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Course Criteria
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1.00 - 3.00 Credits
Continuation of Human Services Internship II. Prerequisites: Successful completion of prior internship and consent of internship supervisor. 1-3 semester hours
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1.00 - 3.00 Credits
Examination of the issues and dynamics of Professional Relationships within the content of the internship experience. Specific attention given to: ethics of helping, organizational structure, service delivery systems, client assessment, and treatment planning with individual, group, and family client units. The seminar will focus on both the commonalities (regardless of client population) of Human Service work as well as each student's unique learning experience. Prerequisites: Enrollment is required with each Internship enrollment. 1-3 semester hours
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1.00 - 3.00 Credits
Independent studies offering for graduate Human Service students. Permits the student to undertake individual research in an area approved by the department and instructor. Intended to increase academic and clinical expertise. 1-3 semester hours
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1.00 - 3.00 Credits
1-3 semester hours
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3.00 Credits
This course provides an overview of substance use issues, including: understanding the substance use experience of the user and the impact of substance use disorder on the family and the larger community; assessment of substance use from abuse to dependence; historical aspects of use and of treatment, including the current treatment delivery system; etiology with particular emphasis on application to the counseling process; 12-step groups and their role in counseling individuals with substance use problems; prevention efforts to reduce alcohol/drug problems. 3 semester hours
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3.00 Credits
This first course in a two-course sequence focuses on the idea of curriculum integration in the K-12 schools. In contrast to the traditional arrangement of schooling into separate subjects and time periods of the day, there is an enduring and strengthening paradigm of education which aims for a more holistic, integrated set of learning experiences for students. This initial course focuses on the roots, reasons, characteristics, and politics of the integrated-learning paradigm. Topics include the historical evolution of both the separate-subject curriculum and the various integrated alternatives which have arisen in the past; the theories of learning and human development which support an integrated approach; the sociopolitical theories supporting curriculum integration; and the key ingredients of classroom curricular integration. The course takes the integrated paradigm as its own, and providing a demonstration of such holistic learning by intertwining the study of above elements, which might ordinarily be taught separately. 3 semester hours
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3.00 Credits
This second course in a two-term sequence focuses on the enduring concept of integrating learning in the K-12 schools. In contrast to the traditional arrangement of schooling into separate subjects and time periods of the day, there is an emerging paradigm of schooling which creates a more holistic, integrated set of learning experiences for students. This second course in the sequence focuses on the practical features observation, critical appraisal, design, implementation, and evaluation of integrated curriculum experiments in real classrooms. The course takes the integrated paradigm as its own, and providing a demonstration of such holistic learning by intertwining the study of above elements, which might ordinarily be taught separately. 3 semester hours
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9.00 Credits
The Internship in Curriculum and Teaching is designed specifically for students enrolled in the Leadership in Curriculum and Teaching Educational Specialist Field Program. The internship is an integrated part of the intact group experience comprising one strand among several. Rather than a culminating experience, the internship is intended to parallel coursework in group theory, leadership, classroom culture, curriculum theory and evaluation, and staff development. Interns are encouraged to work collaboratively on meaningful projects intended to affect change in school policies and procedures. NLU faculty, school personnel associated with the internship site, and participating interns will be responsible for monitoring the internship. Each student in the Curriculum and Teaching Specialist Field Program is required to register for a total of nine semester hours. Prerequisites: Acceptance into the Curriculum and Teaching Educational Specialist Field Program and enrollment in Term I. 1- 4 semester hours. Variable credit per quarter.
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2.00 Credits
Techniques This course emphasizes the concepts and competencies of information literacy, the evaluation of information, the organization of libraries, the classification of knowledge, and the basic skills of research. This course will introduce the student to library research resources such as electronic journals, full-text databases, the online catalog of print and electronic books, the Internet, and other library materials. 2 quarter hours
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3.00 Credits
All incoming undergraduate NLU students are required to attend a Fast Forward orientation session prior to beginning their program. The session is loaded with information on how the academic program and all of NLU's support services can help students reach their goals. Each Fast Forward session includes an informational component and a writing assessment. The information session helps students: learn what to expect from their classes and instructors; understand how their transfer credit applies to their NLU degree; plan for the completion of their remaining academic requirements and learn about a variety of options available at NLU to earn academic credit; and discover options for financing their education. Prerequisite(s): Admission to the University. 0 credit hours 145 COLLEGE OF ARTS AND SCIENCES COURSE DESCRIPTIONS
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