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Course Criteria
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0.00 Credits
Full-time registration status—created for international students studying abroad—carrying a flat fee. Can be taken as a stand-alone registration while doctoral candidate completes his/her dissertation OR in combination with other classes to bring him/her to full-time status (if used in conjunction with other coursework, fee is waived)
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3.00 Credits
Examines the crisis counseling and disaster mental health field with an emphasis on improving the well-being (mental health) of those who are survivors or extended survivors of a crisis event or disaster. The objective of the course is to address the psychological reactions and human response to crisis and the appropriate responses of mental health professionals to these events. Topics covered include: crisis and disaster management; disaster theory and models; and post-trauma interventions such as psychological first aid, psychological triage, and emergency trauma treatment protocols. Addresses the assessment, diagnosis, and treatment of crisis/disaster-related issues, such as stress, acute stress disorder, acute crisis episodes, trauma, and PTSD. Investigates current evidence-based practice and research in crisis/disaster mental health, and addresses the role of the counseling professional in the development, training, and care of an effective crisis team and the development of community resources.
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3.00 Credits
Reviews the evolution and impact of service-learning in higher education. Specifically, explores the relationship between higher education institutions and the community and demonstrates how working toward the public good is conceptualized from a variety of perspectives. Course readings, assignments, and in-class activities help students to critically examine service-learning, higher education, and the public good. Students also engage in an ongoing project with a community partner.
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2.00 Credits
An interactive, hands-on course that will provide theoretical knowledge as well as practical applications of the Problem based learning (PBL) process and PBL case construction. Students will participate in tutor training sessions, review the literature relevant to adult learning theory and role of PBL in the curriculum. Students will write cases and tutor guides, which they will lead in class applying the basic principles of the PBL process.
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3.00 Credits
From the perspective of the legal system, examines students' rights and efforts to achieve equal educational opportunity in public K-12 school systems. Topics explored include students' civil liberties, such as free speech and due process rights; legal efforts to achieve desegregated schools; equitable school funding; and legal rights of students in the special education process. Also examines the structure of the legal system and the role of legal precedent in the context of K-12 education. (Offered: Occasionally)
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3.00 Credits
Expressive Arts Therapy is the use of art, music, psychodrama, writing and poetry, guided meditation, ritual and play in counseling with individuals and groups. This course will explore its use in counseling with children, adolescents, adults and elders. This course will consist of experiential activities and didactic learning experiences. Offered occasionally.
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3.00 Credits
Two critical, visible, intense, and often intertwined areas of higher education administration are student activities and Greek affairs. This course focuses on the history, underlying philosophies, organizational structures and professional staffing, current issues and future challenges facing these organizations. Guest presentations by practicing professionals will complement class offerings. Offered occasionally.
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3.00 Credits
This course is a critical examination of the emerging entrepreneurial University. Examines five generations of university history, including the emerging entrepreneurial context. Also examines the following major topics: university responses to fiscal resource tensions; advancement; technology transfer; changing faculty behavior and governance; the role of the university in globalization; entrepreneurial leadership and action; assessment and accountability; and development and shifting curriculum (e.g. entrepreneurial education).
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2.00 Credits
In this course we will explore how the same scientific content can be drawn on to produce a wide range of types of texts (genres) for different purposes and audiences, including fellow scientists, students, general public, potential business partners/investors. Students will learn to analyze the structure of these texts and how it relates to textual purpose and specific audiences (e.g., persuasion, illustration, demonstration). Students will undertake a micro-analysis of texts to understand how language constitutes these texts to achieve the goals of the writer in relation to particular purposes and audiences. Finally, they will work in teams to create various textual genres for multiple audiences/purposes from the same base scientific/technical content. Offered occasionally
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1.00 Credits
No course description available.
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