIGH SCHOOL MATHEMATICS

Combines theory of learning, curriculum development and research in the teaching of middle/junior high school mathematics with instructional strategies. Use made of laboratory and student experiences. Special attention given to establishing foundations on which to build instructional strategies.

EDUC-N 590 INDEPENDENT STUDY OR RESEARCH IN MATHEMATICS EDUCATION

Individual research or study with a Mathematics Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, this course should not be used for the study of material taught in a regularly scheduled course.

EDUC-N 610 INTERNSHIP IN MATHEMATICS EDUCATION

Under the direction of mathematics education faculty, experiences prescribed to coordinate professional practice with contemporary theory. The student's professional goals will significantly influence the prescribed experiences.

EDUC-N 716 TOPICAL SEMINAR IN MATHEMATICS EDUCATION

Required for doctoral students in mathematics education. Study and discussion of current topics and issues in mathematics education. Areas might include: curriculum, history, problem solving, research and teacher education.

Min: 2 | Max: 4

EDUC-N 717 CONTEMPORARY ISSUES IN MATHEMATIC EDUCATION

An investigation of contemporary issues and problems in mathematics education.

EDUC-N 731 EXPLORING RESEARCH BASED MATHEMATICS CURRICULUM

This course explores research on and the products of research-based curriculum in mathematics education. We will examine the most recent curriculum reform era, the 1990s, to see how it has shaped current curricular resources, including gaining an understanding of research on how curricular materials can impact classroom instruction.

EDUC-N 732 UNDERSTANDING MATHEMATICS LEARNING TO INFORM TEACHING

This course helps you develop your understanding of mathematical learning with a focus on how that informs teaching and classrooms. We will investigate common approaches to understanding learning in mathematics education, such as behaviorism, constructivism, and situated learning. And, we will examine how we can assess and account for learning.

EDUC-O 625 CRITICAL RACE THEORY IN EDUCATION

Critical Race Theory in Education is an examination of CRT as an analytical framework that provides race-based epistemological, methodological, and pedagogical approaches to studying inequities throughout the educational pipeline. We will explore CRT's emergence from Critical Legal Studies (CLS) as well as its application in educational spaces and everyday life.

EDUC-P 507 ASSESSMENT IN SCHOOLS

Introductory assessment course for teachers and school administrators. Topics include principles of assessment, formal and informal classroom assessment instruments and methods, formative and summative assessment, interpretation and use of standardized test results, social and political issues in assessment, use of student data bases in schools.

EDUC-P 510 PSYCHOLOGY IN TEACHING

Educ-p 513 gerontology: multidisciplinary perspectives.

This course utilizes gerontological and developmental frameworks to examine public health and aging in the areas of biology and health, psychology, sociology, and social policy. Students consider aging outcomes, both intrinsic and contextual, through critical thinking and empirical research. Students analyze ageist assumptions, stereotyping, prejudice, and discrimination.

EDUC-P 514 LIFE SPAN DEVELOPMENT: BIRTH TO DEATH

A survey course of human development from infancy through old age, emphasizing the life span perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational implications from all life stages from birth to death.

EDUC-P 515 CHILD DEVELOPMENT

Major theories and findings concerning human development from birth through the elementary years as they relate to educational and clinical practice. Topics include: biological development, cognitive development, language acquisition, emotional and social development.

EDUC-P 540 LEARNING AND COGNITION IN EDUCATION

Survey of theoretical positions in the areas of learning and cognition, with emphasis on their relevance for the design of classroom learning situation.

EDUC-P 545 EDUCATIONAL MOTIVATION

This course examines a variety of theories of human motivation in educational settings, focusing on those theories that have practical application for teachers of kindergarten through post-secondary education. The course includes an examination of the development of achievement and intrinsic motivation and focuses specifically on the anxious, apathetic, and/or underachieving student as well as other problem students. Teachers will gain knowledge and skills in understanding how students' needs motivate them to learn or cause problems.

EDUC-P 566 SOCIAL PSY IN EDUCATION

Educ-p 574 topical seminar in learning science.

Special topic seminars by learning science faculty or visiting scholars. Potential topics include higher education pedagogy, embodied cognition, gaming/simulation in problem solving.

EDUC-P 590 INDEPENDENT STUDY OR RESEARCH IN EDUCATIONAL PSYCHOLOGY

Individual research or study with an Educational Psychology faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, P590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-P 596 INTERNSHIP IN SCHOOL PSYCHOLOGY I

Supervised, intensive field experiences in a school setting for a full academic year for the Ed.S. students in School Psychology.

EDUC-P 601 EDUCATIONAL AND HISTORICAL FOUNDATIONS OF PSYCHOLOGY

The course surveys the history and systems of psychology from ancient Greece to the present day. Psychology is modern when it becomes a scientific discipline. We consider four specialities of this discipline: school, counseling, developmental, and educational psychology.

EDUC-P 602 PREVENTION, ASSESSMENT, AND INTERVENTION IN SCHOOL PSYCHOLOGY I

This course focuses on theories of cognitive and academic assessment. The course emphasizes appropriate and effective assessment of academic problems as a form of prevention and intervention. The course also fosters ethically and socially just assessment selection, use, and interpretation for high stakes decision making in schools.

EDUC-P 607 SOCIAL JUSTICE CONSULTATION, ADVOCACY, AND LEADERSHIP

This course is designed to provide students with an understanding of the theory and practice of social justice oriented systems consultation and program assessment. It aims to increase students' cultural awareness and ability to apply social justice, advocacy, and multicultural theory in the provision of consultation to individuals and systems.

EDUC-P 624 THE BIOLOGY OF BEHAVIOR: IMPLICATIONS FOR EDUCATIONAL & CLINICAL PRACTICE

Research in developmental psychobiology applied to educational practice and to clinical practice in school psychology and counseling psychology. Including the implications of genetics, endocrinology and neuroscience research in the development of attention, memory, self-regulation, language, reading, mathematics, temperament, emotions/depression, attachment, and aggression.

EDUC-P 625 FAMILY PROCESSES AND CHILD/ADOLESCENT DEVELOPMENT

Areas of family process are examined in relation to child and adolescent development. These include the parenting subsystem (attachment, styles, beliefs, practices, and corporal punishment), the martial subsystem (conflict, divorce, remarriage), and the family system. The effects of child temperament, culture, and poverty will be emphasized. Implications of theory and research for educational and clinical practice will be emphasized.

EDUC-P 631 THEORIZING LEARNING IN CONTEXT

This course explores fundamental theories about knowing and learning that define the Learning Sciences. Students will explore a specific theory of knowing and learning by considering that theory in a personally relevant context and uncovering the implications for transfer, engagement, instruction, and assessment. Specific theory varies by instructor.

EDUC-P 632 DESIGNING FOR LEARNING IN CONTEXT

The course examines current design frameworks based on contemporary learning theory, experiencing exemplary learning environments, and understanding the resulting research. The goal of this course is the ability to design learning environments, and understanding the resulting research. The goal of this course is the ability to design learning environments that have a local impact on the learners as well as a scholarly impact.

EDUC-P 633 RESEARCHING LEARNING IN CONTEXT

Course examines theories and methods for capturing evidence of learning as it occurs in context, in order to build useful theories for improving practice. Students will use at least two methods to capture evidence in a specific personally-relevant context. Methods covered will reflect the expertise of the particular instructor.

EDUC-P 640 THINKING AND LEARNING IN SOCIAL CONTEXTS

Examines social contexts literature relevant to creating effective learning environments and guiding learner psychological development. Emphasis on sociocultural theories of mind and learner centered psychology. Topics may include social interaction and classroom discourse, cooperative learning, scaffolded instruction, cognitive apprenticeships, inter-subjectivity and problem-based learning.

EDUC-P 645 SINGLE CASE RESEARCH METHODOLOGY IN EDUCATION AND THE BEHAVIORAL SCIENCES

Course will teach students how to design and implement single case research. Course covers various types of designs used in single case research. The course will teach students how to identify and control for threats to internal validity, and to establish experimental control by minimizing the effects of extraneous variables.

EDUC-P 650 TOPICAL SEMINAR IN EDUCATIONAL PSYCHOLOGY: (VARIABLE TITLE)

An intensive advanced study of research and theory on selected topics.

EDUC-P 656 PRACTICUM IN SCHOOL PSYCHOLOGY

Supervised experience in various educational settings. Use of psychometric techniques with children, advising on decisions about children, and conferences to aid children's academic and social efficiency.

EDUC-P 670 BEHAVIORAL ANALYSIS AND CONSULTATION FOR SCHOOL PSYCHOLOGISTS

Course covers the principles and applications of applied behavioral analysis (ABA) to school settings. Emphasis will be placed on problem-solving models of consultation. The influence of culture on behavior will be examined from the perspective of ABA. Graduate standing in school psychology required.

EDUC-P 674 ADVANCED TOPICAL SEMINAR IN LEARNING SCIENCES

Topical seminar for doctoral students in Learning Sciences. Possible topics include higher education, pedagogy, embodied cognition, gaming/simulation, and problem solving.

EDUC-P 680 ETHICS AND LAW IN SCHOOL PSYCHOLOGY

Ethical and legal issues in the provision of comprehensive school-based psychological services.

EDUC-P 681 PSYCHOLOGY OF CULTURAL DIVERSITY: EQUITY & OPPORTUNITY IN PUBLIC EDUCATION

Educ-p 682 developmental psychopathology of childhood and adolescence.

Emphasis on a developmental approach in understanding psychopathology of childhood and adolescence. Students will learn about emotional, behavioral, developmental, and educational problems of children and adolescents over time, their stability and change, and risk and protective factors. Discussion of current research and practical applications are included.

EDUC-P 690 INDEPENDENT STUDY IN EDUCATIONAL PSYCHOLOGY

Reading and/or research directed by an educational psychology faculty member.

EDUC-P 691 PERSONALITY ASSESSMENT AND INTERVENTION

Administration scoring, interpretation, and reporting of selected personality and behavior assessment instruments and procedures, and linking assessment results to educational and therapeutic interventions. Emphasis on practical applications.

EDUC-P 692 SEMINAR IN THEREPEUTIC INTERVENTIONS WITH CHILDREN

Educ-p 695 practicum in personality and behavioral assessment.

Supervised experience in conducting personality and behavioral assessments of children and/or adults in various settings, such as schools, mental health settings, and hospitals.

EDUC-P 696 PRACTICUM IN THERAPEUTIC INTERVENTION WITH CHILDREN

The purpose of this practicum is to provide students with practical experiences that they will need to step into the role of school psychologist as an intervention and systems change agent for children experiencing difficulties in learning or behavior.

EDUC-P 697 ADVANCED PRACTICUM IN SCHOOL PSYCHOLOGY

The Advanced Practicum in School Psychology is a practicum designed for doctoral level school psychology students who will engage in supervised school- and clinical-based experiences in applied settings and receive university-based supervision related to their cases through group supervision and case presentations.

EDUC-P 699 INTERNSHIP IN SCHOOL PSYCHOLOGY II

Supervised, intensive field experience. Minimally, one-half time in work directly related to public schools. Remainder may be in institutions primarily designed for providing services to children and families.

Min: 1 | Max: 2

EDUC-P 795 DISSERTATION PROPOSAL PREP

This course is for the development of a dissertation proposal in Educational Psychology. Students must have the consent of a dissertation director or prospective dissertation director. Students should be finished or nearly finished with program course work.

EDUC-P 799 DOCTORAL THESIS IN EDUCATIONAL PSYCHOLOGY

Educ-q 506 teaching secondary school science.

Designed for graduate students who plan to teach biology, chemistry, earth science, general science, physical science, or physics in the junior high/middle school or secondary school.

Min: 3 | Max: 4

EDUC-Q 515 WORKSHOP IN HIGH SCHOOL SCIENCE

For experienced teachers. Ideas on curriculum trends and instructional techniques; development of new educational materials; analysis of problems; and new resource materials.

EDUC-Q 528 MAKING FOR LEARNING

Identification, selection, design, implementation, and evaluation of active learning strategies, focusing on making, for use by elementary, middle school, junior high and secondary school teachers.

EDUC-Q 540 TEACHING ENVIRONMENTAL EDUCATION

For elementary and secondary teachers. Basic principles of environmental/conservation education stressed in grades K-12. Methods and techniques for integrating these principles into existing curricula. Designed for the development and evaluation of new interdisciplinary teaching materials.

EDUC-Q 546 EXPLORING SECONDARY SCHOOL SCIENCE TEACHING

An introduction to the study of teaching science. Includes a review of the issues currently surrounding science teaching with an emphasis on the role of inquiry in science instruction.

EDUC-Q 590 INDEPENDENT STUDY OR RESEARCH IN SCIENCE EDUCATION

Individual research or study with a Science Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, Q590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-Q 601 PROFESSIONAL SEMINAR IN SCIENCE EDUCATION

Doctoral students in science education are introduced to the professional field by a variety of methods. Faculty members engage students in discussions about organizations, journals, conferences, and research projects. Students share their own research and receive feedback. Guest speakers present research.

EDUC-Q 610 DEVELOPING AS TEACHER EDUCATORS FOR SCIENCE OR MATHEMATICS

Seminar on concepts, issues, and research-based practices associated with learning to teach elementary preservice teachers how to teach science and/or mathematics to children.

EDUC-Q 611 RESEARCH ISSUES IN SCIENCE EDUCATION

Seminar on concepts of research design specific to science education. Will address current issues in science education to inform future studies and to form the basis for research design. Students will design a science education research study as an outcome of the course.

EDUC-Q 612 TOPICAL SEMINAR IN SCIENCE EDUCATION

Required for doctoral students in science education. Study and discussion of current topics and issues in science education. Areas might include history and philosophy inquiry, assessment, research and teacher education.

EDUC-Q 620 UNIVERSITY SCIENCE TEACHING

Educ-q 690 advanced research in science education.

Individual research participation in an attempt to determine what science (process and content) can be learned by whom and how science learning can be facilitated through teacher training or improved instructional design. Open only to advanced graduate students.

EDUC-R 505 WORKSHOP IN INSTRUCTIONAL SYSTEMS TECHNOLOGY (VARIABLE TITLE)

Topical workshops on selected media/technology emphasizing hands-on experience. Content will vary; e.g. multi-image, microcomputers, simulations/games. This is a service course that may or may not be applicable to IST majors depending on workshop topic and content.

EDUC-R 511 INSTRUCTIONAL AND PERFORMANCE TECHNOLOGIES FOUNDATIONS I

Introduction to the field, theory, and profession of instructional and human performance technologies, including definitions, history of the field, and current trends and issues. Includes participation in discussions devoted to broadening understanding of instructional and human performance technology field and career opportunities.

EDUC-R 519 EFFECTIVE WRITING IN INSTRUCTIONAL TECHNOLOGY

The major emphasis of the course is reader-centered writing in the creation of instructional materials. Additionally, students will develop skills in writing business as well as technical proposals and reports using suitably direct and simple language.

EDUC-R 521 INSTRUCTIONAL DESIGN AND DEVELOPMENT I

Introduces the instructional systems development process, from analysis through evaluation and implementation, and includes practice in all phases. Emphasizes design issues such as classification of learning tasks, selection of instructional strategies, and development of prototypes. Students practice the design of effective and appealing instruction based on principles from instructional theory.

EDUC-R 541 INSTRUCTIONAL DEVELOPMENT AND PRODUCTION PROCESS I

Given a design plan for a simple interactive product, student teams are introduced to the entire multimedia production process. Emphasizes basic skills in: writing, graphic design, interface design, scripting, prototyping, editing, formative evaluation, quality assurance and complementary teamwork. Laboratory use of text, still image, authoring and presentation software.

EDUC-R 542 INSTRUCTIONAL GRAPHICS DESIGN

Introduction to instructional graphics design. Promotes visual thinking and problem solving with an emphasis on multimedia based applications for instructional learning environments. Focuses on message design principles, specifically as they relate to graphic design. Explores the philosophy and use of appropriate technology.

EDUC-R 546 INSTRUCTIONAL TECHNIQUES TO FACILITATE THINKING, COLLABORATION, AND MOTIVATION

Students in this course will learn how to develop learning environments that stimulate critical thinking and creativity, and that promote cooperative learning and motivation. To highlight method similarities and differences and to link theory to practice in each area, scientifically researched strategies and programs will be illustrated through hands-on activities.

EDUC-R 547 COMPUTER MEDIATED LEARNING

Intermediate level course on design, development and formative evaluation of computer assisted instruction (CAI) programs. Instructional design strategies based on research on effective CAI are emphasized. Students use CAI software development tools to create and evaluate interactive lessons including questions for assessing learning achievement.

EDUC-R 551 LEARNING IN ORGANIZATIONS

This course centers on theories, frameworks, models, and cases for learning in organizations to support the workplace learning and performance improvement. Organizational learning, learning organizations, organizational knowledge, and knowledge management are covered as key elements of learning in organizations.

EDUC-R 561 EVALUATION AND CHANGE IN THE INSTRUCTIONAL DEVELOPMENT PROCESS

The course focuses on evaluation of instructional products as they are developed during each major stage of the instructional systems development process. The course also focuses on change theory and principles as they relate to adoption and use of instructional products.

EDUC-R 586 PRACTICUM IN IST

The development of practical competencies in such components of instructional technology as development, production, materials evaluation, and project management and implementation. One credit hour requires approximately 48 hours of laboratory and/or independent work.

EDUC-R 590 INDEPENDENT STUDY OR RESEARCH IN INSTRUCTIONAL SYSTEM TECHNOLOGY

Individual research or study with an Instructional Systems Technology faculty member, arranged in advance or registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, R590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-R 620 TASK & PROCESS ANALYSIS FOR PERFORMANCE IMPROVEMENT

Examination of the principles and practices used in the analysis of various processes and tasks in organizational settings. Study of task configurations, taxonomies for task classifications and task sequencing related to jobs and work processes. Particular emphasis is placed on job analysis including: procedural task analysis, systems task analysis, and knowledge task analysis.

EDUC-R 621 ANALYSIS FOR INSTRUCTION AND PERFORMANCE IMPROVEMENT

This course centers on concepts, cases, and practices of analyzing needs in organizations. The identification of needs is a starting point for organizational and instructional development activities. The process of conducting needs analysis has a greater impact on performance improvement by attending to the context in the organization.

EDUC-R 622 LEARNING ENVIRONMENTS DESIGN

Principles and practice of environmental design. Study of interrelationships among environmental variables. Use of decision models in the design process. Design, construction, and testing of learning environments representing alternative profiles of variables.

EDUC-R 625 DESIGNING INSTRUCTIONAL SYSTEMS

An advanced course in instructional development. Students work in small groups to solve real or simulated instructional problems of substantial scope. Requires application of principles of planning, analysis, design, production, evaluation, implementation, and management. Design decisions derive from theory and research.

EDUC-R 626 INSTRUCTIONAL STRATEGIES AND TACTICS

This course is an elaboration on the instructional strategies portion of R522. It helps students develop a deeper understanding of instructional theory and a greater ability to create effective, efficient, and appealing instruction in any content area for any audience and with any medium, including live instruction.

EDUC-R 641 INSTRUCTIONAL DEVELOPMENT AND PRODUCTION PROCESS II

Given an instructional problem, student teams create a design plan for an interactive product, and complete the instructional development process. Emphasizes intermediate skills in: writing, graphic design, interface design, scripting, prototyping, editing, formative evaluation, quality assurance and teamwork. Laboratory use of audio and motion video software.

EDUC-R 678 EMERGING LEARNING TECHNOLOGIES

Learning technologies are generating waves of opportunities across educational settings and learning environments. Topics include open educational resources, collaborative technologies, digital books, virtual education, adventure learning, mobile learning, and other technologies as they emerge. Course will include hands-on tasks with much choice and options that offer broad and deep understanding.

EDUC-R 685 TOPICAL SEMINAR IN INSTRUCTIONAL SYSTEMS TECHNOLOGY: (VARIABLE TITLE)

Intensive study and discussion of a specific topic of current interest in the theory and/or practice of instructional technology.

EDUC-R 686 INTERNSHIP IN IST

To be completed during the final stages of a degree program. Provides an opportunity for students to gain professional experience in a work situation appropriate to their career goals. Students work in a cooperating agency and in consultation with an IST faculty internship coordinator.

EDUC-R 690 APPLICATION OF RESEARCH METHODS TO INSTRUCTIONAL SYSTEMS TECHNOLOGY ISSUES

Problems of research are taken up with special emphasis on research designs for instructional systems technology. Students partake in the various aspects of a research project, including the writing of a research report. This course is part of IST inquiry sequence and serves as IST's doctoral linkage course.

EDUC-R 695 TOPICAL INQUIRY SEMINAR IN INSTRUCTIONAL SYSTEMS TECHNOLOGY: (VARIABLE TITLE)

Critical examination of current inquiry in an emphasis area in instructional systems technology. Specific topics will vary. Students complete a research project. Course serves as early IST inquiry experience for doctoral students.

EDUC-R 699 SPECIALIST PROJECT IN INSTRUCTIONAL SYSTEMS TECHNOLOGY

Individual instructional technology project serving as the culminating experience in the specialist degree program. The project will be presented and evaluated at a final meeting with the student's advisory committee.

EDUC-R 711 READINGS IN INSTRUCTIONAL TECHNOLOGY

Selected advanced readings in instructional technology and related fields with guidance from members of the IST faculty.

EDUC-R 741 INSTRUCTIONAL DEVELOPMENT AND PRODUCTION III

Working with a client, student teams conduct the entire instructional design and development process. Emphasizes advanced skills in: writing, graphic design, interface design, scripting, prototyping, editing, formative evaluation, quality assurance and teamwork. Laboratory use of multimedia software development tools as required.

EDUC-R 795 DISSERTATION PROPOSAL PREP

This course is for the development of a dissertation proposal in Instructional Systems Technology. Students must have the consent of a dissertation director or prospective dissertation director. Students should be finished or nearly finished with program course work.

EDUC-R 799 DOCTORAL DISSERTATION IN IST

For Ph.D., reflects the ability to conduct an original piece of research. For Ed.D., may involve significant work in evaluation, program development, description, or other suitable studies of professional practice.

EDUC-S 500 FIELD-BASED SEMINAR IN TEACHER EDUCATION

Discussion of issues in secondary education and exploration of problems of the field. Students spend approximately one day each week in the schools satisfying performance standards for teacher certification.

EDUC-S 503 SECONDARY SCHOOL CURRICULUM

Designed to provide an overview for the teacher of the basic theories underlying the secondary school curriculum as well as an examination of the subject areas, problems, trends, and challenges for the future and significant research in the field.

EDUC-S 504 INTRODUCTION TO STEM TEACHING

An introduction to the foundational principles necessary to create a student-centered, inquiry-based learning environment. Students will identify and evaluate their preconceptions about classroom teaching and reflect on the following: Why do we teach STEM? What does quality STEM instruction look like? What are the implicit and explicit messages conveyed by the teacher?

EDUC-S 508 PROBLEMS IN SECONDARY EDUCATION

Group analysis of a common problem in the field of secondary education.

EDUC-S 512 WORKSHOP IN SECONDARY EDUCATION (VARIABLE TITLE)

Individual and group study of issues or concerns relating to the field of secondary education in workshop format.

EDUC-S 519 ADV STUDY TCH SEC SC SOC STDS

Educ-s 555 diversity and the communities of all learners.

This class explores issues related to teaching all learners in increasingly complex secondary schools. It draws on anthropology to understand diversity across culture, sociology to examine the social complexities of pluralistic societies, special education to address the individualize student needs. The course emphasizes educational practice and communities of learners.

EDUC-S 590 INDEPENDENT STUDY OR RESEARCH IN SECONDARY EDUCATION

Individual research or study with a Secondary Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, S590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-S 599 MASTERS THESIS IN SECNDRY EDUC

Educ-s 650 readings in junior high/middle school education.

Selected advanced readings in junior high/middle/intermediate school education.

EDUC-S 690 INTERNSHIP IN SECONDARY EDUCATION

For persons about to become high school administrators, supervisors, and/or curriculum directors or coordinators. Directed and supervised experiences in the field for such positions.

Min: 3 | Max: 5

EDUC-T 531 ORGANIZATIONAL CHANGE IN CULTURAL AND LINGUISTICAL DIVERSE SCHOOLS

Orientation to the processes of continuing education as they relate to health care professions with emphasis on professionalization as a process and its implications for continuing education. Includes exploration of processes of needs determination, instructional episode planning, design, implementation and evaluation.

EDUC-T 550 CULTURAL/COMMUNITY FORCES AND THE SCHOOLS

Promotes modification of instructional strategies within diverse educational settings by providing opportunities to analyze community forces and cultures through cultural orientation workshops and seminars, culturally focused readings, direct residential participation in community-related activities, and site-based culture/strategies reports.

EDUC-T 590 INDEPENDENT STUDY OR RESEARCH IN URBAN/MULTICULTURAL EDUCATION

Individual research or study with an Urban/Multicultural Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, T590 should not be sued for the study of material taught in a regularly scheduled course.

EDUC-U 540 ACADEMIC ADVISING IN THE COLLEGIATE ENVIRONMENT

An introduction to Academic Advising history, models, practices, research and assessment. This course provides an overview of the field of academic advising within higher education. The course addresses the historical, philosophical, theoretical, ethical and legal foundations of advising.

EDUC-U 544 INTRODUCTION TO STUDENT AFFAIRS WORK IN HIGHER EDUCATION

An overview of basic functions and professional issues in student affairs work. Pertinent concepts of administration and student development are introduced. The functions and relationships between various student services (e.g. admissions, counseling, financial aid, housing, student activities, etc.) are discussed.

EDUC-U 546 DIVERSE STUDENTS ON THE COLLEGE CAMPUS

This course focuses on the diversity of students on the college campus. Readings, guest lectures, and course assignments will be used to learn about diverse students' culture. The format will be lecture combined with class discussion.

EDUC-U 547 PROFESSIONAL DEVELOPMENT IN STUDENT AFFAIRS

Supervised experience in a student affairs related office. Overview of resource management associated with supervision, technology in higher education, and promising educational, teaching and leadership practices.

Min: 1 | Max: 7

EDUC-U 548 STUDENT DEVELOPMENT THEORY AND RESEARCH

Overview of the social psychological and student affairs literature related to college student development. Relationships between student characteristics and college outcomes are examined. Applications of psychosocial, cognitive developmental, and person-environment interaction theories to student affairs work are considered in-depth.

EDUC-U 549 ENVIROMENTAL THEORY AND ASSESSMENT

Selected environmental theories are examined (e.g. human aggregate, physical/architectural, campus ecology, cultural, perceptual). Various environmental assessment approaches for use in postsecondary settings are reviewed. Strategies for humanizing campus environments are examined with a particular emphasis on members of historically underrepresented groups.

EDUC-U 553 THE COLLEGE STUDENT AND THE LAW

The course provides a practical working understanding of the legal foundations that govern student/institution relations, investigates how these relations are interpreted by the courts, and identifies the basic factors that can influence a court's interpretation.

Min: 2 | Max: 2

EDUC-U 556 APPLYING STUDENT DEVELOPMENT THEORY TO PRACTICE

Selected student development theories are examined (e.g., psychosocial, cognitive, identity development) in relation to how these theories inform professional practice.

EDUC-U 559 SEMINAR IN RESIDENCE LIFE

Consideration of policies and procedures common to residence life administration. Application of student development, environmental, and organizational development theory to residential settings.

EDUC-U 560 INTERNSHIP IN STUDENT AFFAIRS

Relates theory to practice through supervised experience in student affairs.

EDUC-U 580 ISSUES AND PROBLEMS IN HIGHER EDUCATION AND STUDENT AFFAIRS ADMINISTRATION

This seminar is the capstone experience for the master's program in higher education and student affairs administration. Case studies and readings on current issues are used to foster integration and synthesis of concepts and research introduced previously in other required courses.

EDUC-U 590 INDEPENDENT STUDY OR RESEARCH IN COLLEGE STUDENT PERSONNEL ADMINISTRATION

Individual research or study with a College Student Personnel Administration faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, U590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-U 599 MA THESIS COL STUDENT PER ADM

Educ-w 500 professional development conference: specific title.

Conference to meet specific professional needs.

EDUC-W 505 PROFESSIONAL DEVELOPMENT CONFERENCE: SPECIFIC TITLE

Workshop to meet specific professional needs.

EDUC-W 515 TECHNOLOGY LEADERSHIP AND PROFESSIONAL DEVELOPMENT

This course is about providing leadership in support of technology for learning. Students will study theories and examples of technology leadership, evaluate standards for teacher effectiveness and professional development frameworks, critique policies and procedures, conduct data analysis, and assess the needs of adult learners. Students will create plans for professional development designed to advance the use of technology in learning environments.

EDUC-W 531 TECHNOLOGY FOR TEACHING AND LEARNING

A survey of technology used for teaching and learning which explores technologies in learning environments. Students will critically examine topics such as 21st century learning, new literacies, digital divides, digital citizens, technology in classrooms, web-based tools, mobile technologies, game-based learning, and technology innovations. Students will evaluate educational technology tools and engage in social networking and collaborative learning.

EDUC-W 551 EDUCATIONAL FOUNDATIONS FOR HIGH ABILITY STUDENTS

Participants develop an understanding of the nature and needs of high ability individuals. Focus is on historical foundations, theories and philosophies and laws and policies related to high ability education. Identification and selection strategies, characteristics, and educational program opportunities are also emphasized.

EDUC-X 599 MASTER'S THESIS IN EDUCATION

Educ-y 500 computer laboratory and consultation for educational inquiry.

This laboratory course is designed to accompany specific courses in educational inquiry. Use of research software, interpretation of analysis results, and conceptual discussion of corresponding concepts and principles are included in this laboratory. This course will include course-related consultation. The management and use of large data sets may be included in some laboratory offerings.

EDUC-Y 501 QUANTITATIVE ANALYSIS FOR EDUCATIONAL LEADERS

Quantitative data analysis course for Educational Leadership Ed. D. program. Topics include descriptive statistics and elementary inferential statistics. The course is a combination of lectures, problem solving, article discussion and hand-on data analysis and interpretation exercises using appropriate software. Focus on content and data relevant to educational leadership and schools.

EDUC-Y 502 INTERMEDIATE STATISTICS APPLIED TO EDUCATION

Educ-y 510 action research i.

An introduction to the basic philosophy and methods of action research. Students will design an action research project and write a proposal. In this class, you will learn how to conduct action research. You will learn how to select an area of focus; collect data; organize, analyze and interpret data; and take action based on your findings. You will plan an action research study and write a formal proposal for that study.

EDUC-Y 515 FOUNDATIONS OF EDUCATIONAL INQUIRY

Examination of the nature and purpose of educational inquiry with a focus on topics in social science/epistemology.

EDUC-Y 520 STRATEGIES FOR EDUCATIONAL INQUIRY

Introductory course intended to orient beginning graduate students to the conduct of social science inquiry in general and educational inquiry in particular and to acquaint them with key terms and generally accepted procedures in qualitative and quantitative inquiry.

EDUC-Y 521 METHODOLOGICAL APPROACHES TO EDUCATIONAL INQUIRY

Introduction to the various methodological approaches to the conduct of social sciences inquiry in general and educational inquiry in particular. Focus on the epistemological implications of methodological choices.

EDUC-Y 525 SURVEY RESEARCH METHODOLOGY

This course introduces students to social survey research, with particular emphasis on questionnaire design. Specifically the educational goals for the course include: 1) designing survey items that match research questions and plans for analysis, 2) understanding concepts, terminology related to questionnaire design and the fundamental steps of conducting survey research, 3) critical reading of survey research, 4) developing an awareness of current issues and important problems in questionnaire design, and 5) developing a theoretical and epistemological framework within to understand the ambitions, limitations, and history and practice of survey research.

EDUC-Y 527 EDUCATIONAL ASSESSMENT AND PSYCHOLOGICAL MEASUREMENT

Theoretical foundations for assessing educational and psychological constructs, with application to tests and alternative assessment procedures; methods for estimating reliability and validity; and techniques for scale construction, including attitude, personality, interest, aptitude, and performance.

EDUC-Y 535 EVALUATION MODELS AND TECHNIQUES

An overview of evaluation as an inquiry process, including a discussion of the history of evaluation and the state of the art. Frameworks and models for planning evaluation studies are discussed and applications are demonstrated. Criteria for evaluating studies, steps for writing evaluation proposals and reports, and techniques for the collection of information are discussed.

EDUC-Y 590 INDEPENDENT STUDY OR RESEARCH IN INQUIRY METHODOLOGY

Individual research or study with an Inquiry faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, Y590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-Y 600 METHODOLOGICAL IMPLICATIONS OF SOCIAL AND PSYCHOLOGICAL THEORIES

Introduction to social psychological theories that inform current methodological theory and practice including those developed by Freud, Piaget, Levi-Strauss, Webber and Marx. This introduction forms the basis of an exploration of methodological concepts such as validity and inference in terms of their social and psychological foundations.

EDUC-Y 604 MULTIVARIATE ANLS IN EDUC RES

Educ-y 611 qualitative inquiry in education.

Examination of qualitative approaches to educational inquiry (e.g. case study, naturalistic inquiry, educational anthropology, educational connoisseurship and criticism). Exploration of methods for collecting and analyzing qualitative data, criteria for field studies, and approaches to writing up field studies.

EDUC-Y 612 CRITICAL QUALITATIVE INQUIRY I

This first course in the sequence provides an introduction to critical social theory as it emerges through the context of qualitative research. Students begin corresponding field work, including both data collection and analysis.

EDUC-Y 613 CRITICAL QUALITATIVE INQUIRY II

This second course in the sequence continues the exploration of social theory and methodology by providing an opportunity for students to follow through on fieldwork and analysis started in EDUC-Y 612 and by examining some theory left implicit in EDUC-Y 612. The course will include opportunities to begin writing methodological tests.

EDUC-Y 616 DIGITAL TOOLS FOR QUALITATIVE INQUIRY

This course examines theoretical and methodological assumptions that undergird the applications of digital tools within the qualitative research process and provides students with a hands-on, skills-based experience. The course highlights how new technologies are changing the essence of what it means to engage in qualitative inquiry.

EDUC-Y 617 PSYCHOMETRIC THEORY

Educ-y 624 discursive psychology approaches to discourse analysis.

This course is to provide an introduction to discursive psychology approaches to discourse analysis. This is both a theoretical and methodological approach for understanding naturally-occurring language use, or talk-in-interaction. In this course, we will focus on both the theoretical foundations and analytical implications of a discursive psychology (DP) approach to data analysis.

EDUC-Y 630 NARRATIVE THEORY AND INQUIRY

Examines narrative theory and its connection to narrative approaches to inquiry. Explores the use of narrative in qualitative inquiry, and practices methods of collecting and analyzing narrative data.

EDUC-Y 631 DISCOURSE THEORY AND ANALYSIS

Examines the roots of discourse analytic field in qualitative research. Explores current trends in discourse theory and analysis. Examines exemplars and provides opportunities to engage in discourse analytic methods.

EDUC-Y 633 FEMINIST THEORY AND METHODOLOGY

Students will explore various iterations of feminist theory across an international spectrum in order to understand how feminist theory critiques enlightenment problematics, examining the epistemological aspects of feminist theories and their methodological implications. Students will engage in feminist research and reflect on feminist theoretical principles through the project.

EDUC-Y 637 CATEGORICAL DATA ANALYSIS

The analysis of cross-classified categorical data. Loglinear models, regression models in which the response variable is binary, ordinal, nominal, or discrete. Logit, probit, multinomial logit models; logistic and Poisson regression.

EDUC-Y 639 MULTILEVEL MODELING

Introduction to the general multilevel model and an emphasis on applications. Discussions of hierarchical linear models, and generalizations to nonlinear models. How such models are conceptualized, parameters estimated and interpreted. Model fit via software. Major emphasis throughout the course will be on how to choose an appropriate model and computational techniques.

EDUC-Y 640 ANALYZING QUALITATIVE DATA

This course 1) presents a range of approaches to qualitative analysis, 2) defines the distinct terminology used when describing qualitative analyses, 3) articulates the procedures common to particular approaches to qualitative data analysis, and 4) describes how theory guides the interpretation process.

EDUC-Y 641 MIXED METHODS RESEARCH

This course provides an overview of mixed methods, including the history and philosophy of mixed methods, emerging literature within the field, purposes and characteristics of mixed methods research, types of research problems typically addressed, the specification of mixed methods purpose statements and research questions and types of mixed methods designs.

EDUC-Y 645 COVARIANCE STRUCTURE ANALYSIS

Path analysis, introduction to multivariate multiple regression, confirmatory factor analysis, and latent variables. Structural equation models with and without latent variables. Mean-structure and multi-group analysis.

EDUC-Y 650 TOPICS IN EDUCATIONAL INQUIRY METHODOLOGY

Advanced study of research and theory on selected topics in qualitative or quantitative inquiry methodology.

EDUC-Y 655 LONGITUDINAL DATA ANALYSIS

Introduction to methods for longitudinal data analysis; repeated measures data. The analysis of change - models for one or more response variables, possibly censored. Association of measurements across time for both continuous and discrete responses.

EDUC-Y 660 AFFINITY RESEARCH GROUP

Study and Research support groups formed on the basis of mutual interests to generate new curriculum and research projects integrating previous course work under the guidance of a faculty member. The work of these groups could continue over the course of several semesters to develop research papers, presentations, books or conduct empirical research as a team.

EDUC-Y 690 ADVANCED INDEPENDENT STUDY IN INQUIRY METHODOLOGY

Individual research with an Inquiry faculty member on an advanced methodology topic, arranged prior to registration. A short proposal should be submitted during the first week specifying the scope of the project, completion date, and products. Y690 is not for material taught in a regularly scheduled course.

EDUC-Y 795 DISSERTATION PROPOSAL PREP

This course is for the development of a dissertation proposal in program areas in education which do not currently offer such a course. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.

EDUC-Y 799 DOCTORAL THESIS IN INQUIRY METHODOLOGY

Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

EDUC-Z 501 ART METHODS FOR NON-ART SPECIALIST EDUCATORS

Introduction to visual art education content, issues, and pedagogy for non-art specialist educators in P-12 school or community settings. Emphases are on the exploration of visual art processes and techniques; contributions of visual art to thinking and learning; and approaches to curriculum planning that integrate visual art with non-art subjects.

EDUC-Z 511 NONSTUDIO APPROACHES TO ART INSTRUCTION

Exploration of critical approaches to newer media, including film, video, television, and electronics, directed toward an art context. Emphasis on the development of critical skills and approaches to teaching about aesthetics, art criticism, and art history and toward integrating these with art production in the classroom.

EDUC-Z 525 PHILOSOPHIC AND HISTORICAL FOUNDATIONS OF ART EDUCATION

Examination of social forces and competing philosophies that have shaped art education across a range of educational settings. Emphases are on emerging theories of artistic development and growth as well as the evolution of society-centered, child-centered, discipline-based, and visual culture philosophies of art education. Required for Art Education graduate students.

EDUC-Z 531 DESIGNING VISUAL LEARNING ENVIRONMENTS FOR CHILDREN

A graduate level introduction to fundamentals of designing and facilitating children's visual art learning experiences in schools, community centers and museums. Emphasis on pedagogy in the context of practice and field experiences with children. Required for graduate certification in visual art. Non-art majors welcome with instructor permission.

EDUC-Z 532 ART EDUCATION IN SCHOOL & MUSEUM SETTINGS: FOUNDATIONS & METHODS

A graduate level course in issues and strategies of curriculum development, instruction of visual art education, and philosophic perspectives of teaching art in PreK-12 schools, museums, community settings and other professional contexts. Required for all-grade visual art certification. Open to graduate students interested in art education in non-school settings.

EDUC-Z 533 CHILD ART: UNDERSTANDING CHILDREN AS MAKERS AND READERS OF IMAGES

Graduate level introduction to the nature, meanings and development of visual/artistic expressions and aesthetic responses from childhood through adolescence. Students will analyze children's artworks and reactions to images through readings, case studies, and field experiences, and consider implications for promoting artistic and aesthetic growth. Open to all graduate students.

EDUC-Z 535 METHODS IN ONLINE STUDIO INSTRUCTION AND CRITIQUE

This methods course prepares students to teach online studio courses for secondary and post-secondary students. Focus is on integrating new media in online learning, engaging higher-order thinking through small group critique, and developing units of online instruction. Includes supervised praxis experiences.

EDUC-Z 550 TOPICAL SEMINAR IN ART EDUCATION

Advanced study of selected topics in art education drawing upon resources which are uniquely available or particularly pertinent to the given topic.

EDUC-Z 590 INDEPENDENT STUDY OR RESEARCH IN ART EDUCATION

Individual research or study with an Art Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, Z590 should not be used for the study of material taught in a regularly scheduled course.

EDUC-Z 599 MASTER'S THESIS IN EDUCATION

The thesis may be an organized scientific study or a systematic and comprehensive analysis of theory and practice in a specific area.

EDUC-Z 600 HISTORICAL STUDIES IN ART EDUCATION

History of art education in Western Civilization and in the public schools of the United States. Practice in abstracting and evaluating historical studies and investigating an historical inquiry.

EDUC-Z 700 PRACTICUM IN ART EDUCATION

Training experiences for prospective researchers; or supervised college teaching experiences; or administrative internships in some area of art education.

EDUC-Z 705 DRAMA AS CRITICAL PEDAGOGY ACROSS THE CURRICULUM K-12 DRAMA-IN-EDUCATION: KINDERGARTEN THROUGH SECON

This course explores a wide range of connections between drama and critical pedagogy across the curriculum. Focus is given to current theories, practice/strategies and research that articulate this connection.

EDUC-Z 750 TOPICAL DOCTORAL SEMINAR IN ART EDUCATION: VARIABLE TITLE

Required for Art Education doctoral students. Critical examination of a range of contemporary issues and topics, including those related to learning, curriculum, pedagogy, visual culture or equity in art education.

EDUC-Z 760 ART EDUCATION RESEARCH SEMINAR: VARIABLE TITLE

Required for Art Education doctoral students. Emphasis is on the analysis of research and scholarship in art education as well the development of independent research and publication skills within a learning community.

EDUC-A 639 ADVANCED SCHOOL DISTRICTING BUDGET, OPERATIONS, AND FACILITIES

This course focuses on advanced concepts in public school budgeting and accounting as related to educational needs & vision. It covers budgets for schools, spending prioritization, operational efficiency and  tax rate management. Specific topics include creating a district budget, tax rate management, debt construction financing, property taxes,  and facility plans.

EDUC-A 677 GOVERNANCE AND ETHICS

This course examines educational leadership through focus on the legal governing bodies of schools/systems, with emphasis on ethics in the governing bodies' relationship with employees, students, and community. Topics include theories of governance versus management, effect of governance practices on school systems, and legal responsibilities of governing bodies.

EDUC-A 682 LEADING DISTRICT INSTRUCTIONAL FRAMEWORKS & PRINCIPAL SUPERVISION

Course focuses on creating  and leading an instruction system for a school district that is aligned to the district vision and mission. This course uses research to evaluate curricula, technology and other supports. This course covers how to supervise building level leaders and align that supervision with the instructional system.

EDUC-A 686 DISTRICT AND COMMUNITY RELATIONS

This course focuses on knowledge and skills required to develop and maintain a supportive, equitable, culturally responsive, inclusive district culture. Students analyze case studies and interview superintendent or DEI Officer focusing on how districts evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instructional and behavior support practices among staff.

EDUC-I 574 TOPICAL SEMINAR IN LEARNING SCIENCES

Topical seminar for doctoral students in Learning Sciences. Possible topics include online instruction, computers in education, activity theory, problem based learning, embodied cognition, gaming/simulation, AI in Education, computational thinking and problem solving to name a few. We allow repetition so long as each section is a different topic.

EDUC-I 590 INDEPENDENT STUDY OR RESEARCH IN LEARNING SCIENCES

Individual research or study with a Learning Sciences faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s).

EDUC-I 632 DESIGNING FOR LEARNING IN CONTEXT

This is an advanced seminar in the learning sciences, focused on exploring approach to designing for learning (e.g., Design of Learning Activities). Each specific seminar will have its own focus.

EDUC-J 502 ASSESSMENT AND EVALUATION

An introductory course for education professionals. Topics of study include principles of assessment, formal/informal assessment instruments and methods, formative & summative assessment, interpretation/use of standardized test results, social/political issues in assessment, and analysis of data. Evaluation topics include determining eligibility for special ed, evaluation of programs, and instructional approaches.

EDUC-N 720 RESEARCH ON ASSESSMENT IN MATHEMATICS EDUCATION

This course focuses on assessment policies and practices in K-12 mathematics, addresses national/international mathematics education assessment data, and the limits of what can be learned from such data. We will examine large scale assessment data sets including NAEP, PISA, TIMSS, TALIS and engage in secondary analyses of these assessment data.

EDUC-N 721 RESEARCH ON CURRICULUM & HISTORY IN MATHEMATICS EDUCATION

This course focuses on history and curriculum in mathematics education over the past 120 years. We will identify social pressures both internal and external to mathematics education that have shaped changes to curriculum. We will examine contemporary research on the kind, quality, and impact of current curricular materials on instruction

EDUC-N 722 RESEARCH ON LEARNING IN MATHEMATICS EDUCATION

This course focuses on the theory of constructivism derived from Piaget and sociocultural theories of learning derived from Vygotsky, which have shaped research on learning in mathematics education. We delve deeply into constructivism and grapple with what it means to learn and know mathematics.

EDUC-N 723 RESEARCH ON EQUITY IN MATHEMATICS EDUCATION

This course focuses on how issues of equity (e.g., race, social class and gender) impact mathematics education. We discuss differing perspectives on how to conduct research on equity and ways to address inequities. Discussing existing theories/research will allow students to conduct critical analyses of equity using existing data and literature.

EDUC-N 724 RESEARCH ON TECHNOLOGY IN MATHEMATICS EDUCATION

This course focuses on the theoretical foundations of different approaches to technology use in school mathematics. We will review research on educational uses of technology and examine ways in which technology can be used to promote reflection and professional growth among teachers. We will use different technologies in the course.

EDUC-N 725 RESEARCH ON TEACHER EDUCATION IN MATHEMATICS EDUCATION

This course focuses on research on mathematics teaching and teacher education. We will become familiar with different frameworks for, research methodologies, and instruments related to teaching and teacher education. We will become familiar with standards/recommendations for teacher preparation programs. You will reflect on your teaching and develop your teaching philosophy.

EDUC-N 730 UNDERSTANDING AND USING ASSESSMENTS IN MATHEMATICS EDUCATION

This course will focus on assessment use in the mathematics classroom, both what we can learn and apply from national and international mathematics assessments and what research suggests about assessment issues and practices in K-12 mathematics schooling.

EDUC-N 733 EXPLORING EQUITY IN MATHEMATICS EDUCATION

This course will examine issues of equity in mathematics education related to culture, race, power, access and identity. We will explore differing perspectives on equity, as well as ways to address inequities. Discussions of existing theories and research will allow students to conduct their own critical analyses of equity issues.

EDUC-N 734 TECHNOLOGY IN MATHEMATICS TEACHING AND LEARNING

In this seminar we will examine the theoretical foundations to using technology in school mathematics; read research on technology; learn how students can use technology to explore mathematical ideas; examine how technology can promote professional reflection about teaching; and use technology ourselves.

EDUC-N 735 MATHEMATICS TEACHER EDUCATION AND LEADERSHIP

This course focuses on research on mathematics teaching, teacher education, and leadership. We will become familiar with different frameworks for, research methodologies, and instruments related to teaching, teacher education, and leadership. You will reflect on your teaching and develop your teaching philosophy.

EDUC-N 736 PROBLEM SOLVING IN MATHEMATICS LEARNING AND TEACHING

Considers the role of problem solving in mathematics learning and teaching. Students will solve interesting mathematics problems related to K-12 content to examine their own learning. These experiences will inform their reading and discussion of literature about the role of problem solving in effective, equitable mathematics instruction.

EDUC-Y 534 PROGRAM EVALUATION FOR EDUCATION PRACTITIONERS

This introductory course in program evaluation for educational practitioners. Specifically, we will look at models and methods of evaluating educational programs and processes. The course is designed for practitioners who wish to acquire a basic understanding of program evaluation implementation.

EDUC-Y 599 MASTER'S THESIS IN EDUCATION

This course is for students that elect the thesis option in the new MSEd in Qualitative and Quantitative Research Methodology. Students can register for 1-6 thesis credit hours and complete a research-based master's thesis, the scope and topic of which should be developed in consultation with the student's advisor.

EDUC-Y 601 STATISTICAL DESIGN OF EDUCATIONAL RESEARCH FOR PRACTITIONERS

This course is designed for education practitioners. The course focuses on issues related theoretical and applied understanding of statistical models, analysis, and reporting of results. At the completion of this course, students would gain a broad understanding of experimental research designs and gain familiarity with performing analyses using statistical software.

EDUC-Y 602 MULTIVARIATE ANALYSIS FOR EDUCATIONAL PRACTITIONERS

This course is designed for non-researchers/practitioners. This course focuses on applications of the General Linear Model (GLM) and its extensions with the purpose of reading applied research.  A range of multivariate statistical analysis procedures are considered to examine relationships between multiple variables.

EDUC-Y 609 QUALITATIVE INQUIRY IN EDUCATION FOR PRACTITIONERS

This course is an introduction to the field and practice of qualitative research for education practitioners. In this course, practitioner scholars will be introduced to various approaches to designing and conducting qualitative research studies focused on examining a problem of practice

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This degree is also good preparation for those that intend to purse graduate study in mental health helping fields (e.g., counseling psychology, clinical psychology, social work, nursing).

For careers as a licensed counselor, bachelor’s degree recipients would need to subsequently pursue at least an accredited master’s degree in a clinical counseling field.

Information concerning program and course requirements can be obtained by visiting the Undergraduate Portal's Program Sheets webpage .

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Clinical Psychology - Doctor of Philosophy (Ph.D.)

The Ph.D. in Clinical Psychology is an Indiana University degree offered in the Department of Psychology. Due to the recent separation of Indiana University and Purdue University , students admitted in Fall 2024 and later earn an Indiana University degree, whereas students admitted prior to Fall 2024 earn a Purdue University Degree.

The Ph.D. in Clinical Psychology prepares students for careers as researchers, educators, direct service providers, and administrators. Although the program provides strong clinical training, its primary emphasis is on the methods of behavioral science, and the program offers unusually rich opportunities for research and training.

The program requires a full-time commitment for six years of study, including completion of six academic semesters of course work, a minimum 800 hours of practicum experience, a master’s thesis, a preliminary examination to admit a student to doctoral candidacy, a dissertation, and a one-year internship. In addition to the core course work in clinical psychology, students take additional courses, gain focused research experience, and gain practicum experience across our three areas of emphasis: clinical health psychology, diversity science, and dual diagnosis (severe mental illness/psychiatric rehabilitation and substance use). The program has a strong commitment to diversity, equity, and inclusion, as seen in our community, coursework, practicum placements, and research. The program is accredited by the American Psychological Association and is a member of the Council of Clinical Health Psychology Training Programs.

Program details » Learn about the program's goals and objectives, core faculty, training emphases, and more.

Requirements

Read the requirements in the academic bulletin. Choose the bulletin year corresponding to your first term.

• 2023–2024
• 2022–2023
• 2021–2022
• 2020–2021
• 2019–2020
• 2018–2019

Offered at IUPUI by School of Science

Offered on campus

Career Services

See our PREPs page.

More information

Learn more about this degree program

Program details

The Clinical Psychology Ph.D. program subscribes to a clinical science model of clinical training. As such, students seeking strong research training, in conjunction with  evidence -based practicum experiences, would be the most desirable students for the program.

Program highlights

• Unique programmatic focus areas: health psychology, diversity science, and dual diagnosis (severe mental illness and substance use)
• High publishing productivity of students and faculty
• Cutting edge, grant-funded research
• Located on the primary academic health sciences campus for the state of Indiana, with active collaborators and clinical supervisors in the IU School of Medicine and nearby hospitals
• Students receive prestigious recognitions and awards
• Diverse range of community-based clinical practicum opportunities, tailored to your interests
• 100% APA-accredited internship match rate in the past 10+ years (compared to 81% national average of Clinical Ph.D. programs)
• Emphasize diversity, equity, and inclusion in our community and research
• Nestled in the urban city of Indianapolis; low cost of living (12% below national average) allows enjoyment of great restaurants, parks, museums, and events on a graduate student budget
• Welcoming culture of collaboration and collegiality among students and faculty

Goals & objectives

The Ph.D. Program in Clinical Psychology was designed to integrate the assessment and intervention strategies of evidence-based clinical psychology with health/rehabilitation psychology's emphasis on optimizing the adaptation of persons with chronic, disabling medical conditions. Our program addresses the psychological and social consequences of mental and physical health conditions. As researchers, we study behaviors, experiences, and attitudes of persons with disabilities and illness; develop and assess theoretical models that attempt to understand how behavior, health, and illness interact; and develop and evaluate treatment approaches. As practitioners, we assess individuals and their environments, plan and implement interventions, and monitor the success of this work. The program emphasizes the acquisition of the methods, theories, and knowledge of behavioral science along with the practitioner skills of clinical psychology.

The program embraces a series of three overarching goals and seven subsidiary objectives for training. The goals and objectives are outlined below. Upon graduating from the program, students will be able to demonstrate a high level of competence in each of these areas.

Goal 1: To produce graduates who are capable of making independent contributions to the scientific knowledge base of clinical psychology

• Objective 1A: Students will demonstrate knowledge in the breadth of scientific psychology, including historical perspectives of its foundations and development.
• Objective 1B: Students will demonstrate knowledge in the theory, methodology, and data analysis skills related to psychological research
• Objective 1C: Students will demonstrate the ability to generate new scientific knowledge and theory related to the field of psychology.

Goal 2: To produce graduates who can competently integrate the science and practice of clinical psychology and can provide evidence-based services

• Objective 2A: Students will acquire knowledge and skills in the assessment of individual strengths and weaknesses, as well as the diagnosis of psychological problems and disorders.
• Objective 2B: Students will acquire knowledge and skills in the conceptualization, design, implementation, delivery, supervision, consultation, and evaluation of evidence-based psychosocial interventions for psychological problems and disorders.

Goal 3: To produce graduates who demonstrate they can conduct themselves in culturally sensitive and ethical ways in the science and practice of clinical psychology

• Objective 3A: Students will demonstrate sensitivity, knowledge, and skills in regard to the role of human diversity in the research and practice of clinical psychology.
• Objective 3B: Students will demonstrate a working knowledge of the APA ethical code and will demonstrate their ability to apply ethical principles in practical contexts.

Core faculty

Program leadership.

Melissa Cyders, Ph.D. Director of Clinical Training

As the Director of Clinical Training, I oversee the management of the clinical psychology program, including student recruitment, retention, and development. I am also responsible for day-to-day management of the program, communication with our accrediting body, and working with other program faculty and leadership to ensure students develop and meet competency milestones while enrolled in our program.

Kendra Stewart, Ph.D. Assistant Director of Clinical Training

As the Assistant Director of Clinical Training, I oversee the clinical training for the program, including practicum development, placement, and quality control. I also work with other faculty to ensure students clinical training meets program guidelines and goals.

Deanna Barthlow, Ph.D. Director of the Clinical Psychology Mental Health Center

As Director of the Clinical Psychology Mental Health Center , I oversee the day-to-day operations of the center, provide supervision and training to first-time and advanced clinical trainees, and make all administrative decisions for the center. I work with other faculty and leadership to ensure students are prepared for external advanced practicum placements.

Core Faculty Mentors

My primary research area is the role of emotional experiences and impulsivity in risk processes for a wide range of maladaptive health behaviors, including alcohol use, drug use, gambling, risky sexual practices, sexting, and eating disorders.

I am planning to recruit a new graduate student for my research laboratory for Fall 2024.

Veronica Derricks, Ph.D.

My research program focuses primarily on understanding the psychological mechanisms that perpetuate disparities in health and academic outcomes.

Adam Hirsh, Ph.D.

My lab conducts research on the biopsychosocial aspects of pain and functioning in humans. We study providers of pain care, patients who experience pain, and healthy laypersons.

I am not planning to recruit a new graduate student for my research laboratory for Fall 2024.

India Johnson, Ph.D.

My body of work examines evidence-based interventions to promote the success of singly and multiply marginalized persons across a variety of organizational environments.

John H. McGrew, Ph.D., Emeritus

My current interests can be broadly classified into three areas: evidence-based community treatments for persons with severe mental illness, mental health system change and assessment, and autism.

I am no longer recruiting graduate students into my research laboratory.

Kyle S. Minor, Ph.D.

My focuses on identifying clinical risk markers of psychosis and implementing interventions for individuals at risk for or diagnosed with Schizophrenia-spectrum disorders. The long-term goals of my research program are to develop instruments that accurately assess psychotic symptoms and create interventions to improve the lives of people with psychosis.

Catherine Mosher, Ph.D.

My primary research interests are: (1) developing, evaluating, and disseminating psychosocial interventions for cancer patients and their family caregivers; and (2) identifying demographic, medical, and social predictors of physical and psychological health outcomes in cancer patients and their family caregivers. My recent projects have focused on novel applications of Acceptance and Commitment Therapy for these populations.

Kevin Rand, Ph.D.

Currently, my research is focused in several health-relevant populations, including people with cancer, people experiencing clinical pain, and women experiencing pelvic health concerns (e.g., dysmenorrhea, pelvic organ prolapse, hot flashes). I am interested in understanding how people cope with their illnesses and how these coping efforts influence psychological adjustment (especially symptoms of depression and anxiety) and future treatment decisions. More generally, I investigate how people think about and pursue goals in their lives, how they cope with goal disruptions, and how these goal pursuits influence people's mental and physical health. I am a core faculty member of the RESPECT center, which is a collaborative, interdisciplinary group of researchers and clinicians who are interested in the science of palliative and end-of-life care across the lifespan.

Michelle P. Salyers, Ph.D.

My broad area of research interest is psychiatric rehabilitation, focusing on skills and supports to help adults with severe mental illnesses achieve recovery goals. I am currently working on projects related to two main areas: 1) shared-decision making to help people collaborate more effectively with their treatment providers; and 2) enhancing well-being of treatment providers to help reduce burnout and turnover, while also improving quality of care.

Jesse Stewart, Ph.D.

I conduct research examining the influence of negative emotions (e.g., depression, anxiety, and hostility/anger) on the development of cardiovascular diseases, such as heart disease and hypertension. I also investigate the role of cardiovascular responses to stress in the development of cardiovascular diseases.

Tamika Zapolski, Ph.D.

My primary research focus is on understanding important factors related to risk of drug use among youth and developing interventions to help mitigate risk for future use among youth. Although many of the findings based on the research from my lab are universal, applicable across ethnic groups, I do pay particular focus on understanding cultural factors that are influential in elevating risk of drug use among African American youth.

Wei Wu, Ph.D.

I am interested in developing, improving, and evaluating statistical methods that are useful in clinical research. My research has been primarily focused on the methods to analyze missing data such as multiple imputation methods for continuous and categorical data, and methods to analyze change such as growth curve modeling, as well as methods to probe possible causal effects such as cross lagged panel models. I am also interested in efficient designs for longitudinal research.

John C. Guare, Ph.D. , Assistant Director of Clinical Training

Emphasis: Health Psychology

As the Assistant Director of Clinical Training, I oversee the clinical training for the program, including practicum development, placement, and quality control. Although I do not maintain a program of research, my interests are in health psychology, diabetes, and obesity.

Emphasis: Severe Mental Illness

Degree requirements

Students are required to complete a minimum of 90 semester hours of graduate work.

Clinical Psychology (18 credit hours)

Courses include two semesters each of intervention and assessment; coursework in ethical, cultural, and legal issues in clinical psychology; and psychopathology.

Statistics and Methods (15 credit hours)

Two courses in basic statistical techniques, one course in research methods, one course in systematic review and meta-analysis, and an additional advanced statistical analysis course.

Psychology Breadth (6 credit hours)

Two integrated breadth courses: one examining cognitive, affective, and social aspects of behavior and one in developmental neuroscience.

Clinical Practicum (12 credit hours)

A minimum of 800 hours of supervised training with hands-on experience in assessment and intervention. First clinical practicum experience occurs in our Mental Health Center, providing intensive training and supervision. Subsequent practica occur in local clinical and healthcare settings.

Minor (6 credit hours)

Two courses in diversity science and applied techniques.

Professional Development (5)

Courses include a first-year professional development seminar, a teaching seminar, area meetings, advanced clinical intervention trainings, and an advanced professional development seminar.

Electives (12 credit hours)

Four courses of the student’s choice from the psychology department or from other departments within the university, pending approval of the student’s plan of study committee.

Master's Thesis (3 credit hours)

Dissertation (9-18 credit hours), clinical internship (0-2 credit hours).

A minimum of 2000 hours of supervised training at an approved site.

General Psychology Core (12 credit hours)

One course in each of the four core areas (biological, cognitive-affective, social, and psychopathology).

Statistics and Methods (12 credit hours)

Two courses in basic statistical techniques and one course each in measurement theory and research design.

A minimum of 800 hours of supervised training in local clinical and healthcare settings with hands-on experience in assessment and intervention.

Electives (9 credit hours)

Three courses of the student’s choice from the psychology department or from other departments within the university, pending approval of the student’s plan of study committee.

Teaching Experience (1-2 credit hours)

A teaching seminar and supervised experience.

Admission requirements

Degrees are conferred through the Indiana University system. Entering students must meet the minimum admission requirements of the Graduate School of Indiana University and departmental requirements.

We are particularly interested in receiving applications from persons with a strong commitment to research, scholarly work, and a scientific perspective. Previous research experience or the completion of an undergraduate research project is seen as particularly positive (but not required). We value a broad liberal arts or science-based undergraduate education as the foundation for graduate study. We take a balanced approach to admission, and relative weaknesses in one area may be balanced by strengths in others. The clinical psychology program is committed to creating a diverse, equitable, and inclusive learning environment for its students; persons with disabilities and underrepresented individuals are encouraged to apply.

Admission to the program is competitive and only under unusual circumstances will students be considered for admission who fail to meet these standards:

Bachelor's degree

All applicants must have a bachelor's degree from an accredited institution. You do not need a master's degree to apply.

An undergraduate and graduate grade point average of 3.2 or higher on a 4-point scale. The mean GPA of students admitted between 2014-2020 is 3.81.

Submission of GRE test scores is optional – applications with and without GRE scores will be given equal consideration. Scores are used in the overall evaluation process by the area to determine preparation for graduate training, but there is no minimum score required and all credentials are considered by the admissions committee. Only valid GRE scores are accepted; test scores are valid for five years after the testing year in which you tested (July 1-June 30).

Psychology GRE

The Psychology GRE is optional, but not required.

Undergraduate Prerequisites

Except in unusual circumstances, students admitted to the program are expected to have completed at least 15 credit hours in psychology. Although there are no specific undergraduate course prerequisites for program entry, students without coursework in the following areas will likely be at a disadvantage when taking some of the required courses: 1) research methods, 2) statistics, and 3) abnormal psychology. Students without preparation in these areas may be asked by their instructors to complete some remedial activity prior to enrolling in the graduate course (e.g., reading an undergraduate text or taking an undergraduate course).

International students English proficiency requirements

As an international applicant, you must take the Test of English as a Foreign Language (TOEFL) unless you have a bachelor's degree from a predominantly English-speaking country . You must have a minimum total score of 80  on the internet-based test (subscore minimums must also be met: Reading-19, Listening-14, Writing-18, Speaking-18). For more information, visit the Office of International Affairs website.

Application deadline

December 1 st (Students admitted for fall enrollment only). To be considered for admission, all application materials must be received by the deadline.

Application review & selection process

Completed applications received by the application deadline are reviewed in December or early January by the Admissions Committee, consisting of the core faculty. After the folders are reviewed individually by a subset of the Committee, a meeting is scheduled in which an initial pool of candidates is selected. Candidate selections are made using the following criteria: research experience, GPA, strength of undergraduate education, GRE scores (optional), and letters of recommendation. The compatibility of student interests with those of the faculty and the program emphasis (i.e., health psychology, diversity science, severe mental illness, substance use research) is strongly considered.

Candidates are then interviewed by faculty and staff during a day-long zoom interview, usually scheduled in January or February. Candidates also meet individually and as a group with current graduate students. Alternative interviews may be conducted if the applicant is unable to attend the interview day.

Following the interviews, the Committee meets again to make final selections. The candidates are then rank-ordered with primary selections and alternates. Candidates who are recommended by the Admissions Committee are then contacted by email, with acceptance letters sent to the applicants. Following American Psychological Association Guidelines, applicants must communicate whether they accept the offer for admission by April 15. The rank-order list of accepted applicants provides the next individual who will be offered acceptance into the program if an initial offer is rejected. Finally, the selections are sent to the Graduate School at West Lafayette for final approval. Candidates offered admission may be offered an opportunity to attend admissions open house prior to making an enrollment decision.

Each year approximately 4-8 applicants are admitted by the Admissions Committee, with all the faculty committee members participating in the selection process. The exact number of admitted students is determined by a consideration of (1) qualifications of applicants; (2) capacity to provide quality training to all students; and (3) capacity to provide assistantships or other sources of support for all new and current students. Because more qualified applicants apply to the program than can be admitted, the first criterion has not been the limiting factor. The second criterion assumes a ratio of no more than 6 students to each core faculty. With 9 current core faculty who mentor research, the maximum capacity is approximately 56 students. As a practical matter, financial support is currently the most salient limiting factor. Taking into consideration fellowship, grant, and departmental support, we anticipate 4-8 students can be brought in annually.

Offers & acceptances policy

The Clinical Psychology Program follows the policy of the Council of University Directors of Clinical Training (CUDCP).

Student admissions, outcomes, and other data

View student admissions, outcomes, and other data for the Clinical Psychology Ph.D. program »

Training emphases

The program provides training emphases in three areas:

• clinical health psychology
• diversity science
• dual diagnosis (severe mental illness/psychiatric rehabilitation and substance use)

This is accomplished by completing advanced courses, selecting targeted practicum experiences, and engaging in research in these areas. The Department of Psychology, the IUPUI campus, and the city of Indianapolis provide numerous research and clinical opportunities and a rich environment to pursue these interests. The Department of Psychology has ongoing funded projects in all three areas and provides for a vibrant climate of scholarly activity. Superb practicum placement opportunities are also readily available in all three areas and complement the vigorous research experiences and the advanced courses offered.

Clinical Health Psychology

Clinical health psychology is both an applied and a basic science, traditionally focusing on four areas: health promotion and maintenance, prevention and treatment, etiology and correlates of health, illness, and dysfunction, and the health care system and the formulation of health care policy. A clinical health psychologist is a clinical psychologist who specializes in the application of psychological knowledge to the understanding of health and illness through basic and clinical research, education, and clinical service activities. Related areas are behavioral medicine and health psychology. This training emphasis area will prepare students to enter the field as researchers, practitioners, and/or administrators in a variety of settings, including universities, medical schools, hospitals and medical centers, clinics, private practice, and government agencies.

Diversity Science

Diversity science examines issues related to diversity, equity, and inclusion, including stigma, differential access to resources, and poorer physical and mental health outcomes that disproportionately affect minoritized populations. This minor provides coursework that examines the historical influences, social structures, and contemporary practices that produce disparities across several sectors in society, as well as strategies and interventions to mitigate and prevent such disparities.

Dual Diagnosis

The co-occurrence of substance and alcohol use and severe mental illness is common and requires a focus on prevention, early identification, and specialized intervention. Individuals with severe psychiatric disorders (such as schizophrenia and bipolar disorder) often have ongoing problems in community functioning and require a set of practices aimed at assisting such individuals to achieve personal life goals and full integration into the community. Similarly, substance and alcohol use disorders have mortality rates and societal costs and are often difficult to treat. Students interested in dual diagnosis are exposed to new research and clinical training related to evidence-based practice and have an opportunity to work with nationally recognized leaders in the field. Research practices span from neuroimaging, neurocognitive measurements, ecologically momentary assessment, laboratory-based oral and intravenous alcohol studies, qualitative methods, school-based interventions, and large-scale longitudinal survey methods. Students often participate in research collaborations and practicum training through the ACT Center of Indiana, the Roudebush VA, PARC center for early psychosis, the Indiana Alcohol Research Center, the Indiana School of Medicine Adolescent Division, the Addiction Neuroscience Program, the Indiana University Addictions Grand Challenge Program, and a T32 training grant housed in the Department of Psychology focused on training on research in alcohol use.

Mental Health Center

The Mental Health Center is an in-house training clinic for the IUPUI Clinical Psychology PhD program. Services are provided by doctoral students from the PhD program in Clinical Psychology at IUPUI. They will be supervised by a licensed clinical psychologist.

We serve IUPUI students (undergraduate, professional, and graduate) with clinically significant but less severe/urgent behavioral health and wellness-related needs with individual and group therapy.

We also aim to serve IUPUI students and community members who need educational and/or behavioral health assessments.

Mental Health Center website »

External clinical practica

The IUPUI campus and the city of Indianapolis provide a rich environment for clinical practica.

A clinical practicum is a supervised training and educational experience conducted in a university, hospital, or community health care setting. Generally, the sites for these practica are located in the Indianapolis area, but other locations are also possible. Training stresses the integration of scientific method, critical thinking, and evidence-based knowledge into professional practice. Practicum training helps students increase their basic clinical skills and confidence and acquire increased understanding of professional responsibility and ethics, as well as the many roles that psychologists can perform.

Practica are organized on a one or two semester-long basis and are usually one or two days each week. An important feature of the practicum experience at IUPUI is a high degree of access to many different clinical settings and client populations within and across specializations. In addition, most practicum sites involve professional psychologists who provide on-site supervision and serve as mentors. Health professionals including psychiatrists and others also function in supervisory and mentoring roles. The Assistant Director of Clinical Training meets individually with students to identify practicum sites based on student interest, skills, and site availability. Close liaison is maintained between the Assistant Director of Clinical Training and each practicum site to ensure that the practicum experience is meeting the training needs and educational objectives of the student. Most students complete 4-5 different placements.

Examples of potential practicum sites

• Indiana University Medical Center – Outpatient Psychiatry Clinic
• Roudebush VAMC Hospital – Mental Health Unit
• Riley Hospital for Children – Tic and Anxiety Clinic
• Carmel Psychology (children/adolescents)
• Marian University Counseling Center
• Indiana University (IU) Health – Primary Care
• Indiana Polyclinic (chronic pain clinic)
• Indiana University Medical Center – Diabetes Clinic
• Riley Hospital for Children – Pediatric Pain Clinic
• Riley Hospital for Children – Gender and Adolescent Health Program
• Riley Hospital for Children – Pediatric Behavioral Sleep Medicine
• Riley Hospital for Children – Pediatric Psycho-oncology
• Roudebush VAMC Hospital – Pain Clinic
• Roudebush VAMC Hospital – Primary Care Clinic
• Roudebush VAMC Hospital – Palliative Care
• Indiana University Medical Center – Digestive and Liver Disorders Division
• Methodist Hospital – Addiction and Treatment Recovery Center
• Methodist Hospital – Choice Program (Primary Care)
• Charis Center for Eating Disorders
• Indiana University Medical Center – Neuropsychology Clinic
• Meridian Psychological Associates
• Roudebush VAMC Hospital – Neuropsychology Clinic
• Eskenazi Hospital – Sandra Eskenazi Center for Brain Excellence
• Neuropsychology Associates
• Beacon Psychology Services (children/adolescents)
• Juvenile Detention Center (children/adolescents)
• Eskenazi Hospital – Midtown Community Mental Health Center
• Eskenazi Hospital Midtown Westside –Borderline Personality Disorder Clinic
• Eskenazi Hospital – Midtown Prevention and Recovery Clinic (PARC)
• Roudebush VAMC Hospital – Psychosocial Rehabilitation and Recovery Center (PRRC)
• Roudebush VAMC Hospital – Psychiatric Inpatient Unit

Financial support

The Department of Psychology provides financial support for Ph.D. students throughout their graduate education. We make the commitment to support students in good standing for 5 years. Although the availability of student funding fluctuates, we have been able to provide financial support (stipend + tuition scholarship for the maximum remittable portion of tuition) for all of our doctoral students for five years. Students in good standing within the Clinical Psychology program will receive a minimum stipend of $19.950.

Stipend support typically comes from teaching or research assistantships, for 20 hours/week, 10 months of the year (with summer funding often available). Teaching assistantship activities may include grading, coaching students, teaching labs, and guest lecturing. Advanced students often have the opportunity to be the instructor of record for a number of different courses, including on-line options. Research assistantships typically involve working with the student's primary mentor (and/or collaborators) on funded research studies. Activities may include project management, recruiting and interviewing clinical participants, data analysis, manuscript writing, and grant writing.

The Clinical Program sets aside at least 25% of our annual budget to go directly to students to support travel and research projects. The past few years, we have been able to support over $12,000 worth of student requests annually. In addition, research grants and dissertation fellowships are available on a competitive basis, and our students have been successful in obtaining these. The departmental or school provides licenses for major research software, and student licenses for other software are available for low cost. The Clinical Program also purchases clinical manuals and library resources each year.

If you are from a qualifying Midwest state, you may be eligible for the Midwest Exchange Program .

Accreditation

The program is accredited by the American Psychological Association (APA).

Questions related to the program's accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington, DC 20002

Phone: (202) 336-5979 Email: [email protected]

accreditation.apa.org accreditation.apa.org/contact

Post-baccalaureate training

Interested in our program but need to develop your skills and preparedness? Apply for the IUPUI Post-Baccalaureate Research Education Program (IPREP) .

Student accomplishments

Graduate students in our Clinical Psychology Ph.D. program are competitive in obtaining external grants, fellowships, and awards. Our students have been successful in receiving various campus-wide university fellowships, research/travel awards and other awards including the Sherry Queener Graduate Student Excellence Award and Elite 50. In addition, our students have obtained pre-doctoral internship placements at many excellent clinical and research facilities around the country.

Here are a few recent accomplishments of our current students.

External Research Grants & Fellowships

• Danielle Able, CTSI TL1 Fellowship Award (2021)
• Tracy Anastas,   F31 Ruth L. Kirschstein National Research Service Award , National Institute on Minority Health and Health Disparities (NIMHD)
• Eva Argyriou, F31 Predoctoral Training Award
• Devin Banks,  F31 Ruth L. Kirschstein National Research Service Award , National Institute on Drug Abuse
• Ellen Krueger,  T32 Predoctoral Training Award , Interdisciplinary Training in Behavioral Oncology, NCI
• Loretta Hsueh,  Predoctoral Fellowship , Indiana Clinical and Translational Sciences Institute (CTSI), National Institutes of Health (NIH)/National Center for Advancing Translational Sciences (NCATS)
• Matthew Marggraf, Predoctoral Fellowship , Indiana CTSI, NIH/NCATS
• Danielle Tometich, F31 Ruth Kirschstein National Research Service Award , National Cancer Institute (NCI);   T32 Predoctoral Fellowship , Interdisciplinary Training in Behavioral Oncology, NCI;  R25 Predoctoral Fellowship , Training in Research for Behavioral Oncology and Cancer Control Program, NCI
• Miji Um, F31 Ruth L. Kirschstein National Research Service Award , National Institute on Alcoholism and Alcohol Abuse (NIAAA);  T32 Predoctoral Fellowship , Training grant on genetic aspects of alcoholism, NIAAA

National Awards

• Tracy Anastas, Junior Investigator Research Award,  Pain & Disparities Special Interest Group, American Pain Society
• Kelli Chinh, Meritorious Student Abstract Award and Citation Abstract (2021), Society of Behavioral Medicine
• Alexis Grant, Interfaith Leadership Grant (2021) , Interfaith Youth Core
• Loretta Hsueh, Meritorious Student Abstract , Society of Behavioral Medicine
• Lauren Mehok, Meritorious Student Abstract Award and Best Trainee Abstract Winner (2021), Society of Behavioral Medicine
• Jay Patel, Citation Poster (2021), American Psychosomatic Society
• Brittany Polanka, Minority Initiative Award , American Psychosomatic Society
• Christiana Prestigiacomo, Student Merit Award (2021), Research Society on Alcoholism
• Alia Rowe, Student Poster Contest Finalist , Early Career Preventionist Network
• Ekin Secinti, Distinguished Student Award (2021), Society of Behavioral Medicine
• Danielle Tometich, 1 st  Place Award for Student Research , Pain Special Interest Group, Society of Behavioral Medicine
• Michelle Williams, Honorable Mention (2021), Ford Fellowship
• Miji Um, Honorable Mention , National Science Foundation - Graduate Research Fellowship Program, University Distinguished Master's Thesis Award , IUPUI, Distinguished Master's Thesis Award,  Midwest Association of Graduate Schools

School Awards

• Tracy Anastas, IUPUI Elite 50 (2020)
• Richelle Clifton, IUPUI Elite 50 (2021), IUPUI Premier 10 (2021)
• Alexis Grant, IUPUI Elite 50 (2021), Prevention Insight Big Idea Challenge (2021)
• Annalee Johnson-Kwochka, IUPUI Elite 50 (2020)
• Lauren Mehok, IUPUI Elite 50 (2020)
• Jessica Mickens, Racial Justice Research Award (2021)
• Sarah Rogers, IUPUI Elite 50 (2021)
• Ekin Secinti, IUPUI Elite 50 (2020), IUPUI Premier 10 (2020), Women’s History Month Leadership Award (2021)

Internship Match (past 5 years, 2019-2023)

• Danielle Abel, VA Connecticut Healthcare System, West Haven, CT
• Tracy Anastas, VA Puget Sound, Seattle, WA
• Eva Argyriou, Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Devin Banks,  Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Shaun Davis, Vanderbilt University Medical Center, Nashville, TN
• Kelly Chinh, UC San Diego, San Diego, CA
• Richelle Clifton, University of Washington-Psychiatry, Seattle, WA
• Ian Fischer, VA Maryland HCS/University of Maryland School of Medicine, Baltimore, MD
• Melanie Fischer, VA Maryland HCS/University of Maryland School of Medicine, Baltimore, MD
• Alexis Grant, VA Connecticut Healthcare System, West Haven, CT
• Loretta Hsueh,  Department of Psychiatry, University of Illinois at Chicago, Chicago, IL
• Annalee Johnson-Kwochka, Indiana University School of Medicine, Indianapolis, IN
• Shirin Khazvand, Johns Hopkins All Children's Hospital, Saint Petersburg, FL
• Ellen Krueger, Missouri Health Sciences Psychology Consortium, Columbia, MO
• Matt Marggraf,  VA Maryland Health Care System/University of Maryland School of Medicine, Baltimore, MD
• Lauren Mehok, Southwest Consortium, Albuquerque, NM
• AJ Muth, Portland VA Medical Center, Portland, OR
• Brittany Polanka,  University of Florida Health Science Center, Gainesville, FL
• Jay Patel, Rush University Medical Center, Chicago, IL
• Phil Procento, Indiana University School of Medicine, Indianapolis, IN
• Sarah Rogers, Richard L. Roudebush Indianapolis VAMC, Indianapolis, IN
• Alia Rowe, Atlanta VA Health Care System, Decatur, GA
• Ekin Secinti, Charleston Consortium, Medical University of South Carolina, Charleston, SC
• Mackenzie Shanahan, University of Florida Health Science Center, Gainesville, FL
• Aubrey Shell, Indiana University School of Medicine, Indianapolis, IN
• Danielle Tometich,  Department of Psychiatry, Yale University, New Haven, CT
• Miji Um, University of Washington, Seattle, WA
• Yue Yu,  Charleston Consortium, Medical University of South Carolina, Charleston, SC

Diversity, Equity, and Inclusion

The IUPUI Clinical Psychology Program is committed to promoting a diverse faculty and student body. Diversity enriches the graduate education experience, and we strive to create and maintain a welcoming environment for students, staff and faculty, including those from minority and underrepresented groups.

Diversity is a campus-wide value as well. IUPUI ranks in the top 20 non-Historically Black Colleges and Universities in the US for minority students. The School of Science in particular embodies a clear commitment to inclusion and diversity .

Our commitment to diversity is also clear in our training approach. We offer a specific course on diversity and integrate issues of cultural relevance and adaptation throughout our other coursework (e.g., intervention, assessment, research methods). Students complete a 6-credit hour in Diversity Science, preparing them to infuse diversity into their research programs and questions. Students receive clinical training working with diverse client populations given the rich variety of community practicum training sites. Research labs often include a focus on minority health, diversity science, and health disparities. For example, Dr. Adam Hirsh conducts research examining the mechanisms that give rise to disparities in pain care for African American and low socioeconomic patients. Dr. Jesse Stewart is interested in studying how race and ethnicity moderate the relationships between psychosocial factors and health-related outcomes, including cardiovascular disease, obesity, and diabetes. Dr. Tamika Zapolski studies substance abuse and related problems among African Americans, particularly problematic drinking. Dr. Michelle Salyers’ research focuses on adults with severe mental illness who are often socially disadvantaged and stigmatized. In addition, she is working with colleagues on cultural adaptations to an illness management program for people with severe mental illness in Kenya.

We are actively engaged in mentoring graduate students from underrepresented groups and to foster successful careers in academia and beyond. For example, some of our doctoral students are Southern Regional Education Board (SREB) Scholars. The SREB Doctoral Scholars Program is designed to address the shortage of minority faculty members at institutions of higher education by providing mentorship, networking, and training in conducting research, securing faculty positions, and progressing in academia.

Our faculty members are also actively engaged in mentoring undergraduate students from underrepresented groups in conducting research and pursuing graduate education. For example, we currently have undergraduate students participating in the Diversity Scholars Research Program and the Olaniyan Scholars Program. The campus is also a host to a postbaccalaureate program (IPREP) to prepare under-represented post-baccalaureate students for careers in academia; several of our faculty mentor students in this program. These students actively participate in our labs and enrich the research training and experience of our graduate students.

The Clinical Psychology Ph.D. program is accredited by the American Psychological Association (APA). The Commission on Accreditation at the APA requires that accredited programs provide this data.

Student admissions, outcomes, and other data »

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Doctoral Internship in Professional Psychology

The doctoral internship in professional psychology at caps.

CAPS will not be accepting applications for the 2024-2025 year in order to rebuild the training experience.

Dear Intern Applicant,

Welcome to Indiana University Counseling and Psychological Services’ (CAPS) website. I am the Director of Training and glad that you are interested in CAPS as a place to spend your internship year.

First, I want you to know that training and supervision are essential to CAPS’ mission. Our internship has been accredited by the American Psychological Association since 1996. Our entire staff support our internship program and appreciate the energy and enthusiasm trainees bring to our center. I continue to hear from past interns about the high-quality supervision they received and the highly cohesive and supportive staff they worked with at CAPS.

Second, CAPS is comprised of a diverse staff of dedicated and highly qualified professionals who are committed to social justice and reaching out to underrepresented students. We consistently weave issues of diversity and cultural competence into our training program. CAPS’ university recognized Diversity Outreach Team (DOT) began over ten years ago; each year an intern chooses to do their concentration with the DOT. Twice a month Interns attend a diversity seminar exploring how their identities intersect with their clinical work.

Third, interns enjoy a wide range of professional experiences while working at CAPS. As the university’s only comprehensive mental health clinic (integrated with the IU Student Health Center ), interns treat a wide range of psychological issues and problems. Interns participate in outreach and consultation across campus. Interns cover emergency service shifts, work with an interdisciplinary team including psychiatrists and supervise practicum students.

I hope you take your time exploring our website and the opportunities offered to you. Learn more about our campus ,  town , and community . 

I certainly hope you seriously consider applying to our program for your internship year. Please feel free to contact me if you have questions about IU CAPS. I look forward to hearing from you.

Paul L. Toth, PhD, HSPP (He/Him) Director of Training Counseling and Psychological Services Indiana University [email protected] 812.855.5711

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Clinical Science

The principal goal of IU’s Clinical Science Program is to train students who can function as clinical psychological scientists by advancing basic knowledge, applying this knowledge to address clinical problems, and disseminating this knowledge to others.

These three characteristics of the program are not considered separate activities but rather integrative. Clinical scientists frequently integrate activities across research, application, and dissemination within the scope of the same endeavor, although we consider our alumni to be “successful” clinical scientists by excelling in at least one of these domains.

The philosophy underlying our training is that rigorous training in clinical science will influence how our current students and alumni will perform their work in these areas.

Comprehensive training

Our program fosters a comprehensive yet unique training plan for each student based on his/her interests and career goals. We emphasize the importance of our students taking responsibility for their training, while offering them the opportunities and resources to succeed.

We fulfill our mission through the specific design of our program by:

• Recruiting and selecting excellent students who have already been actively been engaged in clinical science.
• Emphasizing close supervision between mentors and a small group of students. We typically only admit 3-5 graduate students per year.
• Providing highly individualized training. There are no tracks because training in research, application, and dissemination is tailored to each of our student’s specific needs, including the creation of individualized minors.
• Using problem-focused training. We have minimal course requirements, which enables our students to learn by doing.
• Stressing the critical need to take a scientific approach to clinical practicum training. We provide extensive supervision in empirically supported assessments and interventions and prioritize the quality of the training rather than the quantity of clinical hours.
• Frequently assessing students’ progress. We help our students develop a purposeful path for training in research, application, and dissemination.
• Focusing on interdisciplinary training that seeks to break down barriers between traditionally disparate fields both within and outside of psychology. Our students are directed by an advisory committee with faculty who are both inside the clinical area and who represent their minor—you typically work with numerous faculty during your graduate studies.

Is IU Clinical Science right for you?

Our Clinical Science program is not for everyone. If your primary interests include becoming a practitioner or service provider, you are encouraged to apply elsewhere. There are over 160 APA-accredited clinical programs in the United States and Canada, and most of these programs have a more applied emphasis than Indiana University. In a survey of the accredited clinical programs, for instance, Indiana University was one of only seven schools to describe their programs’ emphasis as a “7” on a 7-point scale, where 1 = clinically oriented and 7 = research oriented. We believe that applicants with a clear preference for careers as clinical scientists will find Indiana’s program challenging and rewarding.

Our program’s research orientation does not mean that our students graduate without clinical skills. On the contrary, we believe that the best clinical researchers also must be competent clinicians in order to gain access to clinical problems, to interact with clinical populations, and to understand the phenomena being studied.

Learn more about our Clinical Science program

Interested in applying.

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School of Education

M.s.ed. in mental health counseling and counselor education, m.s.ed. in mental health counseling and counselor education – mental health track.

Improve the mental and emotional health of others

This 60-credit hour degree prepares you for a career as a professionally-licensed mental health counselor in a variety of community settings.

Through a combination of coursework, laboratory experiences, practica, and internships you’ll develop effective counseling skills and gain the qualifications and confidence needed to help others.

Application Deadlines

Admission requirements.

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement
• Three letters of recommendation
• Minimum 79 TOEFL score or minimum 6.5 IELTS score or minimum 115 Duolingo score (international students only)

Learn more about how to apply

Program Requirements

• M.S.Ed. in Mental Health Counseling and Counselor Education – Mental Health Track Requirements

Costs listed are per credit hour.

2023-2024 Academic Year

2024-2025 academic year.

*Does not include all fees, which will vary depending on the number of credits enrolled. Find more information and calculate your expected costs at Student Central .

• Learn about the variety of fellowships and assistantships available to graduate students.
• Visit Student Central for information about financial assistance.
• Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
• Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.
• Accreditation

The M.S.Ed in Mental Health Counseling and Counselor Education is accredited by the Masters in Psychology and Counseling Accreditation Council (MPCAC) for the period of August, 2018 through August, 2028.

Student Admissions and Outcome Data

• Request info

Our faculty

• Testimonials
• Counseling Graduate Student Portal

No GRE Required

for admittance into this program

James Brooks

Assistant professor.

Lynn Gilman

Clinical associate professor; director, center for human growth.

Rebecca Martínez

Associate professor, irca center director, and psychologist.

Zoë Peterson

Andrés Pérez-Rojas

Associate professor.

Jesse Steinfeldt

Ellen Vaughan

Y. Joel Wong

Ellen Vaughan ED 4054 elvaugha@indiana.edu 812-856-8243

Start your life-changing journey

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Indiana University Bloomington School of Education

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