Urban Education (UED)

Skills in this area are designed to impart an understanding of comprehension skills in all content areas, including a repertoire of questioning strategies, summarizing, and retelling skills, and strategies in literal, interpretive, critical, and evaluative comprehension, as well as the ability to foster appreciation of a variety of literature and independent reading.

This course is structured as the culminating practical experience for teacher preparation program candidates.

This course is intended to provide candidates with a theoretical and practical overview of leadership expectations in school settings. Candidates will have an opportunity to reflect on and practice important contextual ideas, concepts, and skills necessary for effective school principals and other school leaders.

This course provides candidates with a practical overview of the use of quantitative and qualitative data in school settings. Candidates will develop data literacy and analytical skills. Candidates will learn general concepts and techniques of data analysis, generation, and presentation with specific application to educational issues, included but not limited to program assessment and evaluation, resource planning, and allocation, and strategic planning. Prerequisites: UED 600, UED 617, UED 630, UED 637, UED 641, and UED 691.

This course is intended to provide participants with a theoretical and practical overview of leadership expectations in school settings. Participants will have an opportunity to reflect on and practice important contextual ideas, concepts, and skills necessary for effective school principals and other school leaders.

This course examines the impact of culture on behavior and provides knowledge that candidates can use to increase effectiveness in counseling and leading individuals from other cultures. Students explore ideas about the development of a worldview and how that view impacts interactions with others. Social justice constructs are woven throughout the course to promote understanding of diversity across cultural groups.

The Community Counseling Program is committed to developing competent, compassionate, cooperative and committed counselors. This course examines the impact of culture on behavior and how to use that knowledge to increase effectiveness in counseling indiv INCOMPLETE

This course is intended to provide the candidates with an understanding of the structure and dynamics of the school as an organization in a multicultural society. A knowledge base founded in the works of Kolb, Vroom, McClelland, Likert, Boyatzis, Schein, Bennis and other researchers and theorists will serve as a guide to students' understanding the complexity of an organization. Candidates will gain self- understanding by using Kolb's conceptual model of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The candidates will gain insights into their role in the organization through hands-on experiences in the functions of the school as a social organization.

This course provides an orientation to ethical issues in the practice of school counseling. Ethical practices are examined through the use of case scenarios, which outline ethical dilemmas commonly experienced by professional school counselors. The course entails a review of court cases, federal and state legislation, school board policies, ethical codes, and related literature.

This course is intended to give the beginning counselor an understanding of counseling theory and strategies. It is intended to aid the prospective counselor in establishing a view of counseling based on a firm foundation supported by acknowledged theories of counseling. In addition, the student will develop skills to work with families, individuals, and crisis interventions. Candidates will gain an understanding of the counseling theories used in psychodynamic approaches, humanistic, cognitive, and behavioral genres.

This course introduces, analyzes, and evaluates the application various counseling and psychotherapy theories and models. The following theories will be examined: (a) Psychoanalytic, (b) Adlerian, (c) Existential; (d) Person-Centered (e) Gestalt; (f) Behavior; (g) Cognitive Behavior; (h) Reality (i) Postmodern and (k) Family Systems. Emphasis will be placed on developing effective techniques for conducting individual counseling, conducting interviews, helping clients adjust to change, facilitating clients with self-exploration, selfunderstanding, and self-evaluation. This course is 173 designed to explore the counseling process by examining specific theories and the related research. This course is designed to acquaint candidates with implementation of a counseling relationship in clinical and school settings

This course focuses on the major techniques used in counseling. Emphasis is placed not only on the techniques but also on the rationale underlying the practice of counseling, theoretical approaches, counseling techniques, and the ethics of counseling.

This course prepares candidates for effective leadership roles in urban systems through an understanding of the relationship between needs assessment, program goals, measurable outcomes, and program mission statements. Candidates seeking leadership roles in school divisions, military units, community

This course focuses on the relationships between school and the local community, the impact of social systems on educational opportunities for community field experiences, media for interpreting needs of the community, views and achievement of the school.

In this course students will study counseling in such settings as mental health, social service, religious, penal institutions, rehabilitation and employment agencies. Emphasis will be on the counseling and consulting skills that prepare counselors to provide effective client assistance and to work collaboratively in the community.

See department for more information

This course analyzes the historical, sociopolitical, economic, and cultural dimensions of curriculum development as foundational pieces for state-mandated guidelines in the context of an ever evolving technological society that espouses multimedia platform production orientation. Prerequisites: UED 600 and UED 630

This course will help school counselors understand education in America's public schools and the role of the school counselor. Candidates will acquire knowledge of the principles of classroom teaching and management. They will learn ways to create a positive, supportive, and respectful learning environment, ways to present interesting and meaningful classroom guidance lessons, and effectively address a range of challenges in the pre K - 12 classroom.

This course is intended to give the participant an understanding of leadership skills as applied to the supervision process.a Students will gain an insight into motivational theory, organizational theory, clinical supervision, and the teachera evaluation process. Works of Daniel Griffith, Jacob Getzekm, Eagan Guba, and Luvern L. Cunningham will be used for foundation knowledge. Students will identify personal leadership styles and their implications for supervision.

This course addresses etiology and treatment of addictive behaviors (e.g. substance abuse, gambling, etc). Theories linked with addiction to biological, psychological, and other factors will be evaluated critically with an emphasis on developing effectiv

Contact the department for specific course information.

In this course candidates will examine individual and group approaches to formal and informal client testing and assessment techniques. The course includes an examination of the various assessments, use of collaborative information, clarification of assessment concepts, test selection for various populations, test administration, results interpretation, and ethical and legal issues relative to assessment.

This course is intended to provide participants with an overview of school law. Participants will learn terminology of federal and state court systems and their implications for public schools. The course will cover major legal issues affecting education and Virginia School laws. Participants will be expected to develop skills using legal resources and to have a working knowledge of current laws affecting schools.

Current practices and techniques for making efficient and effective decisions concerning financial resource management in public schools are analyzed and evaluated. Attention will be given to state aid formulas and current practices in accounting systems as applicable to public schools.

Personnel management is that aspect of school administration that is concerned with the effective supervision of the school staff. This course examines the concepts and strategies that make people satisfied and productive whether they are professional or hourly rate employees. In addition, the participant will gain experience in dealing with conflicts and personal problems.

Study of theories, strategies for effective instruction, and contemporary assessment practices that support mathematics learning in grades 6-12. Special emphasis on research methods in mathematics education and an independent research project required.

Study of theories, strategies for effective instruction, and contemporary assessment practices that support art learning in grades 6-12. Special emphasis on research methods in art education and an independent research project required.

Study of materials and methods for teaching, integrating, and assessing English language, literature, grammar, and composition with attention to current research and theories that inform best practices in language arts instruction.

Emphasizes and reinforces the modeling and making of the best curriculum and instructional practices by future secondary social studies teachers. Reinforces the adherence of secondary social studies teachers to both the content standards of educational accrediting bodies and those put forth by the state of Virginia. Writing, speaking, and critical thinking competencies are reinforced and applied.aPrerequisites: UED 682 and completion of history deficiencies per the certificate of preliminary endorsement.

This course is designed to assist graduate students in education and the behavioral sciences develop skills associated with the systematic investigating, collecting, classifying, interpreting, and reporting of data.a It will familiarize students with scholarly research, terminology, and methodology for evaluating and writing a research proposal.

This course is designed to assist graduate candidates in education and behavioral sciences to develop skills associated with the systematic investigating, collecting, classifying, interpreting, and reporting of data. Candidates will become familiar with scholarly research, terminology and methodology for evaluating and writing a research proposal.

This course is designed to assist graduate candidates in education and behavioral sciences to develop skills associated with the systematic investigating, collecting, classifying, interpreting, and reporting of data. Candidates will become familiar with scholarly research, terminology, and methodology for evaluating and writing a research proposal.

The course is designed to provide candidates supervised work in the counseling profession. During this practicum experience the candidates will apply knowledge and skills learned throughout the program as they work with clients in a supervised field place

This course explores the conceptual and practicalideas of the impact of crises, disasters, andother trauma-causing events while gaining a basicunderstanding of emergency management systems andagencies across the community. Principles andstrategies of crisis intervention with models forpre- and post-crisis planning are addressed aswell as assessment methods, crisis treatment, andresources used in various traumatic crises andsystemic trauma situations.

This course explores the conceptual and practical impact of crises, disasters, and other trauma-causing events while gaining a basic understanding of emergency management systems in agencies across the community. Principles and strategies of crisis intervention with models for pre-and post-crisis planning are addressed as well as assessment methods, crisis treatment, and resources used in various traumatic crises and systemic trauma situations

This course is a two-semester program that will provide the participant the opportunity to explore an approved area of research and scholarship. The course allows the participant to be involved in quantitative and/or qualitative research. Students will be expected to develop a document describing and summarizing the results of the research done in the study.

This course is a two-semester program that will provide the participant the opportunity to explore an approved area of research and scholarship. The course allows the participant to be involved in quantitative and/or qualitative research. Students will be expected to develop a document describing and summarizing the results of the research done in the study.

The internship is structured as the culminating practical experience for the candidates. This experience will vary in depth and range in the following areas: (a) policy and professional ethics, (b) program planning, (c) small group facilitation, (d) individual counseling, (e) lifestyle / career planning, (f) appraisals and assessment, (g) multicultural relevancy, (h) student consultation, and (i) community involvement and service- learning.

The counseling Internship is designed to meet the CACREP accreditation standards in a seminar-style class with presentation and discussion of clinical cases, with regard to multiculturalism, ethical principles, and counseling profession identity through didactic instruction. The internship course provides a systematic sequence of professional experiences working in a field placement under weekly and group supervision of a certified counseling professional. The program requires candidates to complete a clinically supervised internship of 300 clock hours which is to be fulfilled in an academic term to include a minimum of 120 hours per semester of direct hours with clients, of which it is preferred that a fourth of these hours be in group work. The remaining 180 hours per semester consists of indirect hours accrued performing other counseling-related duties required to assess and treat mental health issues as categorized in the standard diagnostic nomenclature of Virginia and approved by the internship supervisor and course instructor.

This course serves as an extension of UED 793 (see UED 793)

Counseling Internship is designed to meet the CACREP accreditation standards and is based on seminar-style class discussion, the presentation and discussion of cases, clinical group supervision principles, and didactic instruction. The program requires students to complete a clinically supervised internship of 300 clock hours which is to be fulfilled in an academic term.a During this continued internship experience, the candidate will apply knowledge and skills learned throughout the program in working with actual clients in a supervised field placement.a The candidate is required to spend a minimum of 120 hours per semester of direct counseling service with clients, of which it is preferred that one-fourth of these hours be in group work (i.e., leading or co-leading a counseling group, conducting a psycho-educational group experience such as a stress management or substance abuse awareness group). The remaining 180 hours per semester consists of indirect hours accrued performing other counseling-related duties. Candidates receive 1 hour of individual supervision weekly and receive 1-2 hours of group supervision during the academic term. The experiences must be approved by the Internship Supervisor and Professor and is required to assess and treat mental health issues as categorized in the standard diagnostic nomenclature of Virginia.