History, current work. Future promise of educational psychology. Major topics in educational psychology. Focuses on interplay between theory, empirical research, and practical applications.

Introductory statistics. Emphasizes understanding/applying statistical concepts/procedures. Visual/quantitative methods for presenting/analyzing data, common descriptive indices for univariate/bivariate data. Inferential techniques.

Course critically examines social and cultural diversity in the United States, confronting social issues of poverty, handicappism, homophobia, racism, sexism, victim-blaming, violence, and so on, and presenting models for change. Students examine how and why prejudices develop.

This culminating course familiarizes students with the principles and practice of applied psychology in educational and community settings. Through supervised fieldwork experiences in either research or practice settings, students will develop an understanding of ethical considerations in educational psychology and explore how psychological research can be used to advance the practice of psychology in applied settings. This course is designed for undergraduate students completing an Educational Psychology undergraduate minor or the Special Education major. The course meets for 120 minutes weekly, and students complete 90 hours of fieldwork (approximately 8-10 hours/week). This is a community-engaged learning course. Fieldwork experiences can include: * A research experience conducted with an approved Educational Psychology faculty member. * A practical experience in an approved community engaged service-learning setting. Note: students in the special education major must complete fieldwork related to disabilities and/or special education.

To review the foundations of special education, culminating in an understanding of the application of the IDEAL Problem Solving Model. The course will address concepts related to exceptionality; historical and legal foundations; problem solving and tools of inquiry; collaborative relationships with families, educational, and community professionals; support of students with disabilities in general education; characteristics of students with high and low incidence disabilities, and ethics. Teacher candidates will learn methods of formative assessment using curriculum-based measures (CBM) and practice analyzing data to make instructional decisions and inform early intervention for struggling students.

Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.

Emphasis on the counseling relationship and principles of interviewing. Case studies, role playing, and demonstration. For individuals whose professional work includes counseling and interviewing. prereq: Upper div student

Introduction to individual and organizational career development theory and practice. Examines critical issues in work patterns, work values, and workplaces in a changing global society, with implications for career planning, development, and transitions, emphasizing personal and organizational change. For nonmajors: serves students in adult ed, HRD, IR, college student advising, and other related fields.

Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.

Most young people (12-18 years) in the U.S. spend at least 6 hours per day for at least 6 years in a school building, doing ?school work.? There, they are students, and participate in adult designed classes, in co-curricular activities such as clubs and teams, and other activities, and in youth-formed worlds, such as jocks, nerds, stoners, furries, council kids, hicks, and the like. Professional staff learn to read and understand these youth primarily as students and less so as youth. Typically, educators learn some about adolescent development and psychology, about what is typical and common of young people in middle and high school. They also learn some about youth who are troubled, troubling, and in trouble. By and large, educators are practical folk who study and use ?practical knowledge? so as to better teach and otherwise serve their students. This course intends to enrich the knowledge of school professionals in two ways: One, contribution will be centered focus on youth people and their life-worlds, in school, outside, and between the two, e.g. family, work lives, play lives, spiritual lives, friendship lives, etc. The second is a focus on youthwork as a craft orientation and occupation. In this view, most professional educators can approach some of their work as youthworkers, and they can work with designated youthworkers from the school and from community agencies in the service of young people and the school. The goals are more effective service for young people through deeper understanding of these persons and, reciprocally we believe, less existential burnout by educators, i.e. a loss of personal meaning in their work. This course will include as resources, youth and adult educational professionals from the range of local educational settings, including public, religious and charter schools, and community-based, non-formal and informal, education programs. Field visits are required. prereq: Introductory course in education or instr consent

How does youth work change in contested spaces? Do youth workers require different competencies to work in a ?world that has been made strange through the desolating experience of violence and loss?? This course continually revisits these questions as we read about, research within, and talk to others who have worked in contested spaces. The course ends by describing and developing an understanding of youth work in current and post-violently divided societies internationally, such as Northern Ireland, Palestine, South Africa, and India. Veena Das? work in India around social suffering, will be used to frame the work and understand the overall aims and goals of community based youth work in such places. Indeed, youth work in contested spaces began in these worlds marked by suffering, loss, and a legacy of violence. One purpose of the course is to explore youth work practice in contexts marked by suffering, loss, and violence. During the first two thirds of the course, we begin to understand how contested spaces exist all around us, some that we are well aware of because we also experience and are shaped by them, and others that exist only slightly further away from our own personal experience. To gain a deeper understanding of what it is like to work in contested space, students and faculty will talk with and visit different organizations and people working in different ?contested spaces.? Over two weeks we will talk with community members and young people to gain insight into how contested spaces provides background and context for growing up, what major issues young people face living and growing up in this space, and what work is currently going on to address the contested nature of the community. The course also supports an autobiographical turn, asking students to begin to reflect on, and understand the contested spaces that they too were a part of, either as victim or instigator. We end the course by analyzing the data we have collected on the neighborhood, our own personal experience of contested spaces and searching for themes and touchstones to guide youth work in such spaces. prereq: 1001 or 2101 or instr consent; 3101 recommended