Students choose a topic to research on their own under the guidance of a faculty advisor who will then grade the final written report.

Graduate students research and present one-hour seminar on a topic related to Environmental Health, and research a topic for a term paper.

Do diseases like cancer and diabetes begin in the womb? This course will introduce students to key concepts and emerging concerns in the field of developmental toxicology. Through a combination of lectures and discussions of historical examples and recent research papers, students will learn how the combination of teratogens and critical windows of exposure can result in a spectrum of outcomes ranging from birth defects to diseases that emerge at later life stages.

This seminar is designed for incoming doctoral students in social justice education. It examines different epistemological orientations and inquiry methods used in conducting research by scholars in the field. The course explores the boundaries between theory, research, policy and practice in social justice education; examine personal, practical, epistemological and political dilemmas in producing scholarly work, and review and apply inquiry methods and tools that support critical, systematic scholarship and evidence based practices in social justice education.

Contemporary issues facing administrators. Topics include special education finance, law, and policy.

Supervised on-the-job doctoral school psychology experience. Work includes delivery of indirect and direct services in the areas of assessment, prevention, intervention, case management, and system level service delivery.

The purposes and processes used for synthesizing research findings and completing literature reviews for the purpose of evaluating knowlege claims in the field of special education will be covered in this course.

Program philosophies, goals, objectives, strategies, activities, and evaluation, as well as personnel administration, staff management, and budget planning.

This course will focus on the analysis and understanding of the critical features of a range of empirically validated interventions for achievement and behavior problems. The foundational perspectives for understanding the problem-focused interventions in both areas are instructional design, educational psychology, and learning and behavior theory. In addition, the course will include an over-arching theme of service delivery through collaborative instructional and behavioral consultation methods. This course is primarily intended for students in the School Psychology Program.

Many theories and pedagogies have shaped how literacy is enacted in education. The central goal of this course is to understand theoretical, methodological, and pedagogical implications and challenges of cognitive-psychological, psycholinguistic, sociocultural, and sociopolitical perspectives of literacy and education.