Non-Matriculated Courses Summer 2013
An introductory course in the exploration of conceptual models and clinical interventions related to grief and loss. The focus of this course is on developing sensitivity, knowledge and practical skills working with grief, bereavement and end of life issues in counseling and cross-cultural approaches. It is designed to inform students how loss is a pervasive, natural process of life and with skilled understanding and intervention can provide healing, meaning, and transformation to self and others. The impact of religious and spiritual belief systems on bereavement, grief, and loss will be covered. Family interventions and conceptualizing grief and loss from a systems perspective will be discussed. Three credits.
Tues. July 9 and Thur. July 11
Tues. July 16 and Thur. July 18
Tues. July 23 and Thur. July 25
Tues. July 30 and Thur. Aug 1
An introductory course in the exploration of developmental models and clinical interventions related to the interface of spirituality and counseling. The focus of this course is on developing knowledge and practical skills in working with spiritual and religious issues in counseling. Three credits.
Mon. June 10 and Wed. June 12
Mon. June 17 and Wed. June 19
Mon. June 24 and Wed. June 26
Mon. July 1 and Wed. July 3
This course explores processes of individual and family development from childhood through old age. Presenting theoretical perspectives for studying child, adolescent, adult, and family development, the course examines the modification of family structures over time and psychosocial development within family systems and cultural contexts. Three credits.
Candidates explore basic information about the history and current use and abuse of various drugs and alcohol. Topics include addiction, 12-step programs, physiological effects, FAS, COAs, and family systems, as well as cultural relevant prevention, intervention, and treatment strategies for individuals and families. Three credits.
This course examines philosophical bases for counseling theory, ethical and professional issues, and various theories that contribute to the practice of professional counseling, including psychoanalytic, humanistic/existential, cognitive/behavioral and systemic approaches. Three credits.
Based on current theory and practice in multicultural education, learning theory, child development, and classroom management, this course provides the opportunity to learn about and design learning environments in which primary grade children thrive, build supportive learning communities, and develop social conscience. Three credits.
Drawing on a range of philosophical perspectives, this foundational course provides candidates with the opportunity to analyze critically some of the recurring themes in educational thought and connect them to the contemporary educational context. Fundamental questions examined include: the meaning of one's chosen vocation; the purposes of education and schooling in a democratic society; the ethical dimensions of the teaching/learning relationship; and the role of the social imagination in transforming the world. Three credits.
In this course, designed for experienced and new middle and high school educators, candidates explore and use cutting edge theory and best practices in literacies to support powerful student learning across curricular areas. Candidates learn a repertoire of research-based strategies and tools to help diverse learners to make meaning from a variety of texts in their subject area, including non-print and media texts. As reflective educators who advocate for equity and justice in education, candidates will infuse critical and strategic literacies into content area curriculum and document their effect on student learning. Candidates not currently teaching will be expected to work with a teacher in a high needs school for about 25 hours in order to complete this aspect of the course. Three credits.
This course explores alternative approaches to education. Drawing on the works of liberatory educators, such as Paulo Freire and Maxine Greene, as well as the arts and popular culture, this course provides the basis for dialogue on the transformative power of our imagination. This course views the teacher's role as one of empowering students to think critically about themselves and their relation to education and a multicultural society, and the student's role as one of active participation in the learning process. Connecting theory, practice and personal experience in useful and imaginative' ways, we will, in the words of Maxine Greene, begin to see: schooling as it could be otherwise; teaching as it could be otherwise; learning as it could be otherwise; culture as it could otherwise; the world as it could be otherwise. Three credits.
During the past two decades, adolescent literature has proliferated, grown more diverse, and improved in richness and quality. The course explores the major current authors, poets, and illustrators of works written for young adults. Topics include theories and purposes of reading literature in the classroom; criteria development for evaluating adolescent literature; reader response in the classroom; reading workshop; and adolescent literature integration across the curriculum. Three credits.
Educational Technology and Media Studies
Students will explore current philosophies and hands-on approaches to BYOD (Bring Your Own Device) and 1:1 learning with mobile devices in the K-12 classroom. Three credits.
June 24 - Gayle Bogel - Intro and Overview (online)
June 29 - Jonathan Costa - Digital Learning, BYOD and 1:1 approaches (on campus)
July 13 - Jay Rozgonyi - E-texts and Interactive Digital Book Authoring (on campus)
July 27 - Belinha DeAbreu - iPads and K-12 Applications (on campus)
This course explores the influence of the common core in school curriculum and the transitioning of creativity with this new learning environment. Consideration will be given to how digital technologies are interwoven into the current language arts and math common core strands and addressing how they will impact the classroom. Three credits.
Marriage and Family Therapy
Students examine issues in counseling individuals and families from diverse ethnic, cultural, racial, and socioeconomic backgrounds and discuss the social, educational, economic, and behavioral factors that impact clinical work. The course addresses counseling men, women, and couples, and the issues of gender role stereotyping and changing sex roles, and integrates professional contributions from individual counseling and family therapy literature. Three credits.
This course provides an overview of the historical development of the field of family therapy, acquainting candidates with the models developed by Minuchin, Haley, Madanes, Satir, Bowen, Whitaker, and others. The course focuses on distinguishing between the systemic approaches in terms of assessment, conceptualization, diagnosis, treatment, and theoretical foundations, and explores contemporary directions of the field. Three credits.
This course has been designed for both internal and external consultants. The core principles and techniques apply equally well in business, non-profit and educational settings. The workshop focuses upon concepts, models, and principles for effective consultation in contemporary multicultural organizations. Participants will be expected to develop insight into their own consultation approaches and their strengths and needs. Prerequisite: 3 years professional experience. One credit.
June 3, 4, 5
Instructor: Dr. Paul Maloney
Today's leaders function in a dynamic and ever-changing environment. The focus of this workshop is upon helping participants develop the leadership skills to deal effectively with changing situations using different styles. The program facilitates the immediate application of the concepts, principles and models of leadership through discussion, case studies, and role plays. In addition, participants will have the opportunity to assess their own leadership style and receive feedback from other participants and the instructor from practice exercises. Prerequisite: 3 years professional experience. One credit.
June 10, 11, 12
Instructor: Dr. Paul Maloney
Performance coaching is a proven tool to boost goal setting, work relationships, retention, teamwork, commitment, communications, leadership, quality, and productivity. This intensive program uses case discussions, practice exercises, feedback, self-assessment, and action planning to develop skills in conducting a situational analysis, coaching difficult people, applying the ABLE Coaching Model, setting expectations, effective coaching communications, improving performance, selecting an appropriate coaching style, recognizing performance, determining coaching readiness, applying ethical coaching practices, conducting a coaching self-assessment, action planning. Prerequisite: 3 years professional experience. One credit.
June 17, 18, 19
Instructor: Dr. Paul Maloney
This course introduces candidates to advanced child and adolescent psychopathology. It provides the necessary foundation for undertaking subsequent courses or supervised practical training focused on the actual practice of formulating diagnoses and treating children and adolescents who are experiencing mental disorders. The course includes in-depth exposure to and discussion of the DSM-IV and current research in psychopathology, and emphasizes understanding and identifying mental disorder symptoms and syndromes. Three credits.
This course considers, in detail, the conditions of human learning found in the principal schools of psychology on the contemporary scene. Candidates investigate other theories for individual reports. Three credits.
This course delineates a conceptual framework of reading and language arts as being not only related to decoding, syntax, and comprehension, but also its relationship to the associated constructs of executive functions, working memory, and attention. Candidates explore current research regarding reading, language development, and associated constructs; examine case studies; become familiar with specific reading methods and affiliated assessment instruments; practice administering various instruments; examine and use various reading programs currently available; become acquainted with assistive, interactive technological tools; and explore specific websites. Three credits.
This course provides language teachers with a basic introduction to the principles and methods of linguistic theory, with an emphasis on semantics, syntax, morphology, and phonology. Additional topics include pragmatics and written language. The investigation of first and second language acquisition gives language teachers an insight into the development of language for ELL students. Three credits.
This course explores and addresses the multifaceted aspects of multicultural education with an aim of engaging in a teaching-learning process where participants explore their commitment to the well-being and learning of all students; develop a deep understanding of the needs of all students; develop strategies to promote caring, justice, and equity in teaching; learn to respect linguistic, racial, ethnic, gender, and cultural diversity; investigate how students construct knowledge; demonstrate an understanding of the relationship between students' daily life experiences and education; and critique systematic processes of discrimination that marginalize and silence various groups of students. Three credits.
Designed for second language and bilingual teachers, this course treats culture and language as interdependent phenomena, exploring the basic concepts, research, and principles applicable to culture and language learning with an emphasis on the practical application of these concepts to the language classroom. Participants also gain an enhanced awareness of their assumptions regarding their own and other cultures, and an understanding of how these assumptions influence language teaching and learning. Three credits.