Twin Cities campus
 
Twin Cities Campus

Learning Sciences Postbaccalaureate Certificate

Educational Psychology
College of Education and Human Development
Link to a list of faculty for this program.
Contact Information
Department of Educational Psychology, 250 Educational Science Building, 56 East River Road, Minneapolis, MN 55455; 612-624-6083
  • Program Type: Post-baccalaureate credit certificate/licensure/endorsement
  • Requirements for this program are current for Spring 2023
  • Length of program in credits: 12
  • This program does not require summer semesters for timely completion.
  • Degree: Learning Sciences Postbaccalaureate Certificate
Along with the program-specific requirements listed below, please read the General Information section of this website for requirements that apply to all major fields.
The Learning Sciences post-baccalaureate certificate provides a strong foundation in learning theory and methodology across diverse educational environments to promote effective design, implementation, and assessment of human learning.
Program Delivery
  • via classroom (the majority of instruction is face-to-face)
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program is 3.00.
Other requirements to be completed before admission:
The undergraduate degree must include at least one course in research methods and one course in basic statistics. International students who want to attend this program on a student visa should contact the University's International Student and Scholar Services (ISSS) office at https://isss.umn.edu/.
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Writing Score: 23
    • Internet Based - Reading Score: 23
    • Paper Based - Total Score: 550
  • IELTS
    • Total Score: 6.5
Key to test abbreviations (TOEFL, IELTS).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
Use of 4xxx courses towards program requirements is not permitted.
A minimum GPA of 3.00 is required for students to remain in good standing.
Required coursework (9 credits)
Students must take 3 credits from each of the following categories:
Theory Course (3 credits)
Select 1 of the following in consultation with the advisor:
EPSY 5114 - Psychology of Student Learning (3.0 cr)
EPSY 8114 - Seminar: Cognition and Learning (3.0 cr)
EPSY 8118 - Advanced Cognitive Psychology (3.0 cr)
Methods Course (3 credits)
Select 1 of the following in consultation with the advisor:
EPSY 5216 - Introduction to Research in Educational Psychology and Human Development (3.0 cr)
CI 8145 - Using Mixed Methods in Educational Research (3.0 cr)
Design Course (3 credits)
Select 1 of the following in consultation with the advisor:
CI 5362 - Foundations of Interactive Design for Web-based Learning (3.0 cr)
CSCI 5115 - User Interface Design, Implementation and Evaluation (3.0 cr)
Elective Course (3 credits)
Select one of the following from any category, in consultation with the advisor:
Theory
EPSY 5121 - Debugging Failure in Learning (3.0 cr)
EPSY 8113 - The Psychology of Scientific Reasoning (3.0 cr)
EPSY 8116 - Reading for Meaning: Cognitive Processes in the Comprehension of Texts (3.0 cr)
EPSY 8121 - Play-based Learning (3.0 cr)
EPSY 8905 - History and Systems of Psychology: Landmark Issues in Educational Psychology (3.0 cr)
PSY 8541 - Multicultural Psychology (3.0 cr)
Methods
EPSY 8119 - Video-Based Microlongitudinal Research in Learning (3.0 cr)
CI 5371 - Learning Analytics: Theory and Practice (3.0 cr)
CI 8371 - Applied Social Network Analysis in Education (3.0 cr)
Design
CI 5325 - Designing and Developing Online Distance Learning (3.0 cr)
CSCI 5125 - Collaborative and Social Computing (3.0 cr)
 
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EPSY 5114 - Psychology of Student Learning
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3301/EPsy 5114
Grading Basis: A-F or Aud
Typically offered: Every Fall
This course is an introduction to the theories, data, and methods of Educational Psychology most relevant to understanding student thinking and learning. The first third of the course reviews those aspects of cognitive development that are foundational for education. The second third considers how cognitive psychology informs questions of learning, memory, knowledge, and transfer. With this background in place, the final third of the course will focus on the classroom: on instruction, motivation, individual differences, and group differences. The course concludes by considering the neural correlates of classroom learning.
EPSY 8114 - Seminar: Cognition and Learning
Credits: 3.0 [max 9.0]
Typically offered: Periodic Fall & Spring
Advanced study in critical analysis and application of contemporary psychological theory and research in cognition and learning for education.
EPSY 8118 - Advanced Cognitive Psychology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
This course is a graduate introduction to cognitive psychology. It is "advanced" in the sense that it focuses on higher-level cognition, and also in its emphasis on theories and models in addition to empirical results. Graduate students interested in cognitive psychology are invited to register for the course, regardless of disciplinary background.
EPSY 5216 - Introduction to Research in Educational Psychology and Human Development
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Designing/conducting a research study. Reviewing literature, formulating research problem, using different approaches to gather data, managing/analyzing data, reporting results. prereq: 5261 or intro statistics course
CI 8145 - Using Mixed Methods in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Conceptual issues surrounding design/use of mixed methods in addressing problems/research questions in education. Critique of select mixed design exemplars published in respected research publications/practical application of analyses of data using mixed inquiry methods. prereq: [8133, 8148, OLPD 8812] or equiv, [CI PhD student or instr consent], additional quantitative/qualitative methodology courses recommended
CI 5362 - Foundations of Interactive Design for Web-based Learning
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Processes of designing/developing interactive learning media and online applications from ground up. Focuses on usability/aesthetics in online learning.
CSCI 5115 - User Interface Design, Implementation and Evaluation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Theory, design, programming, and evaluation of interactive application interfaces. Human capabilities and limitations, interface design and engineering, prototyping and interface construction, interface evaluation, and topics such as data visualization and World Wide Web. Course is built around a group project. prereq: 4041 or instr consent
EPSY 5121 - Debugging Failure in Learning
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
This course investigates the double-edge potential of failure to catalyze and thwart learning. The goal is to develop a multi-dimensional framework drawing on psychological, cognitive, interpersonal, and systemic perspectives that can be used in research to document, understand, problematize, and ultimately support students experiences with failure during learning. Central topics include causal attributions, play-based failures, counter storytelling, inequities, framing, and motivation. Course activities include reviews of experimental and observational research; reflections on video of students and instructors navigating moments of failure; and opportunities to develop research designs and/or analyze new data attending to failure.
EPSY 8113 - The Psychology of Scientific Reasoning
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Research at intersection of cognitive science, educational psychology, science education. What psychology tells us about how people think, reason, make decisions. Read empirical research that explores psychological processes that underlie scientific reasoning. prereq: 5114 or equivalent
EPSY 8116 - Reading for Meaning: Cognitive Processes in the Comprehension of Texts
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Cognitive processes that take place during reading comprehension/implications of these processes for instruction/assessment.
EPSY 8121 - Play-based Learning
Credits: 3.0 [max 3.0]
Typically offered: Fall Even Year
Play has been described as nature's implicit design for learning, and yet play is both notoriously difficult to define and often marginalized in formal schooling. To understand this situation, this course will draw on scholarship primarily from educational psychology and learning sciences perspectives, and secondarily from conversation analysis, game studies, and evolutionary psychology perspectives. The course will build toward an understanding of core features of play, including how rules structure play, how players inhabit roles, and what constitutes playfulness. Students will then apply this play framework critically in reflections on the design of play in learning environments, covering how play differs from games, how power operates within play, how to design for failure in play, and why play is a brittle social activity. The course is meant primarily for graduate students in the Department of Educational Psychology and within the College of Education and Human Development who have an interest in studying the role of play in learning and/or designing learning environments to nurture play. Students in this course will have opportunities to design for play, examine through qualitative methods video data of children playing during learning, and plan for how play might inform their research.
EPSY 8905 - History and Systems of Psychology: Landmark Issues in Educational Psychology
Credits: 3.0 [max 3.0]
Typically offered: Spring Odd Year
Critical issues in learning and cognition, statistics and measurement, counseling, school psychology, social psychology of education, and special education. prereq: Ed psy PhD student
PSY 8541 - Multicultural Psychology
Credits: 3.0 [max 3.0]
Typically offered: Spring Odd Year
Approaches, findings, and controversies in research on psychology of ethnic/racial minorities and other cultural populations. Emphasizes counseling/community applications of theory/research. Lecture, discussion, lab. prereq: instr consent
EPSY 8119 - Video-Based Microlongitudinal Research in Learning
Credits: 3.0 [max 3.0]
Typically offered: Fall Even Year
This course provides a hands-on, theoretically comprehensive introduction to the use of video in research on embodied, material, psychological, and cognitive facets of social interaction and human learning. Students in this course will review, practice, critique, and develop approaches to interaction analysis. The course covers theoretical foundations (e.g., discursive psychology, ethnomethodology, learning sciences, design-based research), data collection techniques (e.g., who controls the camera, how to record high quality video and audio), data analysis practices (e.g., stitching together multiple visual perspectives, multimodal transcription, sampling), and the formulation and documentation of research findings. Students will have opportunities to analyze instructor-supplied video data of classroom learning environments and/or work with their own video data.
CI 5371 - Learning Analytics: Theory and Practice
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Learning analytics as a nascent field is broadly defined as the "measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs." This course aims to provide a general, non-technical survey of learning analytics, as well as its application in various educational contexts. In particular, we will discuss foundations of learning analytics, survey pertinent education theories, discuss new forms of assessment, explore popular data mining techniques, review learning analytical tools and case studies, and de- sign analytics for our own interested contexts. Given the breadth of this field, additional support is provided for deep dives in special interest areas. Overall, this course provides a comprehensive, theory-driven overview of learning analytics to orient students to this nascent field and prepare them for advanced research/practice in learning analytics.
CI 8371 - Applied Social Network Analysis in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring & Summer Odd Year
This course examines the application of Social Network Analysis in various educational settings. As a methodology, Social Network Analysis (SNA) is concerned with social affiliations and interactions in social structures of all kinds. SNA has garnered significant interests in educational research and has been applied to investigating a myriad of educational phenomena such as student friendship, school choice, and classroom discourse. This course is organized into four major components including: (1) foundations of social network perspectives in education; (2) techniques for collecting social network data in educational settings; (3) techniques for analyzing and visualizing social networks; and (4) practical guidelines on conducting SNA research in educational contexts, with considerations to education theories, ethics, and real-world implications.
CI 5325 - Designing and Developing Online Distance Learning
Credits: 3.0 [max 3.0]
Prerequisites: 5351 or 5362 recommended
Grading Basis: A-F or Aud
Typically offered: Every Fall
Students research, use, and evaluate technologies for distance learning and design their own learning environments. prereq: 5351 or 5362 recommended
CSCI 5125 - Collaborative and Social Computing
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Introduction to computer-supported cooperative work, social computing. Technology, research methods, theory, case studies of group computing systems. Readings, hands-on experience. prereq: 5115 or instr consent