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2019-2020 Graduate Catalog Archived Catalog
Course Descriptions
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Master of Science in Education |
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EDU 576 Special Education Practicum/Internship 3 Credits
This Special Education Practicum/Internship is a 180-hour culminating classroom experience which is designed for certificated teachers who are seeking Special Education Certification. Portions of the course are devoted to the presentation and sharing of information regarding current issues in Special Education, verification of practical experiences with curriculum and instruction, and the provision of documentation for performance activities that contribute both to the satisfaction of standards and to the instructional time requirements for this practicum/internship experience. As part of this course, students are also allotted time to share their teaching experiences in an effort to process issues, problems, successes, and areas that are in need of improvement. Additionally, students are provided with the opportunity to establish a plan to meet the certification requirements and Special Education Standards as set forth by the Pennsylvania Department of Education.
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EDU 577 Principal Certification Internship 6 Credits
The professional literature and national groups which study the professional development of principals all recommend an intern-type experience. The Pennsylvania Department of Education requires such a culminating experience, since practical hands-on development of a principal is the primary key to success. This course, therefore, involves working with a mentor principal ideally within the student’s own school district. As part of this course, an action plan, which must be approved by the course professor, is developed with the student’s mentor principal. A major component of this action plan includes a research problem that is real and needs resolution within the cooperating school or school district. This internship may not be attempted until the candidate has successfully completed the required courses for certification and has fulfilled all state testing requirements.
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EDU 580 Independent Study Project (ISP) Credit Varies
Qualified graduate students who seek individualized advanced study in some area of education that is not covered in scheduled courses may apply for an Independent Study Project (ISP). Students assume responsibility for special readings and research under the supervision of a designated faculty member. Regular meetings with faculty and completion of all assignments are required.
Prerequisite(s): Conditions of the University’s ISP Policy, as well as any additional clearance requirements as determined by the Division of Education and Human Services.
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EDU 590 Teaching for Divergent Thinking: Classroom Management 3 Credits
In this classroom management course, the causes of student behavior and misbehavior are examined. Once these causes have been identified and understood, students explore ideas for establishing a good classroom environment which is needed to overcome classroom problems. Various motivational and teaching techniques that stimulate a positive approach to discipline are studied.
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EDU 597 Internet for Teachers 3 Credits
Internet for Teachers is designed to provide additional support for students who wish to go beyond the fundamentals of using the Internet to access and share information. The course focuses on the Internet as a professional resource and communication medium, as well as a reference tool for students. In addition, the use of web-based Internet tools for delivering instruction via the Internet and the use of the Internet as a publishing medium are studied. Students are also taught how this technology can be used as an instructional tool in a constructivist learning environment. This course subscribes to two fundamental beliefs: (1) that the learner may choose from a rich and varied menu of learning experiences and possibilities; and, (2) that the learner must take responsibility for planning, acting, and growing.
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EDU 598 Advanced Strategies in Technology and Assessment 3 Credits
The applications of technology to classroom assessments and interventions are explored in-depth with practical applications. Readings and projects address the implications of educational software(courseware), Internet access, and state-of-the-art technology in instructional planning and classroom management.
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EDU 601 Emerging Trends and Professional Responsibilities for Online Instructors 3 credits
This course prepares students for staying abreast of emerging trends in online education, while maintaining the professional responsibilities associated with online instruction. Topics include digital citizenship, legal issues with online education, confidentiality, FERPA and emerging learning technologies. Students will research an emerging trend in online education, a new learning technology, or online education law and provide recommendations and implications for the field of online education.
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EDU 602 Designing and Developing K-12 Online and Blended Content 3 credits
This course serves to introduce and provide students experience with designing and delivering quality online courses, guided by national standards of iNACOL and Quality Matters, and through the lens of Universal Design for Learning. The first half of the course will focus on course design, while the second half of the course will focus on developing online content. Students will research a variety of theories related to instructional design. Topics that will be covered include, structuring effective online instruction, aligning course objectives with the actual design of the course structure, using a range of Web 2.0 learning technologies during the design and development phase, creating learning experiences that enables student success, and making online content accessible for a diverse range of student learners. Students will complete a field experience focused on designing and delivering online content.
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EDU 603 Effective Teaching in K-12 Online Settings 3 credits
This course prepares students to deliver high quality instruction in fully online and blended K-12 learning settings. Navigating various learning management systems (LMS) currently used in K-12 online schools will be explored, as well as a focus on utilizing collaboration, assessment, and instructional tools within the learning management systems. Students will be guided to incorporate multi-media instruction through the use of video, sound, text, graphics, animation, and navigation features. Topics that will be covered include facilitating active learning, encouraging student to student and student to faculty interactions, building teacher presence, providing student feedback, and differentiating instruction to meet the needs of diverse learners. Students will complete a field experience focused on providing instruction in online and blended environments.
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EDU 604 Authentic Online Assessment Practices for the 21st Century Learner 3 credits
This course focuses on effectively utilizing authentic assessments to evaluate online learning. Students will research and explore how to design assessments appropriate for online learning, while ensuring that academic integrity is maintained through the iNACOL and Quality Matters national standards. This course will also provide students with instruction on aligning assessments with learning objectives and learning activities. Topics include creating and delivering multiple forms of assessments, measuring student success, and effectively utilizing assessment data to modify and guide student learning. Students will complete a field experience focused on creating and evaluating multiple forms of online assessments, and demonstrate their ability to align web 2.0 assessment tools with deliverables.
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EDU 605 Introduction to Instructional Coaching 3 Credits
This course introduces students to current theories, research, and practice concerning instructional coaching. This course will focus on using standards from various professional organizations to guide instructional planning and coaching. Students will explore key elements of coaching approaches that will improve student achievement through a variety of activities and reflection. Students will be provided tools to assist them as they support the professional growth of teachers.
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EDU 606 Professional Development Planning and Assessment 3 Credits
This course focuses on preparing the instructional coach to plan, implement, and assess professional development that meets the needs of the school community, students, and/or families. Theories of adult learning will be explored and applied to the planning. Students will be asked to reflect and find ways to improve their coaching techniques. Specific focus will be placed on culturally responsive teaching and meeting the needs of every child.
Prerequisite(s): EDU 605
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EDU 607 Leadership and Organizational Change 3 Credits
This course will explore organizational change and leadership within school change literature. Students will be asked to explore their own leadership style and the importance of collegial interactions to promote student learning. Focus will be placed on exploring schools as communities of learners and how as leaders, we can help to promote common goals and vision in school.
Prerequisite(s): EDU 605
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EDU 608 Instructional Coaching Practicum 3 Credits
During this practicum, students will plan, implement, and assess their instructional coaching techniques within their school/community setting. Students will be supervised during this time and 45 hours will need to be documented in order to receive credit. The field experiences should connect with the Competencies from the following courses: Introduction to Instructional Coaching, Professional Development Planning and Assessment, Leadership and Organizational Change. Specific suggestions will be provided to the students on ways to align with the Competencies.
Prerequisite(s): EDU 605 EDU 606 EDU 607
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EDU 625 Field Experience 0 Credits
Diverse clinical field experiences are an essential component of the Neumann University teacher education program. Field experience is required in a number of teacher education courses; students complete assignments that complement the specific coursework being taken. Hours and sites will vary. All students are required to have valid clearances to participate in field experience.
Prerequisite(s): ECE 599 Family, Community and School Collaboration
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EDU 626 Special Topics in Graduate Education Credit Varies
Neumann University periodically offers Special Topics in Graduate Education [EDU] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by three-digit numeric designation [EDU _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Education and Human Services.
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EDUC 500 Philosophical Foundations for Instructional Leadership 3 Credits
This course focuses on the development of theoretical-pragmatic foundations for reflective teaching and educational leadership in collaborative school environments. Philosophical systems are examined as they relate to the realities of classroom instructional leadership.
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EDUC 505 Culturally Responsive Teaching 3 Credits
This course will include provide students with a framework for becoming culturally responsive teachers. An assortment of topics that reflects cultural diversity in education, including an historical overview of programs for students from linguistically and culturally diverse backgrounds, contemporary multicultural and bilingual education, and education for social justice and equity are addressed. This course, through the use of varied literature, relating to issues of diversity will focus on strategies that will ensure all students are achieving their fullest potential. Gaining insights into the interconnection between the diversity of students and process of teaching will be critical to your continued success as a teacher in the 21st century classroom.
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EDUC 506 School Policy and Law 3 Credits
In this course, the philosophical bases and legal structures of educational policymaking are studied. Students, as educators, develop their own philosophies of education and examine the underlying philosophical assumptions of major educational policies and practices. The course also prepares teachers to understand the legal structures that determine educational policies and how issues of equity affect the implementation of those policies. This level of understanding is necessary in order for teachers to be knowledgeable and active decision makers in their own classrooms, schools, and communities.
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EDUC 510 Action Research Design and Evaluation 3 Credits
This course is designed to guide students through the process of an action research. Students will choose a problem in their classroom to focus on, and attempt to secure solutions through the action research process. Final research results will be disseminated to the larger public.
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EDUC 512 Wellness: Research, Practices and Policies for Teachers and Students 3 Credits
There is a growing body of research noting correlation between academic success and the emotional, physical health of students. Given the growing importance of attending to the whole child, this course has been developed to increase K-12 educators’ knowledge of health and wellness practices and research. The course will ask participants to assess their own beliefs and practices in health and wellness and will encourage a self-change model. The course is based on two theoretical structures: one being that wellness is composed of physical, emotional, mental, social and spiritual health. The second structure is Erickson’s stages of development and their usage in directing our choices for growth throughout our lives.
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EDUC 518 Transformation Education: Effectiveness to Greatness 3 Credits
Education continues to face significant change. The challenges and complexity we face in education ranges from high tech to high touch (relationship) responsibilities. We seek to make our classrooms and curriculum relevant and effective. Being effective is no longer optional it is mandatory. The needs to thrive, innovate, excel, and lead call for greatness. We must transform education and tap into new dimensions of human genius and motivation. In this inspiring course you will be given the tools to explore your voice, your creativity, new mindsets, new skills, and new habits. You will find your voice and inspire your students to find theirs.
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EDUC 520 Curriculum Design and Evaluation 3 Credits
Students examine the theoretical application of curriculum design within the context of contemporary American classrooms. Relationships among subject matter, teaching, learning, and assessments are viewed from an interdisciplinary perspective.
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EDUC 524 Building a Classroom Community 3 Credits
This course is designed to address the most critical issues in schools today - climate and community. Respect for self and others have been documented by research over the past twenty-five years as being lacking in children with developmental, behavioral and learning problems. It is impossible to teach and learn successfully in an environment that is less than safe. Educators K through 12 are invited to participate in this highly experiential classroom community-building course. Students will work through a developmental program designed to identify, model and practice strategies for team, group, and community building, self-respect and social skill building.
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EDUC 527 The Reality of Bullying and Hazing in Schools: Awareness and Intervention Strategies 3 Credits
While bullies continue to plague K-12 campuses, the hazing rampant among sports teams, clubs, and student organizations remains an underappreciated issue. The Reality of Bullying and Hazing in Schools analyzes the dynamic relationships between victim, bystander, and perpetrator, along with the organic and inorganic systems that support the continuation of bullying and hazing behaviors. This course combines the latest adolescent psychological theories and science with practical intervention strategies administrators and teachers can implement immediately.
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EDUC 528 Understanding and Intervening with At Risk Youth Behaviors 3 Credits
This course will examine the most significant at-risk issues impacting the lives of PreK through 12th grade students today. The physical, psychological, social, emotional and academic implications of these issues will be explored in depth. The indicators, signs, and symptoms of each issue will be shared through a culturally relevant lens that reflects the experience of students. Learners will engage and explore the systems and supports that do and can exist in a school environment and a community to support all students through authentic collaboration with family, school, and community partners.
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EDUC 529 Behavioral and Mental Health Literacy/Intervening to Promote Positive Outcomes in our PK-12 Students 3 Credits
The purpose of this course is to enhance the behavioral and mental health literacy of those who support Pre-K through 12th grade students. Focus will be placed on common mental health disorders affecting school-age children, such as: attention deficit hyperactivity disorder (ADHD), oppositional defiance disorder (ODD), anxiety disorders, substance use disorders, eating disorders, depression and other mood disorders. Learners will take a deep look at the needs of the abused child, the grieving child, suicidal students, and those who engage in nonsuicidal self-injurious behaviors from the perspective of prevention, intervention, and ongoing support. Learners will closely examine their views and experiences regarding behavioral and mental health, define strategies, and develop tools to create a climate of acceptance, understanding, and change for our youth who are dealing with behavioral and mental health concerns.
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EDUC 530 Adverse Childhood Experiences, Trauma, and Mental Illness in PK-12 Students 3 Credits
This course is designed to explore the impact of traumatic experiences on children and adolescents across multiple stages of development. In addition, this course will identify how Adverse Childhood Experiences (ACEs) can affect the ability of children to learn in a variety of settings. Through engagement and participation in experiences, learners will gain a comprehensive understanding of the impacts of trauma and ACEs and attain a variety of strategies to implement in the school setting to effectively contain and manage maladaptive emotional and physical responses.
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EDUC 531 Raising Rigor: Applying Close Reading Across the Curriculum in the Age of Common Core 3 Credits
What effect will the Common Core have on the children we teach? In the era of Common Core State Standards, classroom teachers across all curricular disciplines must be teachers of reading, as well as content. If they can do so efficiently and purposefully, their students will be able to access the information necessary to be truly successful in all subjects. “But how do I teach reading when I am a _____ teacher?” In this course, participants will explore the facets of close reading frameworks and discover how to apply them to multiple subject areas. By using a variety of informational and narrative texts and media on different levels, the end result will be teachers who are confident and competent when helping their students become strong readers, writers, and thinkers who access, use, and apply information skillfully, appropriately, and accurately.
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EDUC 532 Fostering Resilience and Building Assets in Our At-Risk Students 3 Credits
This course is designed to equip learners with tools and strategies to create and enhance programming that moves our students from risk to resiliency. The course hinges on the belief that resilience is not something you do, but something you are and can become. Learners will engage deeply with the relationship among Social Emotional Learning, Multi-Tiered System of Support (MTSS), and Positive Behavior Intervention and Supports (PBIS). Through this process, learners will be guided through a paradigm shift, away from a deficitdriven model and toward a strength- and asset-driven model.
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EDUC 533 Neo-Cortex Development: High Order Thinking Through Problem Solving, Creativity, and Play 3 Credits
Harvard Medical School research has told us for over 20 years that the neo-cortex (the adult, highly evolved thinking brain) needs to engage in problem solving, creativity and play in order to grow and develop. The same part of the brain that we need to pass the PSSA will only be at its best when engaged in regular problem solving, creativity, and play. Play lies at the core of creativity and innovation. We are built to play and we develop through play. Through problem solving and play we learn how the world works and how people interact. This class will be highly experiential with significant time spent fully engaged in problem solving, creativity and play activities for the benefit of all in class.
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EDUC 534 Project Based Learning: Crafting the Menu and Discovering the Secret Ingredients Needed to Create a Successful Project Based Learning Classroom 3 Credits
This course is grounded in the beliefs that students learn best by doing. How is this accomplished in a classroom where the “norm” has always been teachers teach and students listen, take a test, receive a grade and then repeat the process over and over again? Project-Based Learning (PBL) engages students of all learning styles and abilities and provides a rigorous and extended process of approaching complex questions that encourages independent thought inquiry and critical thinking skills.
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EDUC 535 Effective Questioning: Applying Brain Research and Bloom’s Taxonomy in the PK-12 Environment 3 Credits
How can we engage students by getting them to ask the right questions and think about their thinking? Teachers and their students need to be more attuned to the questions they ask of themselves and others. When we get students to think about their thinking, they become more active and more meaningful learners. This course will allow teachers to delve deeper, rather than broader, into curriculum and will provide current research on effective questioning, incorporating Bloom’s Taxonomy into the daily curriculum, and managing higher-level questioning with students of varying abilities.
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EDUC 536 Courage to Teach: Integrity, Authenticity, and Vulnerability 3 Credits
We teach who we are. This course is for teachers who have both good and bad days. We will explore the research that cites vulnerability as one of our greatest strengths. This course is for teachers who refuse to harden their hearts because we love our work so much. Our primary intervention tool will be to dig deeper into self-awareness. Teaching, like all human activity, comes from our inwardness. As we teach, we project our inward condition onto our students, our subject and our relationships together. Good teaching cannot be reduced to techniques and test scores. Good teaching comes from integrity, authenticity, and vulnerability. In every interaction, our ability to connect with our students depends less on methods and curriculum and more on our depth of self-awareness. Are we willing to be available and open in the service of learning? Important note: Course participants must be willing to enter into deep levels of dialogue and self-reflection.
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EDUC 537 Increasing Student Engagement: “The Heart and Soul of a Successful Classroom” 3 Credits
This course is designed to have participants experience and develop strategies for improving student engagement in their classrooms. Particular emphasis will be placed on activities and strategies for developing, maintaining and increasing student engagement and ultimately student achievement. Students will examine and adopt a set of total participation techniques and movement activities for the classroom. They will share our individual expertise, explore current research and draw upon collective experiences and talents to build a collection of strategies that will ensure increased student engagement in your classroom.
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EDUC 540 Inclusion 3 Credits
This course will prepare participants to balance the ever increasing responsibilities of educating a continually changing, diverse learning population. Particular emphasis will be placed on inclusion of various special needs students; including those with physical, emotional,mental and social differences. Teachers will develop the investigative, decision-making and reflective teaching skills needed to work with all diverse learners. They will experientially work on increasing engagement and student achievement. The role of assessment and evaluation will also be included. This experiential course will challenge participants physically, socially,
mentally and emotionally.
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EDUC 550 Helping to Guide Students through Loss and Life Transitions 3 Credits
This course is designed to help teachers and school counselors understand and support students who are dealing with loss or significant changes in their lives. Graduate students will explore the common experience of students who have experienced loss and/or significant change and how the response of school professionals can help or hinder these students as they adjust to a new life. Understanding the needs of grieving students and the impact of loss on their academic, emotional, social and behavioral functioning allows us to respond in ways that can significantly help in their healing process.
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EDUC 555 Experiential Education and Facilitation Skills 3 Credits
Experiential education has its roots in ancient history when all students were primarily taught through the modeling and practice of important life skills. This form of learning is
an active, creative, “doing” mode of acquiring skills that can and will be used long after the initial individuals role of student has concluded. This class will use a “laboratory
for learning” format. An experiential learning cycle with emphasis on experiencing, sharing, processing, learning, and application will be followed. Students will practice this
format for the learning of curricular content and social skill development.
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EDUC 564 Enhancing Brain Development in Children 3 Credits
Are the brains of children different today than they were in the past? According to research and the observations of many educators, the answer is a resounding “yes”. Why do we feel disconnected in a connected world? Is your brain on overload? Do you find yourself too stressed to distress? What about your students? This course is based on the readings of many current related books and articles that address this question. The goal of the course is to help teachers, administrators, support staff, and parents understand how brains develop, what they need to develop, why they are different, and what parents and educators can do to enhance development and counteract the effects of our fast paced society.
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EDUC 565 Differentiate Instruction with Understanding by Design 3 Credits
This course provides helpful, practical, and research based techniques for creation of a stimulating, effective classroom for all students at all levels. Participants will assess their own level of implementation of differentiated instruction, and learn how to use the understanding by design framework to deliver the curriculum to all students. Knowledge of the characteristics of students who learn at different paces and levels will be explored. Participants will study a variety of curriculum options, such as those of content, process, and product and learning styles, that further assists the implementation of differentiated lessons to optimize learning for all students, including ELL, special needs and gifted students.
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EDUC 574 Cultivating 21st Century Skills: Whole Brain Learning 3 Credits
Success in the 21st century belongs to different learners with a very different kind of mind. The 21st century calls for creators, empathizers, artists, inventors, designers, storytellers, caregivers, counselors, and big-picture thinkers. This course will help you move your students from the information age, built on logical, linear, computer-like capabilities to the conceptual age which will be built on invention, empathy, and big picture capability. You will be immersed in six essential aptitudes as researched by Daniel Pink and Daniel Goleman: design, story, symphony, empathy, play, and meaning. Project based learning and classroom integration will be emphasized throughout the course.
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EDUC 583 Character Education: Social Emotional Learning 3 Credits
This Course is designed to help teachers develop students of character using classic pieces of literature, research in social and emotional learning, and character education. Through in-depth mental, emotional, physical, social and spiritual study, students will examine the pillars of character education and the great teachers of human history. Participants will practice and discuss the lessons the wisest of our ancestral scholars have to teach us today. The graduate students will be asked to be self-reflective and involved in all experiential learning
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EDUC 584 Multiple Intelligences – Real Genius at Play 3 Credits
This course is designed to have participants experience the multiple intelligences as researched by Gardener, Armstrong and Buzan. Particular emphasis will be placed on activities, experiential learning and strategies for developing logic, linguistics, music, spatial, kinesthetic, natural, interpersonal and intrapersonal intelligence. The course will include assessments, resources and challenging growth opportunities. Students will celebrate intelligence strengths and provide interventions in areas of weakness. They will also explore the human characteristics of genius and draw from ten historical figures as role models for our class discussions.
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EDUC 585 7 Habits for Effective Educators 3 Credits
This course is designed to help educators become more effective in their personal and professional lives, thus enhancing the lives of their students. We will use Stephen R. Coveys, # 1 National Bestseller, The 7 Habits of Highly Effective People as the framework for the course. Concepts of study include: personal growth, interpersonal leadership, empathetic communication, creative cooperation and balanced self-renewal. There will be an emphasis on how these concepts transcend into our classrooms and provide the foundation for how we embrace teaching and learning. Students will examine how our habits shape our lives and define our character. They will explore our current level of stress and how our viewpoints on our circle of influence vs. circle of control affect the outcome of each situation. Participants will examine how continuous learning is part of what keeps us feeling empowered in our relationships and accomplished in our work. Through highly engaging, interactive and reflective activities, this course is bound to transform the lives of each participant, while simultaneously, giving them tools to take back to their classrooms.
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EDUC 587 Closing the Achievement Gap 3 Credits
The course is designed to help teachers, administrators, and support staffs eliminate the achievement gap. The goal of the course is to present a comprehensive K-12 model that ensures racial and social differences in academic achievement are eliminated. The program will focus on the academic, social and emotional learning skills that improve achievement for all students. Our primary philosophy is respect, responsibility and relationships that are essential for academics to be relevant to all learners. Until we address the relevance of academics to all learners we can never be successful with academic rigor.
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SPEC 525 Introduction to Exceptionalities 3 Credits
Students are introduced to the research and practices concerning a range of exceptionalities in children. Through a study of policies, legislation, programs, and methods that impact special education programs, students develop an understanding of the goals of inclusion with regard to universal design, multiculturalism, and collaboration. Students learn about the Individuals with Disabilities Act (IDEA) and related processes, including the development of the IEP and the implementation timeline. This increased knowledge enables them to distinguish among the common characteristics that are associated with a variety of exceptionalities, including specific learning disabilities, social-emotional disorders physical disabilities, and how these characteristics impact the educational environment. This course has a required field component.
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SPEC 536 Intensive Reading and Writing in a Least Restrictive Environment 3 Credits
This course is designed for students to gain an understanding of intensive instructional strategies in reading and writing in a least restrictive environment. Students demonstrate a conceptual understanding of the components of reading and writing and describe how these areas pose challenges for students in a PK-Grade 4 least restrictive environment. They are also taught to clearly articulate and model the use of explicit and systematic instruction in the teaching of literacy for students with disabilities across all reading levels and to identify evidence-based instructional practices that help students with disabilities succeed with reading and writing in a least restrictive class setting.
Prerequisite(s): SPEC 525 , ECE 531 and ECE 533
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SPEC 546 Assessment Methods and The IEP 3 Credits
Students will learn about assessment and the identification of individuals with special needs, their present level of performance, instructional and assessment strategies, timelines and types of assessment. Students examine the complex practice of assessment, including curriculum-based assessment, norm-referenced tests and performance-based assessments, practice writing educational and behavioral goals, and learn how they are used in making educational decisions. Students will also develop an Individual Education Program (IEP) and use assessment data to write educational goals.This course has a required field component. Prerequisite courses: SPEC 525, ECE 548, and SPEC 558.
Prerequisite(s): SPEC 525 , ECE 548 , and SPEC 558
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SPEC 547 Foundations of Autism Spectrum Disorders 3 Credits
This course is designed for students to gain understanding of the philosophical, historical, and legal foundations of early intervention of autism, characteristics and etiology of autism, and assessment and identification of students with Autism Spectrum Disorders. This course will include a field experience in classrooms serving students with Autism Spectrum Disorder.
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SPEC 549 Instructional Strategies and Curriculum for Students with Autism Spectrum Disorders 3 Credits
This course is designed for students to gain understanding of educational environments, instructional activities, and teaching methods which prove effective for teaching students with Autism Spectrum Disorders. This course will include a field experience in classrooms serving students with Autism Spectrum Disorder.
Prerequisite(s): SPEC 547
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SPEC 550 Assessment and Instructional Planning for Students with Autism 3 Credits
This course is designed for students to gain understanding of assessment approaches and instructional planning for students with Autism Spectrum Disorder. Techniques include functional behavioral analysis, applied behavior analysis, and accommodations and adaptations to state- and district-wide assessments. This course will include a field experience in classrooms serving students with Autism Spectrum Disorder.
Prerequisite(s): SPEC 547
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SPEC 551 Collaborative Relationships for Students with Autism 3 Credits
This course is designed for students to gain understanding of a variety of collaborative relationships needed for successful education of students with Autism Spectrum Disorder. These collaborative relationships include: families of ASD students, school personnel, interdisciplinary collaboration, and interagency collaboration. Course will include service delivery formats, communication, and transition. This course will include a field experience in collaborative settings and with organizations serving students with Autism Spectrum Disorder.
Prerequisite(s): SPEC 547
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SPEC 558 The Inclusion Classroom: Using Differentiated Instruction and Assistive Technology 3 Credits
This course provides students with instructional strategies and interventions to provide students with exceptionalities access to the general education curriculum, in the least restrictive environment. Special emphasis is placed on differentiating instruction, universal design for learning, the integration of assistive technology, and the roles and responsibilities of the Multidisciplinary/IEP team. This course has a required field component.
Prerequisite(s): SPEC 525 and ECE 548
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SPEC 568 Classroom Management: Behavioral Disorders and Social/Emotional Disorders 3 Credits
This graduate level course examines current theories, research, and practice regarding a three-tiered approach to positive behavioral support, focusing on universal procedures in addition to targeted and individualized interventions. Attention will be given to the monitoring and assessment of students with emotional and behavioral disorders and the theoretical underpinnings of behavioral research. This course has a required field component.
Prerequisite(s): SPEC 525
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Nursing |
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NUR 526 Special Topics in Graduate Nursing Credit Varies
Neumann University periodically offers Special Topics in Graduate Nursing [NUR] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by a three-digit numeric designation [NUR _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.
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NUR 601 Conceptual Models and Theories of Advanced Practice Nursing 3 Credits
This course prepares advanced practice nurse students to analyze models and theories from nursing and related fields that support professional nursing practice. The application of models and theories are also explored, with an emphasis on their use in nursing practice, research, and education.
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NUR 606 Health Policy, Legal and Ethical Issues in Advanced Practice Nursing 3 Credits
This course explores the major issues in health care, health care delivery, health care policy, and other forces that shape advanced practice nursing. Strategies which influence health policy, as well as health care delivery and outcomes, are also emphasized. Topics of study include the policy and politics of health care, health care systems, economics of health care, socio-cultural factors, technology, health disparities, as well as legal and ethical issues.
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NUR 607 Advanced Pharmacology 3 Credits
Advanced practice nurse students are provided with the principles of clinical pharmacology and pharmacotherapeutics. Students are expected to build upon prior knowledge and clinical experience to integrate pharmacotherapeutic concepts with pathophysiologic status in patients across the lifespan. Pharmacodynamics and kinetics will be emphasized as well as the effects of psychosocial issues and polypharmacy on drug regimens. Focus is on a comprehensive knowledge of evidence based drug regimens for the purpose of prescribing, monitoring, and educating patients, families, and caregivers about the effects of drug therapy on health and
well-being. Legal and ethical aspects of medication prescribing, dispensing, selling, and acquiring in the U.S. will be covered. This course meets the requirements for prescriptive authority for the advanced practice nurse.
Prerequisite(s): NUR 611 .
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NUR 611 Advanced Pathophysiology 3 Credits
This course prepares advanced practice nurse students to understand the biological basis for altered function and disease across the lifespan. The students learn to differentiate between normal variations and pathology. This in-depth knowledge will become the foundation for clinical reasoning and clinical decisions related to diagnostic tests and the initiation of therapeutic regimens. Application is made through selected case studies.
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NUR 612 Advanced Health Assessment and Diagnostic Reasoning 4 Credits
This course is designed to prepare the advanced practice nurse student to develop sound theoretical and practice skills for making clinical decisions. Students are expected to have basic health assessment skills. Students will build upon basic skills to complete comprehensive health histories and advanced holistic and age appropriate assessments. The comprehensive history includes physical, psychological, cultural, functional, spiritual, and psychosocial data. In addition to clinical data gathering skills, students develop diagnostic reasoning and clinical problem solving skills including formulating differential diagnosis, ordering and interpreting common diagnostic tests, and documenting findings. This course includes a laboratory component. All participants engage in actual practice with fellow students, standardized patients, and simulations.
Prerequisite(s): A baccalaureate Health Assessment course or its equivalent.
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NUR 626 Special Topics in Graduate Nursing Credit Varies
Neumann University periodically offers Special Topics in Graduate Nursing [NUR] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by a three-digit numeric designation [NUR _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.
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NUR 630 Health Promotion and Disease Prevention for the Advanced Practice Nurse 3 Credits
This course offers advanced practice nurse students an opportunity to critically examine issues that impact on the promotion of health and prevention of illness. Epidemiologic principles related to individual, family, and community health promotion are also examined within a multidimensional framework. Clinical preventive services for health promotion, community and population strategies, as well as the role of complementary and alternative health modalities, are also studied. In addition, the roles of the health care provider and patient are examined in relationship to counseling and communication, including genetic counseling. Healthy People 2020 objectives and the Social Determinants of Health are used as a focus for an in-depth analysis of health promotion interventions for populations.
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NUR 632 Nursing Research: Linking Evidence to Practice 3 Credits
This course prepares advanced practice nurses to extend the basis of their practice through an understanding of the scientific approach, translational science, and research methods. Critical analyses of research studies and aggregate data result in the learner’s acquisition of skills necessary to apply evidence and research to change practice, enhance professional education, and lead quality initiatives. Ethical and legal responsibilities to protect research subjects and participate in research studies are explored. Identification of researchable problems and strategies to improve health outcomes for individuals, populations, or systems is explored.
Prerequisite(s): An undergraduate Nursing Research course.
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NUR 640 Adult-Gerontology Primary Care I 7 Credits
The Adult-Gerontology primary care nurse practitioner (AGNP) student is prepared to provide holistic, patient-centered primary care for adolescent, adult, older adult, and vulnerable adult populations. In this first of three advanced practice nursing courses for the AGNP student, content focuses on management of common health problems. Theory content emphasizes analysis and integration of evidence-based health promotion, disease prevention, health protection, and management of common acute and chronic problems occurring in adult and older adult populations. The practicum provides 224 supervised clinical practice hours for the AGNP student to initiate all aspects of the NP role.
Prerequisite(s): NUR 607 , NUR 611 , NUR 612 and NUR 630 .
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NUR 641 Adult-Gerontology Primary Care II 7 Credits
The Adult-Gerontology primary care nurse practitioner (AGNP) student is prepared to provide holistic, patient-centered primary care for adolescent, adult, older adult, and vulnerable adult populations. In this second of three advanced practice nursing courses for the AGNP student, content focuses on management of complex health problems. Theory content emphasizes analysis and integration of evidence-based health promotion, disease prevention, health protection, and management of complex acute and chronic problems occurring in adolescent, adult, older adult, and vulnerable adult populations. The practicum provides 224 supervised clinical practice hours for the AGNP student to further develop all aspects of the NP role with focus on the provision of quality, safe, and cost effective initiatives.
Prerequisite(s): NUR 640 .
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NUR 642 Adult-Gerontology Primary Care Synthesis Practicum 7 Credits
The Adult-Gerontology primary care nurse practitioner (AGNP) student is prepared to provide holistic, patient-centered primary care for adolescent, adult, older adult, and vulnerable adult populations. The AGNP student demonstrates integration and synthesis of previous knowledge and skill in this third and final advanced practice nursing course. Theory content emphasizes analysis and integration of evidence-based health promotion, disease prevention, and health protection in the management of adolescent, adult, older adult, and vulnerable adult populations at all levels of health and illness. Weekly seminars include critical analysis of student case presentations. The practicum provides 224 supervised clinical practice hours for the AGNP student to demonstrate entry-level competencies of the AGNP primary care role.
Prerequisite(s): NUR 641 .
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NUR 680 Independent Study Project (ISP) Credit Varies
Qualified graduate students who seek individualized advanced study in some area of nursing that is not covered in scheduled courses may apply for an Independent Study Project (ISP). Students assume responsibility for special readings and research under the supervision of a designated faculty member. Regular meetings with faculty and completion of all assignments are required.
Prerequisite(s): Conditions of the University’s ISP Policy, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.
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NUR 726 Special Topics in Graduate Nursing Credit Varies
Neumann University periodically offers Special Topics in Graduate Nursing [NUR] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by a three-digit numeric designation [NUR _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.
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NUR 826 Special Topics in Graduate Nursing Credit Varies
Neumann University periodically offers Special Topics in Graduate Nursing [NUR] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by a three-digit numeric designation [NUR _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.
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NUR 926 Special Topics in Graduate Nursing Credit Varies
Neumann University periodically offers Special Topics in Graduate Nursing [NUR] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by a three-digit numeric designation [NUR _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.
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Organizational and Strategic Leadership |
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OSL 500 The Challenges of Leadership 3 Credits
The purpose of this course is to introduce students to theories of leadership, grounded on extant literature and research, which will inform and guide students in their personal lives and professional practice as leaders. The course will examine primary styles of leadership and the best practices and principles who have utilized strategic planning for identifying and evaluating contemporary challenges and developing effective and innovative solutions for further research in a Capstone project. Students will also learn the process for reflective-leadership practice through the creation of an individual reflective portfolio and leadership practice plan, which will help them to identify applicable theories and assess their potential for leadership development skills, which will be further developed during the course of the curriculum.
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OSL 510 Leadership Research and Evaluation 3 Credits
The purpose of this course is to introduce students to the critical concepts and requirements of graduate-level academic research, writing, presentation, and communication skills. Students will learn:1) the essential elements of academic writing and format of APA style 2) how to produce proper citations and references for copyrighted material; 3) the correct use of spelling, grammar, and punctuation; 4) how to properly format a Master’s thesis or Capstone research paper; 5) how to utilize academic resources, digital and online learning technologies; 6) proper etiquette of interpersonal and online communications in an organizational setting; and 7) effective boardroom style presentation skills necessary for the successful completion of the Master’s thesis or Capstone research project.
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OSL 520 Change Management 3 Credits
The purpose of this course is to impart the theories, concepts, and more important, the practical applications necessary for leaders to guide individuals, work units, and organizations to the achievement of goals. In broad terms, effective leaders need to be able to 1) motivate the growth and productivity of individuals, work groups, teams and organizations; and 2) create, recognize, and act upon opportunities and situations consistent with the mission and goals of their respective organizations. Concepts, models, and current theories in organizational development will be explained. Personal integrative leadership development will be stressed. The role of emotional intelligence in effective leadership will be explored. A Capstone project proposal must be completed and approved by the Program Director by the conclusion of this course, and will be reflected in the student’s final grade.
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OSL 530 Strategic Planning and Systems Thinking 3 Credits
This course introduces students to the concepts, varied procedures, and tools used in organizational strategic planning. It addresses the fundamentals of the strategic alignment of people, resources and processes to the business vision, mission, and purpose of the organization. Students will select their organization/industry strategic planning project that will be used for the Capstone Seminar.
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OSL 540 Social And Ethical Responsibility of Leadership 3 Credits
Students will analyze the social responsibility, ethical, and philosophical thought processes that guide the practice of leadership. The moral development of social responsibility and ethical practices will be discussed in depth through an introduction of challenging examples of ethical dilemmas. Students will keep a journal (an Individual Reflective Portfolio, or IRB) of their reactions to discussions and develop their own code of ethics for their individual practice settings. A research paper or project regarding related issues is an integral part of the course.
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OSL 550 Fiscal Planning For Effective Leadership 3 Credits
This course begins with the foundational concept that effective and ethical fiscal planning stems from responsible stewardship. After examining an organization’s mission, students learn the process of identifying the “business of the business.” Students learn about its organization’s market fit and prospects for the future. Students are introduced to the major managerial accounting and financial management markers that assess the fiscal health of the organization. Macroeconomic forces are explored. A company’s business and budgeting cycles are discussed with a continuing focus on stewardship.
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OSL 560 Public Policy and Administrative Law 3 Credits
Students will learn the relevance of public policy and administrative law to leaders of organizations and to students who are developing themselves as leaders. Specific policies and laws relating to leaders will be emphasized. Case studies involving legal issues will be used for class discussion. The interrelationships between what is legal and what is ethical will be explored.
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OSL 570 Group Leadership 3 Credits
This course will clarify the meaning of strategic group leadership by helping students to learn to be leaders in designing their own careers, as well as leaders for their own organizations. The strategic group leadership process will empower students to recognize a problem, intervene, and apply a solution or resolution. The students will identify their own strengths and weaknesses in leading groups. The mental constructs and paradigms of groups will be studied in conjunction with an in-depth study of the theories and practical applications of dynamics to both small and large groups. The role of emotional intelligence in effective leadership will also be considered. A research project related to the course content is an integral part of the course.
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OSL 580 Knowledge Management 3 Credits
This course will enable students to utilize information, data, and the intellectual assets of employees to implement critical functions. Through the evaluation of the critical function processes, knowledge within the organization will be evaluated for present, short, and long term usage and future applications. The impact on decision making, services, and product development will be studied to sustain the organization’s competitive edge. A research project related to course content is an integral part of the course.
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OSL 581 Independent Study Project (ISP) Credit Varies
Qualified graduate students who seek individualized advanced study in some area of strategic leadership that is not covered in scheduled courses may apply for an Independent Study Project (ISP). Students assume responsibility for special readings and research under the supervision of a designated faculty member. Regular meetings with faculty and completion of all assignments are required.
Prerequisite(s): Conditions of the University’s ISP Policy.
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OSL 600 Capstone Seminar and Master’s Project 3 Credits
This course is a culminating experience designed to provide students with an opportunity to demonstrate mastery in the field of organizational and strategic leadership. The Capstone Project will be based on rigorous independent research and reflect the integration of theory and practice. The “deliverable” for this course can be: the creation of a new business model, a strategic plan or analysis, or a new program or service for a local nonprofit; but it must have socially or ecologically redeeming value in the Franciscan tradition. Students will meet with the instructor weekly in this seminar to discuss the progress of their projects and seek additional guidance. In addition to writing a scholarly paper that clearly documents their research, students will present their findings in the form of an oral presentation and defense of the project’s major conclusions and recommendations to faculty and peers at the end of the semester. Project sponsors, representatives of partnering organizations, or family members of students are welcome to attend this presentation. Written documentation of the project will be filed in the Division of Continuing Adult and Professional Studies.
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Doctor of Pastoral Counseling |
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CESP 800 Franciscan Values and Human Development 3 Credits
Grounded in a theological reflection model, this course focuses on the integral connection between Franciscan theology and the development of the human person with its implications for the pastoral identity and clinical competence of the counselor. Exploring the major spiritual writers of the Franciscan intellectual tradition through classic and contemporary sources, students will reflect on theories of human development, the value and dignity of the human person and all of creation and the insights of the tradition for psychological development and spiritual healing.
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CESP 810 Principles and Practice of Counseling Theories 3 Credits
This course focuses on the development of an advanced level of student understanding and skill in applying traditional and contemporary counseling theory in the treatment of and prevention of mental and emotional disorders. This course will pursue critical analysis of how theories fit in the current counseling culture as well as current research, issues, and future trends in counseling.
CACREP Standards and Practices: Section II
C. Learning experiences beyond the entry level are required in all of the following content areas:
1. Theories pertaining to the principles and practice of counseling, career development, group work, systems, consultation, and crises, disasters, and other trauma causing events.
Section IV
G. Knowledge
1. Knows the major counseling theories, including their strengths and weaknesses, theoretical bases for efficacy, applicability to multicultural populations, and ethical/legal considerations.
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CESP 815 Advanced Mental Health Ethics and Legal Issues 3 Credits
This advanced level course will draw on the core Franciscan principles as foundational to ethical and legal clinical practice issues as well as relevant codes and standards of practice. The core principles will include respect for each person; integrity in the therapeutic relationship; service through advocacy and attention to special need groups; excellence in counselor preparedness and competency; and stewardship in terms of best practices in major areas. These areas will consider end of life care, managing legal and fiduciary aspects, especially with high risk populations as well as contemporary research in these areas.
CACREP standards: Section II
C,7– Ethical and legal considerations in counselor education and supervision (e.g., ACA Code of Ethics, other relevant codes of ethics, standards of practice).
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CESP 825 Seminar in Special Topics Using Three Major Perspectives 3 Credits
This umbrella course is an advanced seminar for doctoral students in counselor education. It covers principles, practice, and research in counselor education by examining specific topics from the three perspectives of counselor, supervisor and consultant. Specific topics covered include significant areas on the cutting edge of counseling and supervision, particularly those covering: career development, systems work in various organizations, consultation, and crises, disasters, and other trauma causing events.
Relevant CACREP standards
C. Learning experiences beyond the entry level are required in all of the following content areas:
Theories pertaining to the principles and practice of counseling, career development, group work, systems, consultation, and crises, disasters, and other trauma causing events (Section II, C, 1);
Understands the effectiveness of models and treatment strategies of crises,
disasters, and other trauma-causing events (Section 4, Counseling, Knowledge, G,4).
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CESP 830 Counseling Supervision and Consultation 3 Credits
The course focuses on theory, research, and practical skill development in various types of supervision and consultation. Special focus will be given to emerging crises, disaster and other trauma- causing events. Students engaging in this supervision course with internship will accrue at least 50 hours of supervised experience, counting towards the 600 total internship hours required across the three core areas of counseling, supervision, and teaching. In addition to class meetings with peers and program faculty, an average of 1 hour per week of individual supervision across the semester is required. Students will gain practical experience with clinical supervision and consultation along with exploring ethical concerns, multicultural competency, and pastoral, religious, and/or spiritual themes.
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CESP 835 Multicultural Studies, Social Change and Advocacy 3 Credits
Students involved in this course are invited to examine their personal, systemic and professional worldviews along with that of the client as they move to understand the forces that have shaped barriers to social, cultural, racial, ethnic, religious and gender acceptance. Emerging social justice issues from the field will be studied with the intention of encouraging students to become agents of social change and advocacy.
CACREP standards:
C,4– Pedagogy relevant to multicultural issues and competencies, including social change theory and advocacy action planning.
I,2–Understands advocacy models.
3. Identifies current multicultural issues as they relate to social change theories.
5. Understands current topical and political issues in counseling and how those issues affect the daily work of counselors and the counseling profession.
J,2–Demonstrates the ability to advocate for the profession and its clientele.
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CESP 840 Quantitative Analysis 3 Credits
The course focuses on measurement theory including scale development techniques and analysis, advanced data management, and multivariate statistical analysis, factorial and single-subject design.
CACREP Standards: Section II
C. 5. Design, implementation, and analysis of quantitative and qualitative research.
6. Models and methods of assessment and use of data.
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CESP 850 Qualitative Analysis 3 Credits
Prerequisite(s): The course focuses on the theoretical and practical issues related to designing and proposing qualitative research and procedures to generate data relationships, interpretation, and presentation. It includes grounded theory and ethnographic and phenomenological methodologies and case studies.
CACREP Standards: Section II
C 5. Design, implementation, and analysis of quantitative and qualitative research.
6. Models and methods of assessment and use of data.
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CESP 860 Doctoral Clinical Practicum 3 Credits
Doctoral students are required to participate in a supervised doctoral-level practicum
of a minimum of 100 hours in counseling, of which 40 hours must be in direct service with clients (three to four clients per week). The nature of the doctoral-level practicum experience is to be determined in consultation with program faculty and/or a doctoral committee. Consists of weekly clinical case conferences in order to facilitate practicum and internship experiences in a small group (four to six students) and focuses on assessment, diagnosis, and treatment. Weekly presentations involving audio and videotaped counseling sessions, progress notes, and reflections on the supervisory process are presented by the student. Concentrates on the process of long-term psychotherapy.
CACREP Standard: Section III
A. Doctoral students are required to participate in a supervised doctoral-level practicum of a minimum of 100 hours in counseling, of which 40 hours must be in direct service with clients. The nature of the doctoral-level practicum experience is to be determined in consultation with program faculty and/or a doctoral committee. During the doctoral student’s practicum, supervision will occur as outlined in entry-level
standards III.A and III.C-E. The use of student supervisors is not allowed in a doctoral-level practicum.
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CESP 865 Advanced Group Theory and Practice 3 Credits
This course focuses on the advanced study of group theory, group leadership, group processes, and group supervision. The course examines contemporary trends and developments in group counseling as well as ethical, legal, and professional issues affecting the practice of group counseling.
CACREP Standards and Practices: Section II
C. Learning experiences beyond the entry level are required in all of the following content areas:
1. Theories pertaining to the principles and practice of counseling, career development, group work, systems, consultation, and crises, disasters, and other trauma causing events.
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CESP 870 Doctoral Research Methods 3 Credits
An extensive overview of the philosophy of science and its application to research, provides for significant topics: constructing hypotheses, sample selection, factorial designs, interactions, experimentation and quasi-experimentation, data collection instrument development, internal and external validity, generalization of research designs, research ethics, and critical analysis of research publications.
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CESP 875 Counselor Education and Supervision in the Franciscan Tradition 3 Credits
This course orients students to the profession of counselor education. Specific topics addressed include: (1) history and organization of the profession, (2) program accreditation standards and practices, (3) instructional theory and methods relevant to counselor education, and (4) ethical and legal considerations in counselor education. Students engaging in this course and teaching internship will accrue at least 50 hours of supervised experience, counting towards the 600 total internship hours required across the three core areas of counseling, supervision, and teaching. This course will also explore the development of leadership skills rooted in the Franciscan perspective of the value and dignity of the human person.
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CESP 880 Doctoral Clinical Internship I 3 Credits
Part one of two supervised, clinical internship experiences (880 and 881), in which doctoral students counsel clients in approved, clinical site placements. Students are to accrue a total of at least 500 clinical hours across the two clinical internships (880+881), with a minimum of 250 hours in their first internship course (880). Of those 500 total hours, at least 160 hours must include direct counseling services for clients (combined across 880+881), with a minimum of 80 direct counseling hours completed in their first internship course (880). The other hours consist of the activities of a regularly employed professional in a clinical setting. In addition to individual supervision, students in this course will meet together with a program faculty member for group supervision (5-7 students), in which students will present clinical case write-ups and audio/video presentations of clinical sessions. Students will also conduct critical reflections on the supervisory process and draw from clinical literature to supplement their clinical case work. Across the two clinical internship semesters, students gain experience with the process of long-term psychotherapy and/or develop more effective, short-term approaches; improve their recognition and effective integration of transference and countertransference into their clinical work; advance their response to multicultural factors and advocacy goals pertinent to their clients’ needs; and integrate religious, spiritual, theological, and/or pastoral themes into their clinical case conceptualizations, corresponding therapeutic interventions, and overall professional identity.
Prerequisite(s): CESP 860
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CESP 881 Doctoral Clinical Internship II 3 Credits
Part two of two supervised, clinical internship experiences (880 and 881), in which doctoral students counsel clients in approved, clinical site placements. Students are to accrue a total of at least 500 clinical hours across the two clinical internships (880+881), with a minimum of 250 hours in their first internship course (880). Of those 500 total hours, at least 160 hours must include direct counseling services for clients (combined across 880+881), with a minimum of 80 direct counseling hours completed in their first internship course (880). The other hours consist of the activities of a regularly employed professional in a clinical setting. In addition to individual supervision, students in this course will meet together with a program faculty member for group supervision (5-7 students), in which students will present clinical case write-ups and audio/video presentations of clinical sessions. Students will also conduct critical reflections on the supervisory process and draw from clinical literature to supplement their clinical case work. Across the two clinical internship semesters, students gain experience with the process of long-term psychotherapy and/or develop more effective, short-term approaches; improve their recognition and effective integration of transference and countertransference into their clinical work; advance their response to multicultural factors and advocacy goals pertinent to their clients’ needs; and integrate religious, spiritual, theological, and/or pastoral themes into their clinical case conceptualizations, corresponding therapeutic interventions, and overall professional identity.
Prerequisite(s): CESP 880
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CESP 890 Capstone Seminar: Franciscan Integration in Counseling, Education and Supervision 3 Credits
In a student-centered seminar, those who have completed pre-requisite courses will demonstrate an integration of the three major areas of emphasis in the program with the major Franciscan virtues and traditions. Students will do this by applying evidence-based knowledge of preventive, therapeutic and rehabilitative interventions to individuals, families and/or population groups. They will present this against a framework of spiritual and clinical insights that support the interventions. Completion of this course satisfies a comprehensive exam to advance to dissertation candidacy.
CACREP Standards: Section IV
H. Skills and Practices
1. Demonstrates a personal theoretical counseling orientation that is based on a critical review of existing counseling theories.
2. Demonstrates effective application of multiple counseling theories.
3. Demonstrates an understanding of case conceptualization and effective interventions across diverse populations and settings.
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CESP 900 Dissertation Guidance 3 Credits
The doctoral candidate completes chapter 2 (the literature review) of the dissertation. The doctoral candidate produces an outline of the chapter and provides regular updates of the study’s progress to the instructor. Once the instructor deems chapter two complete in accordance with all guidelines the doctoral candidate may advance to CESP 910.
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CESP 910 Dissertation I 3 Credits
The doctoral candidate, after the approval of his/her dissertation committee, defends a dissertation proposal before the doctoral candidate’s dissertation committee and the Program Director. The doctoral candidate then submits a research proposal, created according to the Guidelines for the Preparation of Research Proposals for IRB Review, to Neumann’s IRB for review and approval. If the dissertation proposal is deemed acceptable by the doctoral candidate’s dissertation committee the doctoral candidate may progress to CESP 920.
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CESP 915 Dissertation I Continued (if neccessary) 3 Credits
This course may be required by a methodologist and program director if the candidate is not yet approved to advance to CESP 920.
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