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

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.

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

Descriptive/basic inferential statistics used in psychology. Measures of central tendency, variability, t tests, one-way ANOVA, correlation, regression, confidence intervals, effect sizes. Psychological measurement. Graphical data presentation. Statistical software. prereq: High school algebra, [PSY 1001 or equiv]; intended for students who plan to major in psychology

This course will introduce majors and non-majors to basic statistical measures and procedures that are used to describe and analyze quantitative data in sociological research. The topics include (1) frequency and percentage distributions, (2) central tendency and dispersion, (3) probability theory and statistical inference, (4) models of bivariate analysis, and (5) basics of multivariate analysis. Lectures on these topics will be given in class, and lab exercises are designed to help students learn statistical skills and software needed to analyze quantitative data provided in the class. prereq: Undergraduates with strong math background are encouraged to register for 5811 in lieu of 3811 (Soc 5811 offered Fall terms only). Soc Majors/Minors must register A-F.

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

Classic/contemporary theories of creativity/intelligence, their development, implications for behavioral/social sciences and psychological/educational practices.

How educationally relevant skills/concepts develop in both typical/atypical children. prereq: 3301 or equiv

Social and developmental psychology provides the underpinnings for a range of methods for conducting research in real-world settings. They also lay conceptual foundations for understanding a range of social and developmental processes. The course will cover a full range of topics within social and developmental psychology, plus selected topics in personality psychology, and examine their implications for understanding and structuring educational and other professional settings. Discussions will include a strong focus on educator and practitioner applications of research. The course is a survey course of issues related to both social psychology and human development and, their application to applied settings. It is designed for graduate students from all fields with interests in social processes. Typically, each class period of the course will include a combination of lecture, class discussion, small group cooperative learning work, and videos.

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.

Introduction to qualitative methods of inquiry. Contrasting different research traditions (e.g., case study, phenomenology, ethnography, social interactionism, critical theory). Practice with field notes, observations, and interviewing. Use of NVIVO to track/code data. prereq: Graduate student or Applied Psychology in Educational and Community Settings Minor

This course is for any undergraduate student interested in learning about and applying the theory and practice as it relates to resilience and wellbeing. This course integrates key cross-cutting, scientific findings from a range of psychological disciplines, including positive psychology, clinical psychology, developmental psychology, neuropsychology, and social psychology. Stated simply, resilience refers to the human capacity and ability to both survive and thrive in the face of life circumstances. Students will develop a deep understanding of the theoretical concepts of stress, resilience, and wellbeing, as well as specific resilience practices scientific research has shown enable people to better manage and bounce back from stressful situations and enhance their social, emotional, and behavioral functioning in career and personal aspects of life.

The course is designed to provide discipline-specific knowledge comprising the core of psychology. Accordingly, students will attain substantial knowledge in (1) history and systems of psychology, (2) affective, (3) biological, (4) cognitive, (5) developmental, and (6) social aspects of behavior.

Theoretical, practical, scientific issues involved in school psychological practice/training/research. Theoretical/empirical bases for developing appropriate dispositions, practices, strategies. Illustrative lectures, discussions, group activities, case studies, presentations. prereq: Honors senior or grad student

Impact of disabilities on individual/family. Support systems for persons with disabilities, approaches for advocacy. Employ reflective practices when considering concept of disability. This course has an imbedded school-based practicum.

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.

Use problem solving model to make data-based decisions regarding implementation and evaluation of instruction for students with academic and behavioral difficulties.