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This is a draft edition of the 2014-15 Catalog; the final edition will be published in late summer 2014.

Psychological and Quantitative Foundations

Chair

  • Timothy N. Ansley

Faculty

Professors

  • Elizabeth M. Altmaier, Susan Assouline, Robert Brennan, Sam V. Cochran, Stephen B. Dunbar, Stewart W. Ehly, Michael J. Kolen, William M. Liu, Thomas R. Rocklin, Walter P. Vispoel, Catherine J. Welch, John S. Westefeld, Donald B. Yarbrough

Associate professors

  • Stephen M. Alessi, Saba Ali, Robert D. Ankenmann, Timothy N. Ansley, Kathryn C. Gerken, Mitchell Kelly, Won-Chan Lee, Kristen Missall, Joyce L. Moore, Megan Foley Nicpon, John Northup, Kathy L. Schuh

Assistant professors

  • Benjamin DeVane, Ann Garcia Santos

Adjunct associate professor

  • E. James Maxey

Adjunct assistant professors

  • Audrey S. Bahrick, Clara Baldus, Brenda Bassingthwaite, Heather M. Cochran, Julie Corkery, Richard L. Ferguson, Michael J. Hall, Deborah J. Harris, Sally Hartman, Dau-Shen Ju, Valerie J. Keffala, Todd Kopelman, Scott Liu, Candida Maurer, Michelle Mengeling, Mary G. Mitchell, Robert F. Musson, Karen Nelson, Daniel R. Orme, Amy Stockman, Doris J. Stormoen, Wendy A. VanVoorst, Tammy Wilgenbush, Kevin Wood

Professors emeriti

  • Robert A. Forsyth, David A. Frisbie, Hiram D. Hoover, Nancy Ewald Jackson, David F. Lohman, Lowell A. Schoer

Associate professor emeritus

  • Carl S. Davis
Undergraduate minor: educational psychology
Graduate degrees: M.A.in psychological and quantitative foundations; Ed.S.in psychological and quantitative foundations; Ph.D. in psychological and quantitative foundations
Web site: http://www.education.uiowa.edu/pq

The Department of Psychological and Quantitative Foundations offers programs in four areas: counseling psychology, educational measurement and statistics, educational psychology, and school psychology. These programs have two general goals: to help students acquire the knowledge and skills necessary to function effectively in settings that require the application of psychological and quantitative principles; and to extend knowledge and understanding of the teaching/learning process as it occurs in a variety of settings. The department's degree programs incorporate both goals, but the Master of Arts and Specialist in Education programs emphasize the first goal, and the Doctor of Philosophy programs emphasize the second.

Undergraduate Program of Study

  • Minor in educational psychology

In addition to offering a minor for undergraduates, the department offers a course [PSQF:1020 (07P:025) Elementary Statistics and Inference] that is approved for the Quantitative or Formal Reasoning area of the College of Liberal Arts and Sciences General Education Program.

Minor

The minor in educational psychology is open to all College of Liberal Arts and Sciences students enrolled in an undergraduate degree program. The minor provides an enriched background in educational psychology, education testing, and research methods in education. It does not lead to certification for public school teaching. Students earning the minor select a department advisor, who helps them choose appropriate course work.

The minor in educational psychology requires 15 s.h., including 12 s.h. earned at The University of Iowa and 12 s.h. earned courses numbered 3000 or above. Students must maintain a g.p.a. of at least 2.50 in all courses for the minor and in all UI courses for the minor. Transfer credit must be approved in order to count toward the minor.

Course work for the minor must include 15 s.h. selected from the following list.

PSQF:1075 (07P:075) Educational Psychology and Measurement3 s.h.
PSQF:4106 (07P:106) Child Development3 s.h.
PSQF:4111 (07P:111) Motivation3 s.h.
PSQF:4120 (07P:120) Psychology of Giftedness3 s.h.
PSQF:4130 (07P:130) Early Adolescent Development3 s.h.
PSQF:4133 (07P:133) The Adolescent and Young Adult3 s.h.
PSQF:4134 (07P:134) Parent-Teacher Communication1-3 s.h.
PSQF:4143 (07P:143) Introduction to Statistical Methods3 s.h.
PSQF:4150 (07P:150) Introduction to Educational Measurement3-4 s.h.
PSQF:5165 (07P:165) Introduction to Program and Project Evaluation3 s.h.
PSQF:6203 (07P:203) Learning, Technology, and Effective Teaching3 s.h.
PSQF:6205 (07P:205) Design of Instruction3 s.h.

Contact the Office of Education Services for more information about the minor.

Graduate Programs of Study

  • Master of Arts in psychological and quantitative foundations
  • Specialist in Education in psychological and quantitative foundations
  • Doctor of Philosophy in psychological and quantitative foundations

The department offers graduate degree programs in four major areas within psychological and quantitative foundations:

Counseling psychology (offered in the Ph.D.);
Educational measurement and statistics (offered in the M.A. and Ph.D.);
Educational psychology (offered in the M.A. and Ph.D.); and
School psychology (offered in the Ed.S. and Ph.D.).

Each program is described below.

Applicants for admission to University of Iowa graduate degree programs must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations of the Graduate College or the Graduate College section of the Catalog.

REQUIRED PH.D. RESEARCH COURSES

All College of Education Ph.D. students must complete EALL:5150 (07X:150) Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses.

Ph.D.: Counseling Psychology

The Doctor of Philosophy program in counseling psychology requires a minimum of 111 s.h. of graduate credit. All students must study full time. The program is fully accredited by the American Psychological Association.

The Ph.D. program's goal is to prepare counseling psychologists who will promote psychology as a science and contribute to the advancement of the profession. The faculty endorses a scientist/practitioner model of training and expects students to become competent researchers and proficient practitioners. Graduates find positions in a variety of settings, including higher education, counseling centers, clinics, private practice settings, and hospitals.

Students in the program must show appropriate levels of emotional balance and interpersonal skills and act within the American Psychological Association Ethical Principles of Psychologists. For more information, contact the program director.

The Ph.D. program in counseling psychology requires the following work.

Basic Psychology

All students are required to have a thorough grounding in the basic discipline of psychology. This may be achieved through a minimum of 3 s.h. of credit in each of the following four areas: biological bases of behavior, cognitive-affective bases of behavior, social bases of behavior, and history and systems. Students complete an additional 6 s.h. in the area of individual differences.

Required Ph.D. Research Courses

All College of Education Ph.D. students must complete EALL:5150 (07X:150) Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses. Course selections must be consistent with the requirements listed under "Statistics and Research Design" below.

Statistics and Research Design

This course:

PSQF:6243 (07P:243) Intermediate Statistical Methods4 s.h.

And one of these:

PSQF:6244 (07P:244) Correlation and Regression4 s.h.
PSQF:6246 (07P:246) Design of Experiments4 s.h.
Counseling Psychology Core

All of these:

PSQF:6223 (07P:223) & PSQF:6225 (07P:225) Introduction to Counseling Psychology Practice/Research I-II6 s.h.
PSQF:6235 (07P:235) Multicultural Counseling3 s.h.
PSQF:7305 (07P:305) Psychotherapy I: Dynamic and Phenomenological Approaches3 s.h.
PSQF:7306 (07P:306) Psychotherapy III: Work Psychology and Career Interventions3 s.h.
PSQF:7309 (07P:309) Personality Assessment3 s.h.
PSQF:7310 (07P:310) Intelligence Assessment3 s.h.
PSQF:7356 (07P:356) Process and Outcomes in Counseling Psychotherapy3 s.h.
PSQF:7365 (07P:365) Psychotherapy II: Cognitive and Behavioral Approaches3 s.h.
PSQF:7434 (07P:434) Practicum in Counseling Psychology3 s.h.
PSQF:7452 (07P:452) Leadership, Consultation, and Supervision3 s.h.
PSQF:7453 (07P:453) Advanced Practicum in Counseling Psychology (repeatable)1-3 s.h.
PSQF:7465 (07P:465) Issues and Ethics in Professional Psychology3 s.h.

Students must enroll in practicums to reach a specified level of client contact, supervision, and additional experience hours. The first practicum's site typically is University Counseling Service. Subsequent placements at other sites must have prior approval of the counseling psychology faculty. Students must successfully complete one semester of PSQF:6299 (07P:299) M.A. Project: The Portfolio before enrolling in PSQF:7453 (07P:453) Advanced Practicum in Counseling Psychology.

Electives

Elective courses are determined in collaboration with the major advisor.

Internship

Students spend a calendar year in an internship setting approved by the counseling psychology faculty. The faculty determines student readiness to apply for the internship based on completion of all or almost all required course work, satisfactory progress toward completion of the portfolio requirement, and successful completion of practicum requirements. Internships usually require geographic relocation.

Comprehensive Exam and Dissertation

Comprehensive examinations are written in counseling psychology ethics and issues. The comprehensive examination is structured as a component of the portfolio review. For more information, contact the program coordinator.

The dissertation research study is planned in collaboration with the doctoral student's major advisor. Dissertation credit ranges from 12 to 15 s.h.

ADMISSION

Applicants to the Ph.D. program in counseling psychology must meet the admission requirements of the Graduate College. Preference is given to applicants who have an undergraduate g.p.a. above 3.00 and a graduate g.p.a. above 3.50; an undergraduate major, minor, or substantial course work in psychology; preferred but not required scores on the Graduate Record Examination (GRE) General Test (verbal score of 152 or higher; quantitative, 151 or higher; and analytical writing, 3.5 or higher); and previous research and counseling experience.

Application materials must include a Graduate College application form; official transcripts of all previous college work; an official report of GRE General Test scores (the GRE advanced test in psychology is recommended but not required); a personal statement outlining career goals and reasons for seeking advanced training in counseling psychology; and three letters of recommendation from individuals qualified to assess the applicant's potential for completing the doctoral program. The faculty encourages applications from minorities, women, and persons from a wide range of backgrounds and academic preparation. The program typically accepts between five and eight students each year.

Students begin the program in fall. Application deadline is December 1; admission decisions usually are made by March 1. Applicants are invited to campus for interviews before final selection.

M.A.: Educational Measurement and Statistics

The Master of Arts program in educational measurement and statistics requires a minimum of 30 s.h. of graduate credit with thesis and 32 s.h. of graduate credit without thesis. The program provides students with basic knowledge of educational measurement and research methodology. Graduates find employment in large school systems, state departments of education, test publishing organizations, and research centers. The program also is appropriate for students who wish to broaden their knowledge of measurement and research methodology for personal development or professional improvement.

All M.A. students must complete a core of courses (approximately 26 s.h.) that includes a graduate-level survey course in educational psychology, elementary and intermediate courses in statistical methods, a course in educational research methodology, and courses in the development and use of evaluation instruments. Students who already have completed equivalent courses at another institution may add more advanced courses to the core.

Thesis students complete 2 s.h. of additional course work beyond the core and earn 2-4 s.h. of thesis credit. Nonthesis students complete 6 s.h. of additional course work beyond the core.

The six-hour comprehensive examination typically includes three-hour examinations in educational measurement and in applied statistics. With the approval of the M.A. committee, a student may take two-hour examinations in these fields plus a two-hour examination in educational psychology or a substitute area. Three-hour examinations assume a minimum of three courses in the area; two-hour examinations assume a minimum of two courses in the area.

ADMISSION

Applicants to the M.A. program in educational measurement and statistics must meet the admission requirements of the Graduate College. They should have a combined verbal and quantitative score of at least 300 on the Graduate Record Examination (GRE) General Test. Completion of at least one college mathematics course and experience as a teacher or researcher are desirable. Applicants who do not meet these requirements but who show offsetting evidence of superior ability may be granted conditional admission.

Applicants must submit a statement of purpose that explains how the educational measurement and statistics program will help them accomplish their educational and vocational goals.

For information about admission dates, contact the educational measurement and statistics program coordinator.

Ph.D.: Educational Measurement and Statistics

The Doctor of Philosophy program in educational measurement and statistics requires a minimum of 90 s.h. of graduate credit. The program prepares students for senior professional positions in educational measurement, evaluation, and statistical methods. Graduates find employment in colleges and universities, state and federal agencies, large public and private school systems, test publishing firms, and research centers.

During the first year of graduate study, the student and his or her advisor plan a program of study appropriate for the student's interests and vocational objectives. The typical program involves advanced work in educational measurement, data analysis methods, research methodology, and educational psychology. Work in other University of Iowa departments is encouraged.

Students who concentrate in statistics and intend to teach at the college level take courses in the mathematical theory of statistics. Those who concentrate in educational measurement and evaluation take appropriate courses in curriculum, counseling, or higher education.

All students are required to develop familiarity with computer programming techniques and equipment.

All College of Education Ph.D. students must complete EALL:5150 (07X:150) Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses.

Students who enter the program without completing an M.A. thesis must complete a substitute project before taking the Ph.D. comprehensive examinations.

After completing most of their course work, students take the comprehensive examination, which typically consists of three 3-hour written examinations on educational measurement, applied statistics, and program evaluation, or approved substitute areas, such as educational psychology or mathematical statistics, in which the student has completed at least 9 s.h. of course work. In place of one written examination, the student's committee may assign a project involving analytical and evaluative skills, or research creativity. The written examinations are followed by an oral examination in which the committee seeks further evidence of the student's command of the three fields. A single decision is made on all aspects of the comprehensive examination.

Work for the Ph.D. concludes with the dissertation, which is included in the 90 s.h. required for the degree.

ADMISSION

Applicants to the Ph.D. program in educational measurement and statistics must meet the admission requirements of the Graduate College. They must have a combined verbal and quantitative score of at least 300 on the Graduate Record Examination (GRE) General Test. They also must hold an M.A. from an accredited institution. At least one year of professional experience in teaching, research, or a related field is desirable. Applicants who expect to concentrate in statistics should have training in college mathematics through differential and integral calculus. Applicants who do not meet these requirements but who show offsetting evidence of superior ability may be granted conditional admission.

Applicants must submit a statement of purpose that explains how the educational measurement and statistics program will help them accomplish their educational and vocational goals.

For information about admission dates, contact the educational measurement and statistics program coordinator.

M.A.: Educational Psychology

The Master of Arts program in educational psychology requires a minimum of 30 s.h. of graduate credit. It is designed to help students become more effective practitioners by enhancing their ability to make responsible and creative decisions about how to help all of their students learn. By providing an evidence-based perspective on instructional approaches that work, it also addresses the emphasis on teachers' accountability for choosing empirically supported approaches.

The program is intended for working educators. Many of its courses are offered in late afternoons, evenings, and summers.

M.A. students develop a program of study in consultation with their advisors. Each student's progress is evaluated by the faculty after one academic year (two semesters) of study and during subsequent years.

Full-time students typically take at least 9 s.h. each semester, with the option of additional summer session work; they usually complete the program in four semesters. Part-time M.A. students take 3-6 s.h. each semester; they usually complete the degree in two or three years.

Students complete a required common core of courses, select additional educational psychology courses and electives appropriate to their professional goals, and complete a portfolio project. The two core courses, which are taken during the first year, prepare students for the M.A. program: EALL:5150 (07X:150) Introduction to Educational Research focuses on principles of empirical educational research; PSQF:6221 (07P:221) Educational Psychology for Effective Teaching introduces students to a broad sampling of topics in educational psychology (e.g., development, cognition, motivation). Also during the first year, students begin their portfolios, which they continue to build throughout the program and complete during their final M.A. semester.

Students may apply to substitute equivalent course work from another institution or department for required or recommended courses.

Core Courses

Both of these:

PSQF:6221 (07P:221) Educational Psychology for Effective Teaching3 s.h.
EALL:5150 (07X:150) Introduction to Educational Research3 s.h.
Educational Psychology Courses

Five of these:

PSQF:4106 (07P:106) Child Development3 s.h.
PSQF:4111 (07P:111) Motivation3 s.h.
PSQF:6203 (07P:203) Learning, Technology, and Effective Teaching3 s.h.
PSQF:6205 (07P:205) Design of Instruction3 s.h.
PSQF:6208 (07P:208) Designing Educational Multimedia3 s.h.
PSQF:6281 (07P:281) Cognitive Theories of Learning3 s.h.
PSQF:6301 (07P:301) Human Abilities3 s.h.
Electives

Students select two electives (6 s.h.) based on their interests and in consultation with their advisors. Electives typically are chosen from areas outside educational psychology.

Portfolio Project

The program's capstone project is a portfolio. Students enroll in PSQF:6299 (07P:299) M.A. Project: The Portfolio (3 s.h.) during their final M.A. semester. The goal of the portfolio is to show how understanding and practical application of educational psychology can help the student become a more effective educator.

The portfolio is a creative and highly individual project. Each student's portfolio reflects his or her own unique learning and synthesis of knowledge. Students begin building the portfolio during their first year, making an entry as they complete each course throughout the M.A. program. Portfolio entries vary widely. For example, the entry for a technology course might include a web site the student developed for the course, while the entry for a development course might detail an intervention program the student constructed to address problems of student aggression.

During enrollment in PSQF:6299 (07P:299) M.A. Project: The Portfolio, the student revises and adds to his or her portfolio and then presents the portfolio to a group of faculty and students.

ADMISSION

Applicants to the M.A. program in educational psychology must meet the admission requirements of the Graduate College, including minimum grade-point average. Viable applicants have a verbal score of at least 146 and a quantitative score of at least 149 on the Graduate Record Examination (GRE) General Test; successful applicants usually score higher. International applicants whose first language is not English must submit acceptable scores on the Test of English as a Foreign Language (TOEFL). Teaching experience is desirable but not required.

Application deadline for fall semester entry is January 1. Review of applications for fall semester begins February 1, when applicants who wish to be considered for fellowships and other awards are screened. Application deadline for spring semester entry is October 1. Admission decisions are announced approximately six weeks after the application deadlines.

Applicants who accept admission or financial aid and do not relinquish either one on or before April 15 are committed not to solicit or accept another offer. Offers made by the program after April 15 include the provision that the offer is void if the applicant has accepted and continues to hold a previous offer from another program listed in the American Psychological Association publication Graduate Study in Psychology and Associated Fields. This policy is consistent with standards set by the association's Board of Educational Affairs.

Ph.D.: Educational Psychology

The Doctor of Philosophy program in educational psychology requires a minimum of 72 s.h. of graduate credit. It is designed to help students master the core content and methods of educational psychology and acquire the depth of knowledge and methodological sophistication necessary for original research that contributes to the discipline.

Students develop a plan of study in consultation with their advisors. Those who begin the program after earning a master's degree or with course work from another program may be able to waive some of the Ph.D. program's requirements.

Students who enter the Ph.D. program without having completed an M.A. thesis are required to complete an independent research course sequence and its assigned research project during their first or second year. Students who have completed an empirical M.A. thesis that is acceptable to the faculty may omit the independent research sequence and second-year project.

Some of the program's required courses encompass substantive areas within educational psychology. Other required courses include a research practicum, in which students assist with and eventually design and carry out original research, and several courses in measurement and statistics.

All College of Education Ph.D. students must complete EALL:5150 (07X:150) Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses. Course selections must be consistent with the courses required for the Ph.D.

Students are reviewed annually by the faculty. Students must complete a second-year project by the end of their second academic year in the program. Those who do not fulfill this requirement or who otherwise fail to make satisfactory progress may be required to withdraw.

The Ph.D. program in educational psychology requires the following work.

Required Courses

All of these (or equivalents):

PSQF:6200 (07P:200) Educational Psychology3 s.h.
PSQF:6205 (07P:205) Design of Instruction3 s.h.
PSQF:6220 (07P:220) Quantitative Educational Research Methodologies3 s.h.
PSQF:6230 (07P:230) Research in Educational Psychology (taken second year of program)1-3 s.h.
PSQF:6257 (07P:257) Educational Measurement and Evaluation3 s.h.
PSQF:6281 (07P:281) Cognitive Theories of Learning3 s.h.
PSQF:6301 (07P:301) Human Abilities3 s.h.
PSQF:7331 (07P:331) Seminar: Educational Psychology I--Current Topics3 s.h.
PSQF:7493 (07P:493) Ph.D. Thesis in Psychological and Quantitative Foundations (minimum requirement)10 s.h.
EALL:5150 (07X:150) Introduction to Educational Research (taken during first year in program)3 s.h.
Recommended Courses

All of these:

PSQF:6208 (07P:208) Designing Educational Multimedia3 s.h.
PSQF:6215 (07P:215) Web-Based Learning3 s.h.
PSQF:6265 (07P:265) Program Evaluation3 s.h.
PSQF:6275 (07P:275) Constructivism and Design of Instruction3 s.h.
Electives

At least two of these (or equivalents):

PSQF:6243 (07P:243) Intermediate Statistical Methods4 s.h.
PSQF:6244 (07P:244) Correlation and Regression4 s.h.
PSQF:6245 (07P:245) Applied Multivariate Analysis3 s.h.
PSQF:6246 (07P:246) Design of Experiments4 s.h.
PSQF:6247 (07P:247) Nonparametric Statistical Methods3 s.h.
PSQF:6252 (07P:252) Introduction to Multivariate Statistical Methods3 s.h.
Minor Area

Students must complete a minimum of 12 s.h. that constitute a coherent program of course work outside educational psychology and beyond the courses listed above. The minor area may be from a foundation discipline, such as psychology, or in another area of education, such as mathematics education, educational philosophy, or program evaluation. Courses must be numbered 5000 or above, may span departments and colleges, and must be consistent with a plan approved by the student's advisor.

Second-Year Research Project

As part of their participation in PSQF:6230 (07P:230) Research in Educational Psychology, Ph.D. students are required to complete a research project of modest scope under the direction of a faculty member. They must present the work in both oral and written form to the program's faculty and students. The written report must be completed by the end of the student's second academic year in the program.

Students who enter the Ph.D. program holding an M.A. or M.S. with an acceptable empirical thesis are exempt from PSQF:6299 (07P:299) M.A. Project: The Portfolio and the research project.

COMPREHENSIVE EXAMINATION

The Ph.D. comprehensive examination emphasizes competence and depth in one or more narrowly defined areas of research and theory. The examining committee is made up of five faculty members. In consultation with their advisor, students choose from three options for the examination: a review article, an extended research activity, or a traditional comprehensive examination. For details of each option's requirements, visit Educational Psychology on the department's web site.

ADMISSION

Applicants to the Ph.D. program in educational psychology must meet the admission requirements of the Graduate College, including minimum grade-point average. Viable applicants have a verbal score of at least 150 and a quantitative score of at least 152 on the Graduate Record Examination (GRE) General Test; successful applicants usually score higher. International applicants whose first language is not English must submit acceptable scores on the Test of English as a Foreign Language (TOEFL). Applicants who do not meet all admission requirements may be granted conditional admission on the basis of other evidence, such as high grade-point average, strong academic preparation, and highly supportive recommendations. Conditional admission is rare.

Admission is for fall entry. Application deadline is January 1; late applications might not be considered. Review of applications begins February 1, when applicants who wish to be considered for fellowships and other awards are screened. Admission decisions are announced approximately six weeks after the application deadline.

Applicants who accept admission or financial aid and do not relinquish either one on or before April 15 may not solicit or accept another offer. Offers made by the program after April 15 include the provision that the offer is void if the applicant has accepted and continues to hold a previous offer from another program listed in the American Psychological Association publication Graduate Study in Psychology and Associated Fields. This policy is consistent with standards set by the association's Board of Educational Affairs.

Ed.S.: School Psychology

The department's school psychology program focuses on the Doctor of Philosophy degree; admission is granted only to the Ph.D. program. Doctoral students may be granted a Specialist in Education degree once they complete the Ed.S. requirements.

The Educational Specialist program in school psychology requires a minimum of 60 s.h. of graduate credit. The program provides course work and supervised field experience in education and psychology, enabling graduates to qualify for Iowa licensure as school psychologists (State of Iowa Endorsement 236).

The curriculum includes courses in psychological foundations, psychoeducational foundations, school psychology, and research methods. Other requirements include a written comprehensive examination and a research paper prepared in conjunction with PSQF:7342 (07P:342) Research Project in School Psychology (1-6 s.h.).

Ph.D.: School Psychology

The Doctor of Philosophy program in school psychology requires a minimum of 125 s.h. of graduate credit. The program is fully accredited by the American Psychological Association.

The program's goal is to prepare doctoral-level school psychologists who will promote psychology as a science and contribute to the advancement of the profession. The faculty endorses a scientist/practitioner model of training and expects students to become competent researchers and proficient practitioners.

Ph.D. students develop a plan of study in consultation with their academic advisors. All students are required to have a thorough grounding in the basic discipline of psychology, which may be achieved through earning a minimum of 3 s.h. of credit in each of the following areas: biological bases of behavior, cognitive/affective bases of behavior, social bases of behavior, individual differences, and history and systems.

Students are required to complete yearly portfolio reviews, which include oral examinations; carry out a preliminary dissertation research project equivalent in scope to an M.A. thesis; participate in an internship; and complete a doctoral dissertation, earning a minimum of 10 s.h. in PSQF:7493 (07P:493) Ph.D. Thesis in Psychological and Quantitative Foundations.

All College of Education Ph.D. students must complete EALL:5150 (07X:150) Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses. Course selections must be consistent with other course requirements for the Ph.D.

The following courses constitute the school psychology core.

PSQF:6238 (07P:238) Assessment of Learning Differences (taken with PSQF:7237)3-4 s.h.
PSQF:6251 (07P:251) Individual Intelligence Testing (taken with PSQF:7237)3 s.h.
PSQF:6263 (07P:263) Consultation Theory and Practice (taken with PSQF:7337)3 s.h.
PSQF:7224 (07P:224) Introduction to School Psychology Practice3 s.h.
PSQF:7237 (07P:237) Beginning Practicum in School Psychological Service (minimum 150 hours)3 s.h.
PSQF:7313 (07P:313) Psychopathology in Childhood3 s.h.
PSQF:7315 (07P:315) Social and Emotional Assessment of Children and Adolescents3 s.h.
PSQF:7337 (07P:337) Advanced Practicum in School Psychology (minimum 750 hours)12 s.h.
PSQF:7352 (07P:352) Seminar: Behavioral Assessment and Evaluation3 s.h.
PSQF:7367 (07P:367) Social Psychology and Social Systems3 s.h.
PSQF:7380 (07P:380) Practicum in College Teaching (optional)1-3 s.h.
PSQF:7390 (07P:390) Supervision of School Psychology Practicum/Internship1 s.h.
PSQF:7437 (07P:437) Internship in School Psychology (one year full-time or two years half-time, total of 1800 hours)3 s.h.
EALL:5150 (07X:150) Introduction to Educational Research (taken during first year in program)3 s.h.

Program course work in evaluation is required.

Students must enroll in practicums to reach a specified level of client contact, supervision, and additional experience hours. Placements must have prior approval of the school psychology faculty. Students must successfully complete one semester of PSQF:7237 (07P:237) Beginning Practicum in School Psychological Service before enrolling in PSQF:7337 (07P:337) Advanced Practicum in School Psychology. Students must adhere to the most recent ethical principles and standards of the American Psychological Association.

ADMISSION

Applicants to the Ph.D. program in school psychology must meet the admission requirements of the Graduate College. Preference is given to applicants with an undergraduate major in psychology or education and a g.p.a. above 3.00. A combined verbal and quantitative score of 308 or higher and an analytic writing score of 4 or higher on the Graduate Record Examination (GRE) General Test are recommended but not required. The faculty also encourages applications from individuals with an M.A. or Ed.S. and experience as psychologists or other human service providers.

Applications must include three letters of recommendation, a personal statement of interest and goals, and a writing sample. Complete application materials, including transcripts and test scores, must be received by January 1 to be considered for fall semester admission. Admission decisions usually are made by March 15. The program admits from six to eight students each year.

Courses

Lower-Level Undergraduate

Students may receive credit for only two of these three courses: STAT:1010 (22S:002) Statistics and Society, STAT:1020 (22S:025) Elementary Statistics and Inference [same as PSQF:1020 (07P:025) Elementary Statistics and Inference], and STAT:1030 (22S:008) Statistics for Business. Credit for STAT:1010 (22S:002) Statistics and Society is given only if the course is taken before STAT:1020 (22S:025) Elementary Statistics and Inference [same as PSQF:1020 (07P:025) Elementary Statistics and Inference] or STAT:1030 (22S:008) Statistics for Business.

PSQF:1020 (07P:025) Elementary Statistics and Inference3 s.h.
Graphing techniques for presenting data, descriptive statistics, correlation, regression, prediction; logic of statistical inference, elementary probability models, estimation and tests of significance. Requirements: one year of high school algebra or MATH:0100 (22M:001). GE: Quantitative or Formal Reasoning. Same as STAT:1020 (22S:025).
 
PSQF:1026 (07P:026) Mindfulness: Being Here With It All2 s.h.
Training in Mindfulness‑Based Stress Reduction; application to dealing with life changes (i.e., transition to University life); navigating daily life (academics, roommates, schedules); improving academic skills; self‑regulation of emotions; questions of meaning and purpose. Same as CSI:1000 (407:025).
 
PSQF:1027 (07P:027) Mindfulness Foundations in the Helping Professions3 s.h.
Training in Mindfulness‑Based Practices; application to personal and professional life.
 
PSQF:1029 (07P:029) First-Year Seminar1 s.h.
Small discussion class taught by a faculty member; topics chosen by instructor; may include outside activities (e.g., films, lectures, performances, readings, visits to research facilities).
 
PSQF:1075 (07P:075) Educational Psychology and Measurement3 s.h.
Principles and classroom applications of cognitive and social development, learning and cognition, motivation, and assessment.
 
PSQF:2115 (07P:115) Introduction to Counseling Psychology3 s.h.
Historical and philosophical foundations of counseling psychology; theories, application, and work of counseling psychologists.
 
PSQF:2116 (07P:116) Applied Child and Adolescent Psychology3 s.h.
Overview of child and adolescent development, psychopathology, and basic‑level intervention; foundation for working in applied child and adolescent mental health settings; typical areas of psychological difficulty, including developmental disorders, ADHD, depression, anxiety, substance use; contextual and environmental factors, including abuse, poverty, neglect.
 

Upper-Level Undergraduate and Graduate

PSQF:3028 (07P:114) Mindfulness for Educators: Psychological Foundations, Applications, and Practices1-2 s.h.
Exploration of research‑based implications for teaching, learning, and daily living; skillful engagement of demands educators face in personal and professional lives; mindfulness as paying attention in present moment and relating wisely to what is occurring; specific mindfulness practices that integrate awareness into daily living; how research and program evaluations throughout the world document that consistent practice of mindfulness improves attention and concentration; ability to respond skillfully to stress, self‑regulation of emotion, physical and mental health, communication, life satisfaction.
 
PSQF:3103 (07P:103) Early Childhood Guidance4 s.h.
Effective communication, understanding child development and behavior, appropriate limits and rules, structuring problem solving and consequences, fostering self control, organizing classroom environment and curriculum to support child behavior, methods to address persistent and challenging behaviors; nurturance and child guidance via parenting, child rearing practices, and child‑family relations.
 
PSQF:3104 (07P:104) Multicultural Issues in Counseling and Psychology3 s.h.
Introduction to multicultural competencies and its importance to counseling, psychology, and helping professions; psychological concepts and research pertaining to privilege; racism, race, culture, sexual orientation, social class and classism, and their application in culturally adapted psychotherapy interventions; how these matters and other cultural identities and constructs are handled and used in applied psychology and counseling; focus on intersection of research and practice.
 
PSQF:4081 (07P:181) ePortfolio Production1-2 s.h.
Experience producing an ePortfolio and uploading it to the Internet; practical experience using digital tools, content and design related to ePortfolio production; experience using a web browser and access to the Internet and to a digital camera or scanner. Requirements: able to perform basic computer functions and use a World Wide Web browser. Same as EALL:4081 (07X:181), EDTL:4081 (07E:181), RCE:4081 (07C:181), EPLS:4081 (07B:181).
 
PSQF:4106 (07P:106) Child Development3 s.h.
Theories and research findings about typical course of child development, differences in development. Requirements: junior standing.
 
PSQF:4111 (07P:111) Motivation3 s.h.
Principles of motivation and their application to applied settings, especially to the classroom as teachers try to motivate students. Requirements: junior standing.
 
PSQF:4120 (07P:120) Psychology of Giftedness3 s.h.
Theories of learning, child development, motivation; issues unique to gifted education. Same as RCE:4120 (07C:120).
 
PSQF:4121 (07P:121) Identification of Students for Gifted Programs3 s.h.
Interpretation of standardized tests and other measurement instruments used to identify academic talent and program effectively for grades K‑12; ability, aptitude, achievement tests; current issues in the uses of various instruments. Same as RCE:4121 (07C:121).
 
PSQF:4122 (07P:122) Math Programming for High Ability Students1 s.h.
Unique challenges and opportunities confronted by teachers of high‑ability students; theory and practice, development of program outlines for implementation. Same as EDTL:4022 (07S:122).
 
PSQF:4123 (07P:123) Academic Acceleration: Providing Excellence and Equity in Education for High Ability Studentsarr.
Acceleration as an effective curricular intervention for high‑ability students; forms of acceleration, research evidence for acceleration, and process of implementing acceleration; reasons for persistent negative attitudes about acceleration; advocation for acceleration; skills for effective practice and implementation. Requirements: computer with internet access, sound card, Adobe Reader, and Adobe Flash Player.
 
PSQF:4125 (07P:125) Counseling and Psychological Needs of the Gifted1 s.h.
Psychological aspects of giftedness, counseling techniques appropriate for gifted children, adolescents; socio‑emotional concerns, career development, underachievement. Same as RCE:4125 (07C:125).
 
PSQF:4126 (07P:126) Cognitive and Affective Needs of Underachieving Gifted1 s.h.
Diagnostic strategy for identifying types of underachievement, teaching and counseling interventions appropriate for each. Same as RCE:4126 (07C:126).
 
PSQF:4127 (07P:127) Research and Theory in Talent/Giftedness1 s.h.
Biennial research symposium. Same as RCE:4127 (07C:127).
 
PSQF:4128 (07P:128) Neuroscientific Implications for Gifted1 s.h.
Neurology of behavior and neurodegenerative disease; the psychology of learning and memory, its application to gifted education.
 
PSQF:4129 (07P:129) Creativity:Issues and Applications in Gifted Education1 s.h.
Theories that underpin contemporary definitions of creativity; instruments developed to measure creativity; activities in the school environment that enhance or inhibit student creativity. Same as RCE:4129 (07C:129).
 
PSQF:4130 (07P:130) Early Adolescent Development3 s.h.
Psychological growth and development of the early adolescent (ages 10‑14), including the physical, cognitive, social, emotional, and sexual development of the middle‑school aged child.
 
PSQF:4133 (07P:133) The Adolescent and Young Adult3 s.h.
Psychological and social aspects of adolescence and young adulthood; emphasis on theory, research, and practical applications.
 
PSQF:4134 (07P:134) Parent-Teacher Communication1-3 s.h.
Realities of working with parents; interpersonal skills; options for parent support services. Same as EDTL:4934 (07U:134).
 
PSQF:4136 (07P:136) Home/School/Community Partnerships3 s.h.
Issues related to collaboration among families, educators, community members in implementing school programs. Same as EDTL:4936 (07U:136).
 
PSQF:4143 (07P:143) Introduction to Statistical Methods3 s.h.
Analysis, interpretation of research data; descriptive statistics; introduction to probability, sampling theory, statistical inference (binomial, normal distribution, t‑distribution models); linear correlation, regression. Same as STAT:4143 (22S:102).
 
PSQF:4150 (07P:150) Introduction to Educational Measurement3-4 s.h.
Test development procedures, reliability, validity, item writing, evaluation of item and test characteristics; classroom assessment methods; interpretation of scores from standardized achievement and aptitude tests; no background in statistics assumed.
 
PSQF:4520 (07P:148) Bayesian Statistics3 s.h.
Bayesian statistical analysis, with focus on applications; Bayesian and frequentist methods compared; Bayesian model specification, choice of priors, computational methods; hands‑on Bayesian data analysis using appropriate software; interpretation and presentation of analysis results. Prerequisites: STAT:3100 (22S:130) and STAT:3101 (22S:131), or STAT:3120 (22S:120), or STAT:4100 (22S:153) and STAT:4101 (22S:154); and STAT:3200 (22S:152). Same as STAT:4520 (22S:138).
 

Graduate

PSQF:5165 (07P:165) Introduction to Program and Project Evaluation3 s.h.
Skills and knowledge required for conducting evaluations of products, projects, and programs; recent scholarship on evaluation and project management. Same as EPLS:5165 (07B:165).
 
PSQF:5193 (07P:193) Special Readings and Projectsarr.
Supervised individual study. Requirements: senior standing.
 
PSQF:5194 (07P:194) Continuing Education Individual Studyarr.
Supervised individual study.
 
PSQF:5199 (07P:199) Topical Workshop in Psychological and Quantitative Foundationsarr.
School, educational, and counseling psychology and allied disciplines; for professionals and graduate students in education, mental health, social services, related fields.
 
PSQF:5218 (07P:218) Foundations of School Psychology3 s.h.
Introduction to field of school psychology; becoming competent practitioners and leaders in school and community settings; roles and functions of school psychologists; ethical standards and issues in the profession of psychology; legal issues involved in practice of school psychology; current topics and trends. Corequisites: PSQF:7224 (07P:224).
 
PSQF:5226 (07P:226) Assessment of Giftedness3 s.h.
Training and practice in assessment of gifted children. Same as RCE:5226 (07C:226).
 
PSQF:6200 (07P:200) Educational Psychology3 s.h.
Psychology of the learning/instruction process: theoretical perspectives on learning, instruction, motivation, and assessment; developmental concepts, social processes, individual variation, learning and technology, biological basis of learning.
 
PSQF:6203 (07P:203) Learning, Technology, and Effective Teaching3 s.h.
Theories and issues in the use of technology in learning and teaching; project to design a technology‑supported learning solution for an educational problem.
 
PSQF:6205 (07P:205) Design of Instruction3 s.h.
Introduction to processes used to design, develop, implement, and evaluate effective instruction; projects.
 
PSQF:6206 (07P:206) Advanced Child Development3 s.h.
Theories of social and cognitive development; in‑depth study of several current controversies in the field.
 
PSQF:6208 (07P:208) Designing Educational Multimedia3 s.h.
Theory, design, and evaluation of instructional software.
 
PSQF:6209 (07P:209) Survey Research and Design3 s.h.
Survey design and implementation; writing and evaluation of survey questions; error in survey research; techniques to reduce error; sampling; postcollection processing of survey data. Prerequisites: EPLS:6206 (07B:206) or PSQF:4143 (07P:143). Same as EPLS:6209 (07B:209).
 
PSQF:6215 (07P:215) Web-Based Learning3 s.h.
Theory and practice of designing web sites to support or deliver instruction; student team project to create an instructional web site that integrates the theory and principles from class readings.
 
PSQF:6217 (07P:217) Seminar in College Teaching1-3 s.h.
Preparation for college teaching; for graduate students planning to teach. Same as GRAD:6217 (650:217).
 
PSQF:6220 (07P:220) Quantitative Educational Research Methodologies3 s.h.
Procedures for planning, conducting, and reporting research; evaluation of current methods in educational research; quantitative designs and methods. Prerequisites: PSQF:4143 (07P:143) or STAT:4143 (22S:102).
 
PSQF:6221 (07P:221) Educational Psychology for Effective Teaching3 s.h.
How educators use educational psychology theories and research to develop expertise in teaching and learning; cognition, motivation, technology, individual differences.
 
PSQF:6223 (07P:223) Introduction to Counseling Psychology Practice/Research I3 s.h.
Historical, theoretical, professional, scientific traditions associated with counseling psychology; professional ethical principles.
 
PSQF:6225 (07P:225) Introduction to Counseling Psychology Practice/Research II3 s.h.
Learning and performance of basic helping skills; integration of these skills with counseling theories, broader counseling strategies; laboratory‑based.
 
PSQF:6230 (07P:230) Research in Educational Psychology1-3 s.h.
Design, implementation, and presentation of an educational psychology empirical research project. Requirements: graduate standing in educational psychology.
 
PSQF:6231 (07P:231) Concepts and Principles of Behavior Analysis3 s.h.
Comprehensive review of psychological principles of learning derived from experimental research and empirical studies; types of behavior, motivational influences on behavior, respondent behavior and operant conditioning, stimulus control, schedule influences on behavior, observational learning, verbal behavior, rule‑governed behavior, and behavioral accounts of language and cognition.
 
PSQF:6232 (07P:232) Functional Behavior Assessment and Analysis3 s.h.
Understanding the purpose of assessments of behavior, developing assessments based on the presenting problems of behavior, conducting assessments to understand the purpose of behavior, and develop an effective behavior intervention plan; advanced coverage of special topics, including preference assessments and verbal behavior.
 
PSQF:6233 (07P:233) Ethics for Behavioral Psychologists1 s.h.
Ethics that are unique to applied behavior analysis; ethical considerations.
 
PSQF:6235 (07P:235) Multicultural Counseling3 s.h.
Theoretical and practical aspects of the cultural adaptation process; implications for interventions in diverse populations; issues. Requirements: counseling skills introductory course.
 
PSQF:6236 (07P:236) Counseling and Psychotherapy for Persons with Disabilities3 s.h.
Preparation for future psychologists and counselors to work with persons with disabilities throughout the lifespan; examination of disability issues within the context of present and past theoretical constructs. Requirements: enrollment in psychological and quantitative foundations or rehabilitation and counselor education. Same as RCE:6236 (07C:236).
 
PSQF:6238 (07P:238) Assessment of Learning Differences3-4 s.h.
 
PSQF:6242 (07P:242) Selected Applications of Statistics3 s.h.
Application and interpretation of correlation techniques, chi‑square, t‑ and f‑tests, interval estimation, simple cases of analysis of variance. Prerequisites: PSQF:4143 (07P:143).
 
PSQF:6243 (07P:243) Intermediate Statistical Methods4 s.h.
Foundation for more advanced applied courses; logic of statistical inference, chi‑square, and other tests of statistical hypotheses; small sample error theory, interval estimates, introduction to analysis of variance, selected nonparametric methods. Requirements: for PSQF:6243 (07P:243)PSQF:4143 (07P:143); for STAT:6513 (22S:148)STAT:4143 (22S:102). Same as STAT:6513 (22S:148).
 
PSQF:6244 (07P:244) Correlation and Regression4 s.h.
Correlation techniques; selected bivariate procedures, multiple, partial, curvilinear correlation; multiple linear regression; sampling theory applied to regression analysis and correlation coefficients; simple causal models. Requirements: for PSQF:6244 (07P:244)PSQF:6243 (07P:243); for STAT:6514 (22S:157)STAT:6513 (22S:148). Same as STAT:6514 (22S:157).
 
PSQF:6245 (07P:245) Applied Multivariate Analysis3 s.h.
Multivariate descriptive statistics, multivariate normal distribution, Hotelling's T‑squared, MANOVA, multivariate regression, principal components, discrimination and classification, cluster analysis. Prerequisites: STAT:3200 (22S:152) and STAT:3210 (22S:158). Requirements: facility with matrix algebra. Same as STAT:6540 (22S:161).
 
PSQF:6246 (07P:246) Design of Experiments4 s.h.
Theory and methods in the planning and statistical analysis of experimental studies; testing of hypotheses about linear contrasts among means in single‑factor and multifactor, completely randomized, and repeated measurement designs. Requirements: for PSQF:6246 (07P:246)PSQF:6243 (07P:243); for STAT:6516 (22S:159)STAT:6513 (22S:148). Same as STAT:6516 (22S:159).
 
PSQF:6247 (07P:247) Nonparametric Statistical Methods3 s.h.
Selected nonparametric methods; one‑ and two‑sample location tests and estimation methods, measures of association, analyses of variance; emphasis on relationships to classical parametric procedures. Prerequisites: PSQF:6243 (07P:243) or STAT:3120 (22S:120). Same as STAT:6547 (22S:163).
 
PSQF:6249 (07P:249) Factor Analysis and Structural Equation Models3 s.h.
Foundations of exploratory and confirmatory factor analysis methods; least squares and maximum likelihood approaches; problems in factor extraction, rotation, interpretation; structural equation models via LISREL; assumptions and limitations of alternative approaches. Prerequisites: PSQF:6244 (07P:244) and PSQF:6246 (07P:246).
 
PSQF:6250 (07P:250) Computer Packages for Statistical Analysis1-3 s.h.
Computer programs and systems designed to execute statistical analysis (SAS, SPSS, BMDP, and others); lectures on regression techniques, analysis of variance, multivariate techniques; practice in entering data, calling up desired programs, interpreting computer output. Prerequisites: PSQF:4143 (07P:143). Requirements: elementary knowledge of computer programming.
 
PSQF:6251 (07P:251) Individual Intelligence Testing3 s.h.
Administration of individual intelligence tests; interpretation of test results; issues in psychological testing; factors that influence performance. Prerequisites: PSQF:4143 (07P:143) or PSQF:4150 (07P:150).
 
PSQF:6252 (07P:252) Introduction to Multivariate Statistical Methods3 s.h.
Selected topics in multivariate analysis, including multivariate significance tests, principal components and factor analysis, discriminant analysis, canonical correlation, multivariate analysis of variance (MANOVA). Prerequisites: PSQF:6244 (07P:244) and PSQF:6246 (07P:246).
 
PSQF:6255 (07P:255) Construction and Use of Evaluation Instruments3 s.h.
Design and construction of measures used in educational evaluation: achievement tests, attitude scales, performance measures, questionnaires; emphasis on methods of instrument development and evaluation of instrument characteristics. Prerequisites: PSQF:4143 (07P:143) and PSQF:6257 (07P:257).
 
PSQF:6257 (07P:257) Educational Measurement and Evaluation3 s.h.
Evaluation and use of standardized tests and inventories in individual and group assessment; analyzing reliability, validity, normative data; interpreting measures of achievement, intelligence, aptitude, interests, attitudes, personality; current issues; for counselors, administrators, teachers, measurement specialists. Corequisites: PSQF:4143 (07P:143).
 
PSQF:6258 (07P:258) Theory and Technique in Educational Measurement3 s.h.
Mathematical foundations, principal results, and applications of classical test theory; perspectives on conditional error variance; binomial error model and applications; introduction to generalizability theory; advanced measurement topics. Prerequisites: PSQF:6243 (07P:243) and PSQF:6257 (07P:257).
 
PSQF:6259 (07P:259) Scaling Methods3 s.h.
Unidimensional and multidimensional scaling techniques; item response theory with a focus on polytomous models; introduction to available computer programs for scaling; applications in educational and psychological research. Prerequisites: PSQF:6262 (07P:262). Corequisites: PSQF:6249 (07P:249) and PSQF:6252 (07P:252).
 
PSQF:6262 (07P:262) Item Response Theory3 s.h.
Theoretical foundations and practical applications; mathematical models and estimation techniques; emphasis on current applications and issues in testing; computer estimation programs. Prerequisites: PSQF:6243 (07P:243) and PSQF:6257 (07P:257).
 
PSQF:6263 (07P:263) Consultation Theory and Practice3 s.h.
Review of concepts and practice of consultation and collaboration in educational and human services settings; focus on mental health, organizational, behavioral, and instructional models. Same as RCE:6263 (07C:263).
 
PSQF:6265 (07P:265) Program Evaluation3 s.h.
Theoretical issues and considerations in evaluation of educational and social programs; evaluation design, methodology; metaevaluation; evaluation utilization.
 
PSQF:6275 (07P:275) Constructivism and Design of Instruction3 s.h.
Theoretical foundations of constructivism; application of constructivist principles to the design of instruction.
 
PSQF:6281 (07P:281) Cognitive Theories of Learning3 s.h.
Theories of learning and cognition as they relate to education; development of expertise, transfer of learning, design of learning environments, use of learning technologies. Prerequisites: PSQF:6200 (07P:200).
 
PSQF:6292 (07P:292) Supervised Research in Educational Psychology1-3 s.h.
Identification of research problems, development of research designs and materials, conducting of research studies; faculty‑guided activity or seminars.
 
PSQF:6293 (07P:293) Individual Instruction in Psychological and Quantitative Foundationsarr.
 
PSQF:6299 (07P:299) M.A. Project: The Portfolio3 s.h.
Individual portfolio project; reflection, revision, and presentation of educational psychology portfolio.
 
PSQF:6301 (07P:301) Human Abilities3 s.h.
Psychology of abilities required by or developed through schooling; theories of cognitive abilities, age, sex, ethnic differences; cultivation of intelligence through schooling. Prerequisites: PSQF:4143 (07P:143).
 
PSQF:6312 (07P:312) Psychopathology Across the Lifespan3 s.h.
DSM IV categories, related diagnostic issues.
 
PSQF:7201 (07P:357) Counseling Psychology Research Writing3 s.h.
How to write scientifically in counseling psychology; qualitative and quantitative research writing, literature reviews, methodologies, discussions; APA style.
 
PSQF:7204 (07P:204) Foundations of the Learning Sciences3 s.h.
Foundations of Interdisciplinary science of learning; theory and method of study of cognition in sociocultural context; design‑based approaches to research on learning.
 
PSQF:7224 (07P:224) Introduction to School Psychology Practice1-3 s.h.
Introduction to the practice of school psychology; framework for understanding role and function, legal and ethical boundaries, professional requirements; preparation for practicum.
 
PSQF:7237 (07P:237) Beginning Practicum in School Psychological Servicearr.
Supervised practicum in psychological and educational evaluation in school settings. Prerequisites: PSQF:6238 (07P:238) and PSQF:6251 (07P:251).
 
PSQF:7245 (07P:207) Evaluation of Children with ADHD and LDarr.
Clinical experience in conducting pediatric neuropsychology examinations in the Pediatric Attention/Learning Disorders Clinic. Requirements: course on psychological testing (including IQ) and graduate psychology standing (school, counseling, rehabilitation, clinical). Same as PEDS:7245 (070:245).
 
PSQF:7305 (07P:305) Psychotherapy I: Dynamic and Phenomenological Approaches3 s.h.
Major psychodynamic and existential‑phenomenological theories of personality; emphasis on implications for psychotherapy.
 
PSQF:7306 (07P:306) Psychotherapy III: Work Psychology and Career Interventions3 s.h.
Foundations of career interventions; emphasis on major assessment instruments (vocational interests, values, abilities/skills, personality) and career counseling processes, skills, techniques.
 
PSQF:7307 (07P:359) Group Psychotherapy3 s.h.
Theoretical foundation for working with clients in group settings; major theories on group psychotherapy processes; integration of empirical research on effectiveness of group work; varied theoretical approaches to group psychotherapy.
 
PSQF:7309 (07P:309) Personality Assessment3 s.h.
Standardized and projective techniques for personality assessment; preparation for competent administration and interpretation of varied tests and measures.
 
PSQF:7310 (07P:310) Intelligence Assessment3 s.h.
Standardized intelligence testing; preparation to administer and interpret intelligence tests for children and adults.
 
PSQF:7311 (07P:311) Practicum in Counseling and Psychological Services for Gifted Students1-6 s.h.
Prerequisites: CRSD:4178. Requirements: course work in counseling education, counseling psychology, school psychology, educational psychology, or related fields. Same as RCE:7311 (07C:311).
 
PSQF:7313 (07P:313) Psychopathology in Childhood3 s.h.
Current theories regarding the development of psychopathology in children and adolescents; current approaches to treatment for disorders in children and adolescents.
 
PSQF:7315 (07P:315) Social and Emotional Assessment of Children and Adolescents3 s.h.
Link between personality theory, child and adolescent assessment; interpretation, integration of assessment information; record reviews, interviews, objective tests, projective techniques. Prerequisites: PSQF:6238 (07P:238) and PSQF:6251 (07P:251).
 
PSQF:7320 (07P:320) History and Systems of Psychology3 s.h.
Philosophical underpinnings of psychology, early systems in psychology, developments in the 20th century.
 
PSQF:7331 (07P:331) Seminar: Educational Psychology I--Current Topicsarr.
Intensive investigation of a specific research topic.
 
PSQF:7337 (07P:337) Advanced Practicum in School Psychologyarr.
Supervised experience in psychological interventions, consultation, counseling in school and clinic settings. Prerequisites: PSQF:6238 (07P:238), PSQF:6251 (07P:251) and PSQF:7237 (07P:237).
 
PSQF:7342 (07P:342) Research Project in School Psychologyarr.
Experience in research facilities on campus; writing research questions, planning a research study, writing a research article.
 
PSQF:7345 (07P:345) Academic Interventions3 s.h.
Interventions used by school and support system personnel to address academic skill deficits among children, adolescents; instructional design and delivery problems associated with deficits.
 
PSQF:7346 (07P:346) Behavioral Interventions3 s.h.
Interventions used by school and support system personnel to address behavioral and social/emotional status of children, adolescents.
 
PSQF:7347 (07P:347) Home/School/Community: System Interventions3 s.h.
Interventions used by school and support system personnel; focus on work with parents, siblings. Same as RCE:7347 (07C:347).
 
PSQF:7350 (07P:350) Seminar in Evaluation2-3 s.h.
In‑depth examination of selected topics. Prerequisites: PSQF:6265 (07P:265). Requirements: two courses in program evaluation.
 
PSQF:7352 (07P:352) Seminar: Behavioral Assessment and Evaluation3 s.h.
Broadens skills of graduate students who engage in research with exceptional persons; research designs are usually taught in the Department of Psychological and Quantitative Foundations, but because of the nature of handicapping conditions and the low incidence of some handicaps, the single‑subject design yields better research information. Same as EDTL:7952 (07U:252).
 
PSQF:7354 (07P:354) Seminar: Experimental Approaches in Counseling Researcharr.
Application of experimental methodology to study of counseling and vocational phenomena.
 
PSQF:7355 (07P:355) Seminar: Educational Measurement and Evaluationarr.
Critical examination of current issues and problems of the professional worker in the field of educational measurement and evaluation as reflected in research literature, other professional communication media.
 
PSQF:7356 (07P:356) Process and Outcomes in Counseling Psychotherapy3 s.h.
Advanced knowledge of the state of process and outcome research on psychotherapeutic procedures. Requirements: Ph.D. candidacy in appropriate field.
 
PSQF:7358 (07P:358) Equating and Scaling of Educational Tests3 s.h.
Designs and methods, including linear, equipercentile, and item response theory methods; emphasis on concepts, applications to testing programs, research. Prerequisites: PSQF:6243 (07P:243) and PSQF:6257 (07P:257).
 
PSQF:7365 (07P:365) Psychotherapy II: Cognitive and Behavioral Approaches3 s.h.
Major cognitive and behavioral theories of personality and psychotherapy; emphasis on implications for clinical practice.
 
PSQF:7367 (07P:367) Social Psychology and Social Systems3 s.h.
Social aspects of behavior in organizations; behavioral science theory and research on organizations, system change, transformation, leadership.
 
PSQF:7375 (07P:375) Topics in Educational Measurement and Statistics1-3 s.h.
 
PSQF:7380 (07P:380) Practicum in College Teachingarr.
Supervised college teaching experience in courses related to major academic areas, in collaboration with faculty course instructors.
 
PSQF:7385 (07P:385) Teaching and Learning in Higher Education3 s.h.
Current theoretical and empirical literature on teaching and learning in higher education; focus on development of effective teaching practice. Same as EPLS:7385 (07B:385), GRAD:7385 (650:385), EDTL:7385 (07S:384), RCE:7385 (07C:385).
 
PSQF:7390 (07P:390) Supervision of School Psychology Practicum/Internshiparr.
Experience supervising school psychology practicum or internship students. Requirements: Ph.D. standing.
 
PSQF:7393 (07P:393) M.A. Thesis in Psychological and Quantitative Foundationsarr.
 
PSQF:7394 (07P:394) Supervised Research in Counseling Psychology1-3 s.h.
 
PSQF:7434 (07P:434) Practicum in Counseling Psychology3 s.h.
Supervised practice in counseling services. Prerequisites: PSQF:6223 (07P:223) and PSQF:6225 (07P:225).
 
PSQF:7437 (07P:437) Internship in School Psychologyarr.
Supervised internship for Ph.D. students in school psychology. Requirements: completion of required courses.
 
PSQF:7450 (07P:450) Practicum in Program Evaluationarr.
Supervised experience in designing and implementing components of program evaluations. Prerequisites: PSQF:6265 (07P:265). Requirements: two courses in program evaluation.
 
PSQF:7452 (07P:452) Leadership, Consultation, and Supervision3 s.h.
Overview of intervention modalities other than individual and group therapy, especially those that pertain to leadership within organizations, consultation with organizations and communities, and supervision of the work of others; capstone course in counseling psychology sequence. Prerequisites: PSQF:6223 (07P:223) and PSQF:6225 (07P:225).
 
PSQF:7453 (07P:453) Advanced Practicum in Counseling Psychology1-3 s.h.
Supervised work in counseling services. Prerequisites: PSQF:7434 (07P:434).
 
PSQF:7455 (07P:455) Generalizability Theory3 s.h.
Analysis of variance methods applied to estimation of components of various types of measurement error variance; basic concepts, mathematical foundations, models, assumptions, designs, applications; relationships with other measurement theories. Prerequisites: PSQF:6246 (07P:246) and PSQF:6258 (07P:258).
 
PSQF:7457 (07P:457) Advanced Group Leadership Experience3 s.h.
Practice working in a psychotherapy group; review major theories on group psychotherapy processes, integrate empirical research on effectiveness of group work; multicultural considerations in group psychotherapy; didactic and experiential format. Prerequisites: RCE:7357 (07C:357).
 
PSQF:7458 (07P:458) Internship in Counseling Psychologyarr.
Supervised work in internship setting. Prerequisites: PSQF:7434 (07P:434) and PSQF:7453 (07P:453). Requirements: Ph.D. standing in counseling psychology and completion of all requirements except dissertation.
 
PSQF:7465 (07P:465) Issues and Ethics in Professional Psychology3 s.h.
Professional ethics; issues in professional practice of psychology.
 
PSQF:7466 (07P:466) Psychological Services to Children, Adolescents, and Families: Legal and Ethical Standards3 s.h.
Review of laws at state and federal level which are related to child, adolescent, and family functioning; emphasis on APA and NASP ethical standards, application of these standards, and ethical decision making models. Recommendations: graduate student who will provide services to children, adolescents, and families.
 
PSQF:7493 (07P:493) Ph.D. Thesis in Psychological and Quantitative Foundationsarr.