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Catalog Year 2026-2027

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PsychologyCredits

Topics include models of consultation, the development of school and parent consultation skills, and providing educational and mental health services across all levels of prevention.

Programs:

This class will be a comprehensive overview of the cultural, socioeconomic, and ethnic competencies needed by school psychologists entering today's diverse educational setting. Students will learn about services that respond to culture and context to facilitate family and school collaborations.

School psychologists are responsible for the uptake and sustained implementation of evidence-based interventions in schools. This course addresses the science of implementation and its practical application to systems-level issues and individual student intervention issues.

This is the first half of a year-long practicum placement in which students engage in a wide variety of professional school psychology practices under the supervision of a licensed practicing school psychologist. Students complete 160 hours of field experience.

Programs:

This is a continuation of PSYC 750. Students complete an additional 160 hours of field experience in school psychology.

Programs:

Doctoral students engage in supervised clinical experiences in a placement that will further their preferred areas of professional expertise related to school psychology. Students complete 80 hours of field experience.

This is a continuation of PSYC 760. Students complete an additional 80 hours of field experience in school psychology.

The course will provide a high-quality multicultural experience for advanced doctoral students interested in broadening their understanding of educational practices at the international level. Students will have the opportunity to impact students in poor regions in need of their attention.

The instructor will support students in developing knowledge of the social, emotional, and behavioral health of children and youth. Students will develop an understanding of biological, cultural, developmental, and social impacts on social, emotional, and behavioral health. Students will evaluate evidence-based methods for assessment within these domains at the individual, group, and systems levels. This includes screening assessments, progress monitoring, diagnostic assessments, and threat assessment. Students will apply these assessments within a problem-solving and hypothesis-testing framework to evaluate social, emotional, and behavioral health at the individual, group, and systems levels, and identify appropriate supports and interventions, including crisis response.

This class focuses on the development and implementation of specific psychological interventions in school settings following the assessment and diagnosis of specific mental health problems.

Pediatric Neuropsychology will focus on diagnostics, referrals and common neurological problems encountered by School Psychologists in field or hospital settings. It is designed to train skills used in recognizing, assessing, and treating complex neurological disorders commonly seen in school-aged populations.

An independent study format used for topic expansion or offerings curtailed due to staffing constraints. Arrangements are to be made with each instructor regarding the materials, readings, assignments, and paper topics.

Doctoral students participate in research teams, gain experience in data collection, develop research ideas, and write research and IRB proposals.

Programs:

This course covers areas of contemporary relevance to the discipline of School Psychology in a seminar format allowing for maximum coverage of the specific topic.

This 1500-hour internship is a culminating experience for the school psychology Psy.D. program. Students are placed at a site where they engage in a wide range of school psychology services under the supervision of a doctoral-level school or licensed psychologist.

The dissertation is based on independent research conducted by doctoral candidates at or near the end of their course of study. The dissertation culminates in an oral defense.

Programs:

Recreation and Parks Leadership StudiesCredits

A foundation course that introduces the student to the profession of leisure services. Emphasis is placed on recreation in the student's life, the development of the profession, the community leisure service system and careers in recreation, parks and leisure services.

Graduation Requirements:
Goal Area 9 - Ethical and Civic Responsibility
Programs:

This course addresses esports collaboration and exposes active contribution into competitive esports play. Esports is studied in relation to commitment to improve, self-confidence, mental practice, focus, social development, collaboration, goal setting and strategic thinking. Students will be introduced to mechanics, metadata, structure, and strategies needed to win and put those skills together to build the team and practice in the game.

Graduation Requirements:
Goal Area 11 - Performance and Participation
Programs:

This course reviews the significance and potential of tourism and travel at the community level. The focus is on small to mid-size examples and the ways in which community tourism is a collaboration between various organizations and city park and recreation departments to develop, promote, and implement tourism events.

Graduation Requirements:
Goal Area 5 - History and the Social and Behavioral Sciences
Programs:

In this course we will explore the importance of the natural world and how individuals and societies interact with and impact nature. Students will apply ethical frameworks of sustainability, rights, and justice to understand conservation and resource management practices in public and private lands. Students will analyze and reflect upon complex narratives that guide how diverse people and natural systems interact.

Graduation Requirements:
Goal Area 3 - Natural Sciences
Programs:

A broad survey course that is concerned with game and non-game wildlife species. Habitat is stressed throughout the course as a necessity for maintaining a species. Funding of wildlife programs and changing attitudes of the public are concerns throughout this course.

Graduation Requirements:
Goal Area 10 - People and the Environment
Programs:

This course covers various topics for undergraduates in Recreation and Parks Leadership Studies and related fields. Students are exposed to best practices and current challenges in the industry and are given experiential opportunities to make connections for career advancement. Additional fees may apply. May be repeated, as topics vary.

This course is designed to be an overview of Therapeutic Recreation Services in a variety of human service settings with emphasis on the assessment, planning, implementation and evaluation of leisure and recreation programs performed by therapeutic recreation specialists serving persons with physical, mental, emotional or social limitations.

Graduation Requirements:
Diverse Cultures - Purple

Through interactive assignments, students will learn and practice the skills and techniques used by direct leaders in the Recreation and Parks profession. Topics include an introduction to leadership practices, program planning, activity selection, and activity facilitation for diverse groups.

Graduation Requirements:
Goal Area 1B - Speech and Oral Reasoning
Programs:

This course addresses leisure wellness and incorporates leisure into life as a balancing force for healthy living. Leisure is studied in relation to: work, time and money management, stress management, healthy relationships, life choices and decisions, personal and community resources, career opportunities and in relation to current issues in politics and in the work place.

Graduation Requirements:
Goal Area 11 - Performance and Participation
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