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Principal Course Distribution Requirement

Principal courses offer introductions to the breadth of disciplines in the College. They acquaint students with the subject matter in an area, with the types of questions that are asked about that subject matter, with the knowledge that has been developed and is now basic to the area, and with the methods and standards by which claims to truth are judged.

Students must complete courses in topical groups in three major divisions (humanities, natural sciences and mathematics, and social sciences). For the B.A., three courses are required from each division, with no more than one course from any topical group. The B.G.S. requires two courses from each division, with no more than one from any topical group. To fulfill the requirement, a course must be designated as a principal course according to the codes listed below.

These are the major divisions, their topical subgroups, and the codes that identify them:

Humanities

  • HT: Historical studies
  • HL: Literature and the arts
  • HR: Philosophy and religion

Natural Sciences and Mathematics

  • NB: Biological sciences
  • NE: Earth sciences
  • NM: Mathematical sciences
  • NP: Physical science

Social Sciences

  • SC: Culture and society
  • SI: Individual behavior
  • SF: Public affairs

No course may fulfill both a principal course distribution requirement and a non-Western culture or second-level mathematics course requirement. Laboratory science courses designated as principal courses may fulfill both the laboratory science requirement and one of the distribution requirements. No free-standing laboratory course may by itself fulfill either the laboratory science requirement or a principal course requirement. Students should begin taking principal courses early in their academic careers. An honors equivalent of a principal course may fulfill a principal course requirement.

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Non-Western Culture Requirement

A non-Western culture course acquaints students with the culture, society, and values of a non-Western people, for example, from Asia, the Pacific Islands, the Middle East, or Africa. Students must complete one approved non-Western culture course.

One approved non-Western culture course is required. Occasionally courses with varying topics fulfill the non-Western culture course requirement. See the Schedule of Classes for details. These courses are coded NW.

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Transfer and Earned Credit Course Codes

These codes are used to evaluate transfer credit and to determine which academic requirements a course meets.

  • H: Humanities
  • N: Natural Sciences and Mathematics
  • S: Social Sciences
  • W: World Civilization and Culture
  • U: Undesignated Elective Credit (course does not satisfy distribution requirement)

All Education courses

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This course will cover the social, emotional, psychological, and cognitive changes that occur from conception through death. Methodological issues will also be addressed. Prerequisite: A graduate or undergraduate course in psychology. LEC
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Emphasis on the conceptual underpinnings of statistical analysis of educational data. Includes univariate and bivariate descriptive statistics, sampling distributions, statistical estimation, hypothesis testing and procedures in testing statistical hypothesis for one and two sample designs. Prerequisite: Concurrent enrollment in PRE 711 required, or with the permission of instructor on the basis of knowledge of statistical packages presented in PRE 711. LEC
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Creation and manipulation of data sets. Analysis of data with statistical packages, with an emphasis on descriptive statistics, graphical procedures, and univariate parametric methods. Graded on a satisfactory/fail basis. Prerequisite: Concurrent enrollment in PRE 710 or PRE 811 or with the permission of the instructor. LAB
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This course introduces the concepts and skills involved in understanding and analyzing research in education and related areas. The course provides an overview of basic, general knowledge of various research methodologies. Students should expect to study much of this material in greater depth through additional course work before being fully prepared to conduct independent research. However this course should enhance their ability to locate, read, comprehend, and critically analyze research articles and reports. Topics in the course include quantitative and qualitative methods and designs, historical and descriptive research, and program evaluation. (This course fulfills the requirement of a research methods course in the first 12 hours of graduate study.) LEC
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An introduction to concepts and skills basic to the development of instruments and procedures for formative and summative classroom evaluation. Planning student evaluation, coordinating evaluation with objectives, item development, item analysis, relating evaluation to instruction, grading, and reporting to students, parents and the school. Norm referenced and criterion referenced tests are considered. LEC
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The course is an introduction to the application of the concepts of reliability, validity, and practicality to the development, selection, use, and interpretation of tests and other measuring instruments in the field of education. The concepts of norm referenced and criterion referenced tests; the interpretation and use of norms; standard scores, percentiles, quotients, and grade equivalents are among the topics covered. An understanding of the role of measurement in evaluation, diagnosis, selection and placement is included. LEC
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An experiential and performance based course having three major objectives: 1) the acquisition of basic counseling skills and strategies by means of microcounseling training; 2) learning to use these skills effectively and appropriately in a simulated counseling session; 3) the students' understanding of their personal characteristics and how these characteristics relate to functioning as an effective helping professional. This course should normally be taken at the earliest possible time in the student's program. Open to counseling majors. Non-majors may be admitted only by permission of the instructor, if space permits. Prerequisite: Written consent of laboratory coordinator. LEC
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An introductory examination of several major theories of counseling and therapy including psychodynamic views, person-centered, behavioral, and cognitive-behavioral approaches. Attention given to research reviews and factors various theories have in common. Designed for graduate students in counseling psychology or allied fields. Prerequisite: Graduate student status or permission of the instructor. LEC
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This course is intended to introduce the student to a) ethical principles, standards, and issues in the profession of psychology; b) legal issues involved in the practice of school psychology; c) problem-solving models to solve ethical and ethical-legal dilemmas; d) roles and functions of a school psychologist; and e) current topics in the field of school psychology. Prerequisite: Permission of the instructor. LEC
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Foundations of child and adolescent psychopathology from a developmental and educational perspective. Classification, assessment, and etiology of clinical disorders. Examination of risk and protective factors associated with these various disorders. Coverage of empirically-based intervention strategies and prevention programs. Graduate student standing. LEC
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A course for students designing a research or evaluation proposal leading to data collection. Specific topics considered include formulating a problem for study, reviewing the literature, and selecting appropriate research and evaluation designs, instrumentation, and data analysis issues. The goal of the course is to aid students in the preparation of research proposals at the master's level. LEC
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Opportunity for students to participate in supervised reading and research in special topics of interest (for which regularly scheduled courses are not given). Topics and credit are arranged by advisement: May not be used to substitute for regularly scheduled course offerings. Intended for students with appropriate undergraduate or graduate preparation but without extensive graduate course background in the area of proposed study. (Students with extensive graduate work should enroll in PRE 997; undergraduate students may enroll in PRE 497.) Graded on a satisfactory/unsatisfactory basis. RSH
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A special course of study to meet current needs of education professionals--primarily for graduate students. Course is graded on a satisfactory/fail basis. LEC
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An examination from a life-span perspective of major issues affecting changes after adolescence. Topics include intelligence, identity, intimacy, the role of work, and moral concepts. Theoretical issues, research findings, and educational and social policy implications will be examined. Students will prepare papers on significant issues in the field and survey extensively the research and theoretical literature. Prerequisite: Prior enrollment in a course on naturalistic or experimental research methods. LEC
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Computer applications for a variety of statistical techniques. Emphasis may be with applications on microcomputers and/or mainframe. Prerequisite: PRE 810 or PRE 811 or equivalent course. LEC
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Supervised experience in the administration, scoring, and interpretation of the major individual intelligence tests for children, adolescents, and adults. Other areas to be covered in this course will include models of intelligence and factors influencing intelligence; measurement characteristics of instruments used to assess cognitive abilities; ethical and legal issues in the use of intelligence tests; and the use of cognitive assessments for identification and diagnosis. Prerequisite: Permission of instructor. LEC
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An overview and analysis of selected issues in the field of human growth and development. The focus will be on current issues of a theoretical and methodological nature that affect the field of developmental psychology and applications to social and educational settings. Prerequisite: Prior completion of a course in developmental psychology. LEC
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An overview of important models, principles and research findings related to the learning process. Attention is given to theories of learning and information processing which attempt to explain perceptual behavior, verbal learning and memory and social learning processes. Emphasis is placed on student development of research proposals in the area of human learning and achievement. Prerequisite: Permission of instructor. LEC
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Multiple correlation/regression techniques, including polynomials, analysis of interactions, dummy coding, non-orthogonal analysis of variance, and analysis of covariance. Prerequisite: PRE 710 or equivalent course. LEC
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Analysis of variance techniques including one-way ANOVA, planned and post hoc comparisons, multiway ANOVA, repeated measures ANOVA, and mixed designs. Prerequisite: PRE 710 and PRE 711. LEC
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Statistical methods to summarize results from multiple studies. Prerequisite: PRE 811. LEC
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Methods of analysis for nominal and ranked data, multiway contingency table analysis. Prerequisite: PRE 811. LEC
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Methods and procedures for evaluating educational programs. Attention is given to the development and evaluation of goals and objectives, creation of designs to monitor processes and outcomes, utilization of test and measurement systems for assessing outcomes, establishing evaluation standards and criteria, and application of statistical analyses. Prerequisite: PRE 710 or equivalent. LEC
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Development, construction, validation and scaling of noncognitive instruments including questionnaires, surveys, checklists, rating scales and unobtrusive measures. The sampling methodology is emphasized. Item construction and analysis and the development of subscales are stressed. Prerequisite: PRE 720 or PRE 725 and PRE 710. LEC
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A consideration of basic concepts pertaining to selection and interpretation of both standardized and non-standardized assessment procedures and devices with attention given to communicating assessment information within the context of the counseling relationship. Prerequisite: PRE 725 or comparable undergraduate principles of measurement course. LEC
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Students will learn techniques of formal and informal assessment of academic skills in school-aged students. In addition, students will learn consultation and intervention approaches and strategies for use with students who have academic delays. This course has a field-based practicum component. Prerequisite: Graduate student standing in the School Psychology program and permission of instructor. LEC
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This course is designed to provide information about the organization and administration of guidance and counseling programs in the public schools. Non-majors wishing to know more about the role of the counselor can be admitted with approval of the instructor. LEC
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This course is taken as one of the last courses in the master's degree counseling program. The primary purpose of the course is for the student to develop individual counseling skills while functioning in a counseling setting. In addition to individual skills, students are also encouraged to participate in group counseling and other counseling related activities within the particular counseling setting. Students enroll in practicum for the level most closely related to their professional goals, i.e., elementary, secondary, counseling psychology. Graded on a satisfactory/fail basis. Prerequisite: PRE 740, PRE 742, and PRE 880, and prior or concurrent enrollment in PRE 830, PRE 840, PRE 844, and PRE 846. Pre-enrollment with practicum coordinator. Students currently on academic probation will not be allowed to enroll in practicum. LEC
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Focuses on issues in group counseling. Topics covered are types of groups, theoretical orientation of groups, stages of group development, group leadership, selection of members, ethical issues, and effectiveness of groups. Prerequisite: Students must be admitted to the Program in Counseling Psychology. Nonmajors must have prior written consent of instructor. LEC
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Stresses the importance of career development in education, with an emphasis on developmental life planning. Course includes topics such as delivery systems, utility of career development theory, sexism and racism in career development and counseling, the effects of sex role socialization, nature of the world of work, evaluation of career information, use of career information in individual and group counseling, and the role of empirical research in career development theory and practice. LEC
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The purpose of this course is to provide educators with an awareness and skill training in basic human relationship/communication skills. The course is focused on skills that provide educators with effective communication skills for working with students, educators, and parents. LEC
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This is a practical course where students apply previous learning and gain experience in assessment and intervention with children, families, and school consultation. Team collaboration, peer review, and case conferences are essential elements of this course. Students work with clients in the on campus learning center under supervision. Topical seminars also are included throughout the semester. Prerequisite: Graduate student standing in the School Psychology program and permission of instructor. LEC
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The purpose of this course is to examine appropriate assessment techniques for the evaluation of behavior problems. Interview procedures, behavioral observation strategies, behavior rating scales and checklists, self-report inventories, and rational theoretical techniques will be introduced. The intent is to place these assessment approaches in their theoretical contexts and to discuss how they could be used by pupil personnel specialists to understand the problem behavior and plan interventions to enhance students' personal adjustment and achievement in the classroom. Prerequisite: PRE 770, graduate standing in the school of psychology program, or permission of instructor. LEC
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A continuation of School Psychology Clinic I where students will be performing the same activities at a higher level of autonomy and independence. Prerequisite: Graduate student standing in the School Psychology program, PRE 855, and permission of instructor. LEC
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This course addresses the conceptual basis of statistical analysis with an emphasis on applied data analysis. The use of descriptive statistics, distributions, graphic displays, hypothesis testing, group comparison, and analyses of relationships among variables to explore research questions in education will be covered. This course is designed specifically for Ed.D. students in the School of Education. Students in other degree programs may not enroll. Prerequisite: This course is open only to Ed.D. students in the School of Education. LEC
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This course provides advanced training in Crisis and Disaster Counseling to graduate students in the helping professions, providing students with the foundation, knowledge, and skills to effectively help those in crisis. Practical guidelines, specific intervention strategies, treatment principles, legal and ethical responsibilities, and self-care regarding crisis work will be discussed and integrated. Prerequisite: PRE 740 and PRE 742; or consent from instructor. LEC
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Examines the role and influence of culture within a variety of counseling theories including the identification of cultural assumptions and limits of theories. The course will assist in understanding cultural differences of racial minorities and various socioeconomic subgroups and will provide opportunities for self examination of cultural assumptions/values and effects within counseling. Prerequisite: PRE 742 or equivalent. LEC
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An examination of legal, ethical, and professional standards and issues affecting the practice of professional psychology. Topics include legislative regulation of professional psychology, ethical standards and codes of conduct for psychology and related mental health professions, standards of professional practice, and issue of practice liability and risk management. LEC
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A historical survey of the evolution of concepts, theories, and systems of thought in psychology with an emphasis on their relationship to contemporary issues in psychological theory, research, and practice. Prerequisite: Graduate standing in PRE or consent of the instructor. LEC
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The major goal of the course is to integrate information about a person from one or more projective tests into a useful summary. The projective assessment instruments to be used include the Rorschach (using the Exner system of scoring and interpretation), the Thematic Apperception Test, and projective drawings (e.g., Draw-A-Person test). Prerequisite: At least one graduate-level course in measurement and one graduate course in assessment plus consent of the instructor. LEC
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An examination of psychological disorders from a counseling psychology perspective that emphasizes strengths. The course will cover the current version of the Diagnostic and Statistical Manual (DSM), as well as alternative taxonomies, exploring personality as it ranges from normal personality styles to personality disorders, as well as Axis I disorders. The emphasis is on identifying and assessing these phenomena and understanding possible behavioral and treatment implications. Prerequisite: Degree seeking status in Counseling Psychology or consent of instructor. LEC
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Two consecutive enrollments covering a period of one academic year. During this time the student prepares a portfolio of skills competencies, classroom guidance programs presented, and other experiences appropriate to the student's school level. Supervision will be conducted on an individual basis and will include a minimum of two site visits per semester. Prerequisite: Must have school counseling position and a completed Masters degree from K.U. in School Counseling. FLD
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Supervised and directed experiences in selected educational or mental health settings. The campus-based instructor will schedule regular observations of the field experience and conferences with the student. Written summaries and evaluations of the field experiences will be prepared independently by the student, a representative of the cooperating agency, and the campus-based instructor. Open only to advanced students. Field experience credit in any one semester may not exceed five hours, and total credit in this and additional field experience enrollments may not exceed eight hours. Graded on a satisfactory/fail basis. Prerequisite: PRE 842 and consent of the practicum coordinator. FLD
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Prerequisite: Permission of instructor. LEC
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Graded on a satisfactory/unsatisfactory basis. Prerequisite: Consent of adviser and instructor. RSH
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Prerequisite: Prior or concurrent enrollment in PRE 710, PRE 715, or PRE 790. RSH
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Prerequisite: Prior or concurrent enrollment in PRE 710. THE
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This proseminar is designed to examine the major legal and ethical principles and areas of concern that affect professional psychology. The course will also examine the historical development of professional psychology and current issues that affect the future direction of research and practice. Prerequisite: Doctoral status in counseling, clinical, clinical child, or school psychology, or consent of the instructor. LEC
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This course is designed to give students experience in conducting research. It is expected that students will take this course for at least two consecutive semesters. (This course fulfills the requirement by the School of Education for a two semester, research practicum course.) Prerequisite: Doctoral student status in a program in the Department of Psychology and Research in Education. RSH
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An examination and study of the problems and procedures which relate to the validity of research methods. Emphasis will be placed on reading the current literature on research methodology. Students are required to develop a research proposal. Prerequisite: PRE 811 and PRE 720 or PRE 725. LEC
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Multivariate analysis of variance, discriminant analysis, logistic regression, and exploratory factor analysis. Prerequisite: PRE 810, PRE 811 and experience with a statistical software package. LEC
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The purpose of this course is to introduce students to Structural Equation Modeling (SEM). Topics to be covered include matrix algebra, correlation/covariation, regression, Path analysis, exploratory and confirmatory factor analysis, full structural equation models and multi-group models. Students will be exposed to the various statistical software programs available for SEM and will be expected to become proficient in utilizing EQS. Prerequisite: PRE 710 or equivalent course. LEC
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A study of research and theory in the areas of cognitive learning and of instruction, including such topics as motivation, problem solving, discovery learning, conceptualization, theory construction and task analysis. Emphasis placed on independent learning experiences and field-based experimentation with pilot study. Prerequisite: PRE 807 and PRE 715 or permission of instructor. LEC
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The purpose of this course is to introduce students to advanced topics in Structural Equation Modeling. Topics to be covered include multi-level models, latent growth models, mixture models and approaches to handling missing and/or non-normal data. Students will be exposed to the various statistical software programs and will be expected to become proficient in utilizing EQS. Prerequisite: PRE 906 or equivalent course. LEC
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Supervised practice in the application of psychological theory of educational problems. Includes work useful with exceptional children as well as experience in the application of such areas as mental hygiene and learning theory to problems involving the total school population. (Same as SPED 801.) Prerequisite: Permission of adviser and instructor. LEC
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A continuation of PRE 910 with special emphasis on remedial techniques associated with learning difficulties. (Same as SPED 802.) Prerequisite: PRE 910 and permission of adviser and instructor. LEC
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The course will treat an intensive critical study of various views of evaluation as it exists opposite the experimental research process, emphasizing the operational definitions of objectives, existing models, taxonomies, and structure, and goals and methods of obtaining and summarizing evaluation data. Prerequisite: PRE 710 and PRE 816 or equivalents or permission of instructor. LEC
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An examination of selected current issues and trends. (This course fulfills the requirement by the School of Education for a course in current issues and trends.) Prerequisite: Doctoral student status in a program in the Department of Psychology and Research in Education. LEC
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Application of theory including classical theories of reliability and validity, latent-trait theories, item sampling, and factor analysis to problems in educational test development and use in areas such as evaluation, research, placement, and selection. Prerequisite: PRE 725 and PRE 811. LEC
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Theoretical foundations and practical applications of item response theory in educational measurement. Prerequisite: PRE 921. LEC
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This course is designed to acquaint students with knowledge of advanced theory and applications in the field of item response theory (IRT). Topics to be covered include: advanced IRT models for dichotomous and polytomous, multidimensional, rater effects, and testlet-based item response data, estimation of parameters for these models and related software, and goodness of fit tests. The course will also focus on some advanced applications using these models, including test development, test score equating, differential item functioning, scoring and score reporting, Monte Carlo simulation studies, and innovative test designs. Prerequisite: PRE 922 or equivalent course. LEC
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The purpose of this course is to provide advanced students in the areas of educational research, psychometrics, and statistics with techniques for computer programming, analysis, and carrying out research using computer simulations. The topics covered are: Programming with Fortran languages, data manipulation and management, analysis, simulation of data according to statistical and psychometric models, numerical techniques for matrix operations, sampling from distributions, solutions for non-linear equations, and Markov-Chain Monte-Carlo techniques. There are no prerequisites for this course, but those students who have course work through the multivariate statistics level will benefit most from this course. Other suggested courses include those related to psychological and educational measurement, classical test theory, item response theory, and research methods. LEC
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This course provides students with an introductory background in the basic principles and applications of hierarchical linear modeling (HLM). The course will review both the conceptual issues and methodological issues in using hierarchical linear modeling by working step-by-step with real data sets. Prerequisite: PRE 810 Regression Analysis (formerly PRE 904). LEC
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This course is intended to introduce the student to a) ethical principles, standards, and issues in the profession of psychology; b) legal issues involved in the practice of school psychology; c) problem-solving models to solve ethical dilemmas; and d) current topics in the field of school psychology. Prerequisite: Permission of the instructor. LEC
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Computer-based testing holds the promise of increasing test validity and reliability while reducing the logistical problems associated with large-scale assessment. This seminar will provide an overview of what we have learned about administering tests on computer between the 1960s and today. The focus will be on measurement issues, but depending on class interest topics will vary. A prior course in item response theory is desirable but not required. Prerequisite: PRE 725 or equivalent course. LEC
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There is a great demand for more useful, more actionable test scores. Traditional large-scale group administered tests do not provide this kind of information due to low reliabilities of, or high inter-correlations among, sub-scores. This course will explore approaches used by individually administered tests to provide diagnostic information, new psychometric models that hold promise of providing better diagnostic information, and implications for test design. A primary focus will be on how psychometric models can be used with diagnostic subscores that are more reliable and less correlated than traditional approaches. Prerequisite: PRE 922 or equivalent course. LEC
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A course designed to offer a comprehensive view of the field of educational psychology and research. The course will treat a series of thematic areas with a focus on latest developments and emerging theories in learning, development and quantitative methods. Intended for post-master's level students. Prerequisite: Prior graduate level course work in development, learning, measurement, and statistics. LEC
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This course is designed to provide students with a knowledge foundation of clinical supervision and consultation theories and models, modes/formats of supervision, the supervisory/consulting relationship, legal and ethical considerations in the provision of supervision/consultation, and supervision research issues. Prerequisite: PRE 948. LEC
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Designed to be the initial advanced practicum for first year doctoral students. Attention is directed to development of a broad range of basic and advanced skills. Graded on a satisfactory/fail basis. Prerequisite: PRE 842 or equivalent. LEC
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Intensive counseling practice, including group and individual supervision, that may be taken either through Counseling and Psychological Services or an approved site outside of the university. Focus is on the acquisition and demonstration of advanced counseling skills. Two consecutive semesters (Fall, Spring) of enrollment are required of doctoral students. Responsibility to the site is for a continuous nine months, with fall semester responsibilities ending on the first day of spring semester classes. A grade of incomplete will be granted at the end of the regular fall grading period, with the regular fall grade being granted after completion of fall semester responsibilities. Graded on a satisfactory/fail basis. Prerequisite: Satisfactory completion of PRE 948 and prior or concurrent enrollment in PRE 951. LEC
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An examination of historical and contemporary cognitive theories and strategies used in the practice of counseling psychology. Consideration of theoretical positions and issues, research functions, assessment strategies, and application of techniques. Prerequisite: PRE doctoral student status or consent of instructor. LEC
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Survey of selected psychodiagnostic instruments currently in use and their administration, scoring, and interpretation. Emphasis will also be placed on the use of the clinical interview as an assessment tool, case conceptualization/diagnosis, and integrative report writing. Prerequisite: Completion of PRE 830 and degree-seeking status in Counseling Psychology or consent of instructor. LEC
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An advanced treatment of theory, research, and practice issues central to Counseling Psychology. Topics include theoretical and research paradigms in Counseling Psychology; the relationship of theory and research to practice; and evidence on factors influencing counseling processes and outcomes. Prerequisite: Counseling Psychology doctoral student status or consent of instructor. LEC
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A study of personality and therapeutic change from systems, interactional, and communications perspectives, with implications for research and assessment in counseling. Designed for graduate students at the specialist and doctoral levels. Prerequisite: Counseling Psychology doctoral student status or consent of instructor. LEC
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A survey of the major career development theories in counseling psychology. Models and methods of career counseling will be reviewed and integrated from the different theoretical perspectives. The empirical support of each theory and needed research will be identified. The course will include presentation of theories of career development and their specific applicability in counseling. The career development of special groups (women, the culturally different, non-whites) will be studied as well as alternative methods of delivery in career development and counseling. Prerequisite: Completion of PRE 846 or equivalent, and Ph.D. degree-seeking status in Counseling Psychology or consent of instructor. LEC
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A survey of contemporary systems of marital and family counseling. Consideration of marital and family function/dysfunction, theoretical models of family interaction, models of counseling practice and methods, and research on marital and family counseling. Prerequisite: Degree-seeking status in Counseling Psychology or consent of instructor. LEC
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The purpose of this course is to introduce the student to the assessment of various domains related to the development of infants, toddlers, and young children. The student will learn how to use formal and informal assessment techniques for screening, diagnostic, educational planning, and educational evaluation purposes. An emphasis will be placed on the linkage between assessment and intervention. This course is designed for students in the applied psychology fields (i.e., school psychology, counseling psychology, clinical child psychology, and clinical psychology). Prerequisite: PRE 705, PRE 725, PRE 805 and permission from the instructor. LEC
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This is the first of a two semester sequence of courses on school-based consultation. The course is a combination lecture-laboratory experience that introduces the student to the literature, theory, and techniques of consultation. Prerequisite: Approval of instructor. LEC
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This is the second in a series of two consultation courses. The course continues a review of literature and theory and also includes applied consultation experiences for the student. Class time is used to supervise the student's field-based consultative activities. Prerequisite: Approval of instructor. LEC
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This course will focus on the utilization and integration of adult life span theory and issues with counseling theory and practice. Particular attention is given to the adaptation of counseling practices to the developmental concerns of adult male and female clients. Additional emphasis is given to encouraging research projects related to the adult life span and effective counseling practices. Prerequisite: Graduate student status as an advanced master's student or doctoral student in the Program in Counseling Psychology or written permission of instructor. LEC
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The course includes a review of literature and theory as well as supervised practice. Therapeutic intervention is broadly conceived, including individual and group counseling, and parent and teacher consultation. The importance of the family-school relationship is stressed. Prerequisite: Permission of instructor and completion of course on counseling. LEC
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A special course of study to meet current need of education professionals--primarily for post-master's level students. LEC
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Three consecutive enrollments, covering a minimum of eleven months of experience in an approved counseling psychology field setting. Supervision and directed experiences coordinated by the student's adviser, the program training director, and internship setting supervisors. Required of all counseling psychology doctoral students. Prerequisite: Doctoral degree-seeking status in counseling psychology, completion of Ph.D. comprehensive examinations, and consent of counseling psychology faculty. FLD
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This course has two components: 1) a supervised experience as a practicing school psychologist, and 2) a group supervision class emphasizing case presentations and other integrative practice elements. The student functions as a provisionally certified school psychologist. Prerequisite: Completion of Ed.S. degree. FLD
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This is a one year, supervised experience in an approved setting. The structure and content of the experience follows guidelines of several professional organizations including The American Psychological Association and the National Association of School Psychologists. Prerequisite: Approval of School Psychology committee. FLD
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Supervised and directed experiences in selected educational settings. The adviser will schedule regular observations of the field experience and conferences with the student. Written summaries and evaluations of the field experiences will be prepared independently by the student, a representative of the cooperating agency, and the adviser. Open only to advanced students. Field experience credit in any one semester may not exceed five hours, and total credit may not exceed eight hours. FLD
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To meet the college teaching experience requirement for doctoral programs, a student shall engage in a semester long, planned, instructional activity that shall include college classroom teaching under supervision. Planning shall be done with the adviser and/or member of the faculty who will supervise the experience. The activity shall be done under the supervision of a member of the University of Kansas faculty or by an individual or individuals designated by the candidate's committee. FLD
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Prerequisite: Prior graduate course work in the area of study and consent of instructor. Course is graded on a satisfactory/fail basis. RSH
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Course is graded on a satisfactory/fail basis. LEC
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This course provides information on issues and practices related to working together in partnership with families of young children including those who have a young child with special needs. Emphasis will be placed on taking a family systems prospective and a family-centered approach to family support. Strategies for effective communication for the purpose of information sharing and collaborative planning with families are provided. Relevant current scientifically based evidence will be reviewed and discussed pertaining to these topics. LEC
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This course is designed for general education teacher trainees. It will provide them information about students with disabilities that they will have in their classrooms and the law governing special education and its implications for them as general educators. The course will address Individualized Educational Plans that are developed for students with disabilities and how general educators contribute to these plans. Students will learn about planning instruction that is differentiated to meet various learner needs, universal design principles and instructional tools, providing meaningful access to general education classrooms and curriculum for students with disabilities and designing and delivering appropriate accommodations and modifications to assist student learning. Prerequisite: Admission to the Teacher Education Program. LEC
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The course serves as an introduction to the profession including historical, philosophical, social and psychological foundations, awareness of value, ethical and legal issues, staff relations and the importance of becoming an advocate for children and families. Students will analyze/interpret trends in early education, including diversity, early childhood special education, family centered practices, legislation, public policy, and developmentally appropriate practice. The two key professional organizations, National Association for the Education of Young Children (NAEYC) and Division of Early Childhood for the Council for Exceptional Children (DEC), recommended practices serve as the foundation for understanding the roles, knowledge and competencies of the early educator. LEC
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Designed for regular education teacher trainees, those in training for support roles in public schools and/or residential facilities (music educators/therapists, speech clinicians, etc.), and others interested in providing services for exceptional children and youth. Emphasis on the learning and adjustment problems of exceptional children and youth. Includes fieldwork experiences in residential and/or public school settings. LEC
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The course is designed to provide the student with knowledge of and direct experiences within instructional settings that include one or more exceptional children. Structured experiences will be provided to (a) ensure mastery of skills in differentiating normal from atypical patterns of behavior in children or adolescents, (b) promote acquisition of skill in understanding the educational needs of exceptional learners as well as the procedures used to identify and provide instruction for them, (c) ensure the generalization of communication skills to the unique needs of exceptional learners in instructional settings, and (d) promote a positive attitude toward atypical students. LEC
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Only one enrollment permitted each semester, a maximum of four hours will apply toward a bachelor's degree. Prerequisite: Recommendation of adviser and consent of instructor. IND
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This is an introductory course in Sign Language and includes ASL and English sign vocabulary, a description of all manual sign systems, medical aspects of hearing loss, communication and language, and Deaf culture and community. LEC
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This course will cover the development of American Sign Language and its application within the Deaf Community. It is based on the functional-notational approach to learning sign language. This approach organizes language around communicative purposes of everyday interaction. LEC
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This is the second level course in American Sign Language and its application within the Deaf Community. It is based on the functional-notational approach to learning sign language. This approach organizes language around communicative purposes of everyday interaction. Prerequisite: SPED 501. LEC
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