Course Descriptions: Post-Baccalaureate Certificates

International Counseling Course Descriptions

Course Work (12 credit hours)

Below is a list of the four courses that must be completed to secure an International Counseling Certificate:

CPsy 436 Culture Centered Career Intervention (3)
Examination of the career development process and interventions for children, adolescents, and adults within a culture-centered perspective. Study of theorists, vocational assessment process, and occupational and psychological information systems.

CPsy 442 Counseling & Therapeutic Approaches (3)
Theory, research, and technique of counseling within a cultural context. Prerequisites: Admission to CPSY Masters program or permission of counseling psychology program coordinator.

CPsy 452 Current Issues in Counseling: Facilitating Healthy Adjustment (3)
The objectives of this course are for educators/counselors to (1) develop proficiency in helping skills, (2) begin to develop an understanding of the educator’s/counselor’s role in facilitating or inhibiting student/client change, and (3) gain knowledge related to mental health issues for Third Culture children and adolescents that include (a)cultural/personal/social adjustment, (b) eating disorders, (c) depression and suicidality, (d)anxiety, (e) drug and alcohol, (f) family dysfunction, and (g) career development.

CPsy 453 Current Issues in Counseling: Building Healthy Communities (3)
The objectives of this course are for students to develop proficiency in counseling skills and gaining knowledge related to constructing prevention programs for children and adolescents that include (a) substance abuse, (b) sexually transmitted disease and teen pregnancy, (c) eating disorders, (d) violence prevention, and (e) resiliency and competency promotion programs. Special focus will be paid to understanding the components of an effective crisis management plan.

Special Education Course Descriptions

Below is a list of the four courses that must be completed to secure a Special Education Certificate:

SpEd 419 Academic & Curricular Strategies for Individuals with Disabilities (3)
Methods course designed to increase knowledge of instruction of reading, language arts, mathematics and content area skills. Emphasis on instructional design and strategies, evaluation of commercial textbooks and possible modifications needed for use with individuals with diverse learning needs.

SpEd 430 Advanced Seminar: Special Education in Global Education (3)
A course designed to examine and explore cross-cultural issues regarding special needs students in national school systems throughout the world. Students will learn what their host country has in place to assist these students, the training of the teachers and staff, and policies governing special education services.

SpEd 444 Classroom Management (3)
Introduction to positive behavior support strategies to improve student behavior. Topics include school-wide and class-wide interventions and functional assessment to develop individualized behavior support plans.

SpEd 330 Special Topics in SpEd: Programs for Gifted & Talented (3)
Characteristics of gifted children; teaching gifted children; programs for the gifted in elementary and secondary schools.

*The certificate is under development

TESOL Certificate Course Descriptions

Course Work (12 credit hours)

Below is a list of the four courses that must be completed to secure a TESOL Certificate:

Educ 419 Second Language Acquisition (SLA) Theory (3)
This course will introduce theories of second-language acquisition, including issues of acquisition of English as a second language as well as other languages. Various theories of communication and language acquisition will be covered.

Educ 421 Intercultural Communication (3)
Taking the claim “language is ambiguous by nature” as a starting point, this course examines how discourse is interpreted in various cultural and linguistic contexts. Even when two people use a common language, they may use different cultural and linguistic strategies to communicate with each other. We will learn essential concepts for interacting with individuals from other cultural and linguistic backgrounds and different strategies of communication as defined by specific cultures. Covering both theory and practice of intercultural interaction, this course will enable students to examine their own and others' assumptions about language and culture. The class includes practical advice and cultural training to help students develop the cultural sensitivity essential for communication today.

Educ 422 Theory & Practice for Second Language Learning (3)
This course presents the application of SLA theories in relationship to teaching, and reviews methods and materials needed for ESL instruction in a regular classroom and in a pullout program. This course will demonstrate the knowledge of fundamental concepts and practices of ESL instruction with an emphasis on instructional materials and strategies. Participants will be able to identify appropriate materials and resources to be used with students at each level of English Proficiency.

Educ 423 Second Language Assessment (3)
This is a broad-spectrum course around the use of assessment tools, and other evaluation measurements for diagnosis, prescription, and evaluation of students in ESL programs. Participants will learn the effective assessment practice and support services available to ESL students. Participants will examine, explore and understand the purposes for assessment, multiple assessment models, use of evaluation techniques, scaffolding of assessments, and formal/informal assessment tools. Finally, participants will gain hands-on experience in test administration, interpretation and reporting.

International Education Development Certificate Course Descriptions

Course Work (12 credit hours)

Below is a list of the courses that must be completed to secure a Teacher Leadership Certificate.
* Mandatory courses
** Elective courses

*CIE 404 Issues and Institutions in International Educational Development (3)
Explores theoretical approaches to understanding the role of education in international development by introducing students to institutions involved in international educational development in diverse global settings (e.g., United Nations, World Bank, NGOs, and state agencies). Discussions are framed by current debates in the fields of international and comparative education.

*CIE 407. Grant Writing and Fund Raising in International Education Development (3)
Addresses NGO issues, and needs and will develop leadership, problem-solving, and practical grant-writing skills focused on international education development. The course is designed for individuals working in international NGOs and schools is designed to work in conjunction with a local or international NGO. Teams of students with develop a project proposal related to the agency's primary service mission, articulate a fund-raising strategy, and raise capital on the basis of proposals developed in class.

**CIE 405. Experiencing the United Nations: NGOs in Education Policy and Practice (3)
Building on the Lehigh University/United Nations partnership initiative, this course provides a structured practical experience for students to learn about the dynamics of NGO/UN relationships b representing one of the underrepresented international NGOs at the United Nations. Equips students with necessary experience, understanding, and skills in international education development such as policy brief writing and education sector analysis,

**CIE 406. International Educational Policy (3)
Focuses on how policy is created, implemented, and evaluated in schools and educational systems from a comparative and international perspective. Provides a framework for a comprehensive analysis of the education "sector" in order to inform regional, national, or multinational educational policymaking. Students will apply this understanding to an analysis of education policy in a specific region or district (e.g., Pennsylvania) from a global policymaking perspective.

**IR 346. Ethical Dilemmas in World Politics (4)
This course is designed to explore, challenge, and re-conceptualize the boundaries of moral community and ethical responsibility through such current dilemmas in world politics as famine, terrorism, torture, genocide, weapons of mass destruction, organized crime and more.

**IR 322. Poverty and Development (4)
Patterns and causes of poverty in poor countries. Diagnosis of development problems and evaluation of development planning. Explanations for choices of development policy, especially issues of trade, foreign aid, and foreign direct investment.   Written and oral presentation of individual country research.

**IR 340. International Environmental and Science Policy (4)
The politics of science behind global climate change, transboundary environmental pollution, international regulatory standards, and environmental risk assessments. How international/global science communities operate, how to communicate scientific research across cultures, and how to translate scientific data into international policy. Case studies include climate change, the ozone hole, avian influenza, and HIV/AIDS.

**ENTP 398. International Social Entrepreneurship (3)
International social entrepreneurship aims to change the world through innovation in solving social problems. Focus on the nexus between social entrepreneurship and development practice, especially in relation to NGOs. Emphasis on acquiring the tools and conceptual framework to launch a new social venture through real world hands-on field work and team-oriented learning by doing. Exposure to best practices in field methods with respect to development projects, to how to affect meaningful social change in poor countries, to generate and evaluate innovative ideas for poverty reduction, to develop those ideas into concrete on-the-ground start-up plans, and to take initial steps to implement them.

**ECO 471. International Economic Development (3)
An introduction to the basic theoretical concepts in international economic development and an evaluation of their application by means of a representative sample of the literature.

**Other 300 level or higher IR courses with advisor approval