Twin Cities campus
 
Twin Cities Campus

Educational Psychology M.A.

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: Master's
  • Requirements for this program are current for Spring 2023
  • Length of program in credits: 30 to 60
  • This program does not require summer semesters for timely completion.
  • Degree: Master of Arts
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 Educational Psychology MA program has five tracks: counselor education (CE); school psychology; special education (including applied behavior analysis); psychological foundations of education (with emphases in learning and cognition/educational technology, social psychological and social developmental processes in educational psychology, including human relations); and quantitative methods in education (with emphases in measurement and statistics).
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.
Special Application Requirements:
Applicants apply online by submitting a department application, three letters of recommendation, and a statement of goals and interests. Applications should be accompanied by official transcripts from all colleges and universities attended. Applications are accepted for fall admission only. Application deadlines for each track are: Counselor Education - November 15 (to be considered for fellowship nominations) or January 15 Psychological Foundations - March 1 Quantitative Methods - December 1 (to be considered for fellowship nominations) or March 1 Special Education - December 1 School Psychology does not offer the MA as a terminal degree The quantitative methods track requires the GRE test in the application for admission. The counselor education, psychological foundations, and special education tracks do not require the GRE test in the application for admission.
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Total Score: 79
    • Internet Based - Writing Score: 21
    • Internet Based - Reading Score: 19
  • IELTS
    • Total Score: 6.5
  • MELAB
    • Final score: 80
Key to test abbreviations (TOEFL, IELTS, MELAB).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
Plan A: Plan A requires 20 to 24 major credits, 0 credits outside the major, and 10 thesis credits. The final exam is oral.
Plan B: Plan B requires 30 to 60 major credits and 0 credits outside the major. The final exam is written and oral.
This program may be completed with a minor.
Use of 4xxx courses towards program requirements is not permitted.
A minimum GPA of 2.80 is required for students to remain in good standing.
All courses must be taken A-F unless only offered S/N.
Program Sub-plans
Students are required to complete one of the following sub-plans.
Students may not complete the program with more than one sub-plan.
Counselor Education
This sub-plan is limited to students completing the program under Plan B.
The Counselor Education (CE) track subscribes to the scientist/practitioner model, which assumes that scholarly inquiry and counseling practice are interdependent and complementary. The track's primary mission is to prepare counselors to bring a well-trained professional's attitude and interest to bear on the application of counseling and educational knowledge. In addition to becoming skilled clinicians, students learn to be critical consumers and producers of both quantitative and qualitative research. Emphasis areas: clinical mental health, school counseling and an individualized plan emphasis.
The CE track requires 60 credits, completion of Key Performance Indicators, and a written final examination. Summer classes are a requirement of the program. All coursework must be taken on the A-F grading basis with a minimum cumulative GPA of 3.0; no more than 2 courses graded below B-; and no more than 6 credits of incomplete grades.
Ed Psych Core Courses (12 credits)
Take the following courses:
EPSY 5261 - Introductory Statistical Methods (3.0 cr)
EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
EPSY 5157 - Social & Developmental Psychology of Education (3.0 cr)
EPSY 5114 - Psychology of Student Learning (3.0 cr)
Counseling Theory & Practice Courses (30 credits)
Take the following courses:
EPSY 5402 - Counseling History and Theories (3.0 cr)
EPSY 5403 - Counseling Diverse Populations (3.0 cr)
EPSY 5404 - Group Counseling (3.0 cr)
EPSY 5405 - Career Counseling (3.0 cr)
EPSY 5406 - Ethics in Counseling (3.0 cr)
EPSY 5407 -  Diagnosis and Treatment in Counseling (3.0 cr)
EPSY 5408 - Counseling Skills (3.0 cr)
EPSY 5409 - Trauma and Crisis Counseling (3.0 cr)
EPSY 5437 - Counseling Research Design (3.0 cr)
FSOS 5111 - Introduction to Family Therapy (3.0 cr)
Emphases
Clinical Mental Health Emphasis (18 credits)
Students pursuing the Clinical Mental Health emphasis take the following 18 credits:
EPSY 5416 - Introduction to Clinical Mental Health Counseling (3.0 cr)
EPSY 5429 - Advanced Concepts in Clinical Mental Health (3.0 cr)
EPSY 5439 - Case Conceptualization and Treatment Planning - Clinical Mental Health (3.0 cr)
EPSY 5482 - Practicum in Clinical Mental Health (3.0 cr)
EPSY 5483 - Internship I (3.0 cr)
EPSY 5484 - Internship II (3.0 cr)
-OR-
School Counseling Emphasis (18 credits)
Students pursuing the School Counseling emphasis take the following 18 credits. Take 3 credits of EPSY 5435.
EPSY 5414 - School Counselor Accountability, Advocacy, and Leadership (3.0 cr)
EPSY 5415 - Counseling Children and Adolescents (3.0 cr)
EPSY 5435 - Introduction to School Counseling (3.0 cr)
EPSY 5481 - Practicum in School Counseling (3.0 cr)
EPSY 5483 - Internship I (3.0 cr)
EPSY 5484 - Internship II (3.0 cr)
-OR-
Individualized Plan Emphasis (18 credits)
Internship (6 credits)
Students pursuing the Individualized Plan emphasis take the following 6 credits.
EPSY 5483 - Internship I (3.0 cr)
EPSY 5484 - Internship II (3.0 cr)
Electives (12 credits)
Students pursuing the Individualized Plan emphasis must choose 12 elective credits. The following courses are pre-approved electives. If a student wants to take a course that is not on this list, they must obtain advisor approval.
Advanced Clinical Mental Health Electives
EPSY 5429 - Advanced Concepts in Clinical Mental Health (3.0 cr)
EPSY 5439 - Case Conceptualization and Treatment Planning - Clinical Mental Health (3.0 cr)
EPSY 5482 - Practicum in Clinical Mental Health (3.0 cr)
Advanced School Counseling Electives
EPSY 5414 - School Counselor Accountability, Advocacy, and Leadership (3.0 cr)
EPSY 5415 - Counseling Children and Adolescents (3.0 cr)
EPSY 5435 - Introduction to School Counseling (3.0 cr)
EPSY 5481 - Practicum in School Counseling (3.0 cr)
Higher Education Electives
OLPD 5201 - Strategies for Teaching Adults (3.0 cr)
OLPD 5202 - Perspectives of Adult Learning and Development (3.0 cr)
OLPD 5701 - U.S. Higher Education (3.0 cr)
OLPD 5709 - Critical Issues in Higher Education (3.0 cr)
OLPD 5712 - College Student Development Theory and Practice (3.0 cr)
OLPD 5721 - Race and Ethnicity in Higher Education (3.0 cr)
OLPD 5724 - Leadership and Administration of Student Affairs (2.0-3.0 cr)
Career Counseling & Coaching Electives
KIN 5136 - Psychology of Coaching (3.0 cr)
OLPD 5033 - Foundations of Individual/Organizational Career Development (3.0 cr)
OLPD 5812 - Consulting for Organization Change (3.0 cr)
PSY 5501 - Self, Society and Health - What's Work Got To Do With It? (3.0 cr)
PSY 8502 - Assessment in Counseling Psychology (3.0 cr)
Counseling Research/PhD Prep Electives
EPSY 5247 - Qualitative Methods in Educational Psychology (3.0 cr)
EPSY 5417 - Counseling Research Practicum (1.0-2.0 cr)
EPSY 5427 - Advanced Counseling Research Practicum (2.0 cr)
FSOS 5014 - Quantitative Family Research Methods I (3.0 cr)
FSOS 5015 - Family Research Laboratory (1.0 cr)
FSOS 8013 - Qualitative Family Research Methods (3.0 cr)
OLPD 5061 - Ethnographic Research Methods (3.0 cr)
Psychological Foundations of Education
Graduate study in psychological foundations of education prepares students for research and teaching positions in colleges and universities. Students have also gone on to positions in professional settings such as schools, private industry, human service organizations, health science units, and government agencies. The goal of the track is to apply and generate knowledge of psychological processes and methodological procedures involved in learning and teaching. The psychological foundations track offers emphases in learning and cognition/educational technology or social psychological and social developmental (including human relations) processes in educational psychology.
The Plan A requires 24 course credits; 10 thesis credits; a thesis; and a final oral examination. The Plan B option requires 33 course credits; a Plan B paper; and a final written examination. EPSY courses in the area of emphasis will satisfy Ed Psych core requirement for 3 credits of learning/cognition or social/personality.
Ed Psych Core Courses (12 credits)
Learning/Cognition Course (3 credits)
Students pursuing the Learning and Cognition/Educational Technology emphasis must select 1 of the following courses. Students pursuing the Social Psychological/Social Developmental Process emphasis must select 1 of the 5-level courses from the list.
EPSY 5101 - Intelligence and Creativity (3.0 cr)
EPSY 5114 - Psychology of Student Learning (3.0 cr)
EPSY 5116 - Education of the Gifted and Talented (3.0 cr)
EPSY 5119 - Mind, Brain, and Education (3.0 cr)
EPSY 8112 - Mathematical Cognition (3.0 cr)
EPSY 8115 - Psychology of Instruction and Technology (3.0 cr)
EPSY 8116 - Reading for Meaning: Cognitive Processes in the Comprehension of Texts (3.0 cr)
EPSY 8118 - Advanced Cognitive Psychology (3.0 cr)
Social/Personality Course (3 credits)
Students pursuing the Social Psychological/Social Developmental Process emphasis must select 1 of the following courses. Students pursuing the Learning/Cognition emphasis must select 1 of the EPSY courses listed.
EPSY 5151 - Cooperative Learning (3.0 cr)
EPSY 5157 - Social & Developmental Psychology of Education (3.0 cr)
EPSY 8157 - Key Topics and Issues in Applying Social Psychology to Education (3.0 cr)
PSY 5202 - Attitudes and Social Behavior (3.0 cr)
PSY 5204 - Psychology of Interpersonal Relationships (3.0 cr)
PSY 5205 - Applied Social Psychology (3.0 cr)
PSY 5207 - Personality and Social Behavior (3.0 cr)
PSY 8201 - Social Cognition (3.0 cr)
PSY 8202 - Close Relationships (3.0 cr)
PSY 8208 - Social Psychology: The Self (3.0 cr)
CPSY 8302 - Developmental Psychology: Social and Emotional Processes (4.0 cr)
Statistics Course (3 credits)
Select 3 credits from the following:
EPSY 8251 - Statistical Methods in Education I (3.0 cr)
EPSY 8252 - Statistical Methods in Education II (3.0 cr)
Measurement/Evaluation Course (3 credits)
Select 3 credits from the following:
EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
PSY 5862 - Psychological Measurement: Theory and Methods (3.0 cr)
Research Methodology Course (3 credits)
Take the following course:
EPSY 5216 - Introduction to Research in Educational Psychology and Human Development (3.0 cr)
Plan B Requirements (9 credits)
Plan B Paper (6 credits)
Students must take 6 credits of EPSY 5991 or EPSY 8994.
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
EPSY 8994 - Research Problems: Educational Psychology (1.0-6.0 cr)
Additional Coursework (3 credits)
Plan B students select 3 credits, preferably in either learning/cognition or social psychology/social development, in consultation with the advisor.
Plan A Requirement
Thesis Credits
Plan A students take 10 master's thesis credits.
EPSY 8777 - Thesis Credits: Master's (1.0-18.0 cr)
Emphases
Learning & Cognition/Educational Technology Emphasis (12 credits)
Required Courses (6 credits)
Select 6 credits from the following:
EPSY 5101 - Intelligence and Creativity (3.0 cr)
EPSY 5114 - Psychology of Student Learning (3.0 cr)
EPSY 5116 - Education of the Gifted and Talented (3.0 cr)
EPSY 5119 - Mind, Brain, and Education (3.0 cr)
Specialization Courses (6 credits)
Select 6 credits from the following:
EPSY 8112 - Mathematical Cognition (3.0 cr)
EPSY 8113 - The Psychology of Scientific Reasoning (3.0 cr)
EPSY 8114 - Seminar: Cognition and Learning (3.0 cr)
EPSY 8115 - Psychology of Instruction and Technology (3.0 cr)
EPSY 8116 - Reading for Meaning: Cognitive Processes in the Comprehension of Texts (3.0 cr)
EPSY 8117 - Writing Empirical Paper and Research/Grant Proposals in Education and Psychology (3.0 cr)
EPSY 8118 - Advanced Cognitive Psychology (3.0 cr)
EPSY 8290 - Special Topics: Seminar in Psychological Foundations (1.0-6.0 cr)
CPSY 8301 - Developmental Psychology: Cognitive Processes (4.0 cr)
-OR-
Social Psychological/Social Developmental Processes Emphasis
Required Course (3 credits)
Take the following course:
EPSY 5157 - Social & Developmental Psychology of Education (3.0 cr)
Specialization Coursework (6 credits)
Select 6 credits from the following:
EPSY 5151 - Cooperative Learning (3.0 cr)
EPSY 8157 - Key Topics and Issues in Applying Social Psychology to Education (3.0 cr)
EPSY 8290 - Special Topics: Seminar in Psychological Foundations (1.0-6.0 cr)
PSY 5135 - Psychology of Individual Differences (3.0 cr)
PSY 5202 - Attitudes and Social Behavior (3.0 cr)
PSY 5204 - Psychology of Interpersonal Relationships (3.0 cr)
PSY 5205 - Applied Social Psychology (3.0 cr)
PSY 5207 - Personality and Social Behavior (3.0 cr)
PSY 8201 - Social Cognition (3.0 cr)
PSY 8202 - Close Relationships (3.0 cr)
PSY 8208 - Social Psychology: The Self (3.0 cr)
CPSY 8302 - Developmental Psychology: Social and Emotional Processes (4.0 cr)
Additional Course (3 credits)
Select 3 credits, preferably in either Learning and Cognition/Educational Technology or Social Psychological/Social Developmental Processes, in consultation with the advisor.
Quantitative Methods in Education
This sub-plan is limited to students completing the program under Plan B.
In QME, students explore methodologies of measurement and statistics to improve our understanding and use of these methods, as well as explore new approaches to address educational phenomena. Students specializing in measurement study psychometric theories and methods of developing, selecting, and using measures of knowledge, skills, abilities, and non-cognitive variables. This includes item writing, test design, equating, scaling, and standard setting, all techniques that support decision making and accountability. Students specializing in statistics study a wide range of statistical methods, as well as their underlying statistical theories, and develop an understanding of the relationship between research design and statistical analysis, acquiring skills in using a variety of statistical techniques appropriate for specific problems in education. QME students develop knowledge and skills that prepare them for a variety of positions, including test companies, colleges and universities, research and evaluation centers, public school systems, government agencies, and industry.
The QME track requires 33 credits; a Plan B paper; and a final oral examination. Courses in the QME core course requirements will satisfy Ed Psych core course requirement for 3 credits of statistics and 3 credits of measurement/evaluation.
Ed Psych Core Course Requirements (12 credits)
Statistics Course (3 credits)
Select 3 credits from the following:
EPSY 8251 - Statistical Methods in Education I (3.0 cr)
EPSY 8252 - Statistical Methods in Education II (3.0 cr)
Measurement/Evaluation Course (3 credits)
Select 3 credits from the following:
EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
EPSY 5244 - Survey Design, Sampling, and Implementation (3.0 cr)
EPSY 5247 - Qualitative Methods in Educational Psychology (3.0 cr)
Learning/Cognition Course (3 credits)
Select 3 credits from the following:
EPSY 5101 - Intelligence and Creativity (3.0 cr)
EPSY 5114 - Psychology of Student Learning (3.0 cr)
EPSY 5119 - Mind, Brain, and Education (3.0 cr)
EPSY 5116 - Education of the Gifted and Talented (3.0 cr)
EPSY 8112 - Mathematical Cognition (3.0 cr)
EPSY 8115 - Psychology of Instruction and Technology (3.0 cr)
EPSY 8116 - Reading for Meaning: Cognitive Processes in the Comprehension of Texts (3.0 cr)
EPSY 8118 - Advanced Cognitive Psychology (3.0 cr)
EPSY 8707 - Principles of Behavior Analysis and Learning (3.0 cr)
CPSY 8301 - Developmental Psychology: Cognitive Processes (4.0 cr)
PSY 5014 - Psychology of Human Learning and Memory (3.0 cr)
PSY 5015 - Cognition, Computation, and Brain (3.0 cr)
PSY 5054 - Psychology of Language (3.0 cr)
PSY 8042 - Proseminar in Cognition, Brain, and Behavior (3.0 cr)
Social/Personality Course (3 credits)
Select 3 credits from the following:
EPSY 5151 - Cooperative Learning (3.0 cr)
EPSY 5135 - Human Relations Workshop (4.0 cr)
EPSY 5157 - Social & Developmental Psychology of Education (3.0 cr)
EPSY 8132 - Personality Development and Socialization (3.0 cr)
EPSY 8157 - Key Topics and Issues in Applying Social Psychology to Education (3.0 cr)
EPSY 8819 - Emotion & Childhood Psychopathology (3.0 cr)
PSY 5101H - Honors: Personality: Current Theory and Research (3.0 cr)
PSY 5135 - Psychology of Individual Differences (3.0 cr)
PSY 5202 - Attitudes and Social Behavior (3.0 cr)
PSY 5204 - Psychology of Interpersonal Relationships (3.0 cr)
PSY 5205 - Applied Social Psychology (3.0 cr)
PSY 5207 - Personality and Social Behavior (3.0 cr)
PSY 8201 - Social Cognition (3.0 cr)
PSY 8202 - Close Relationships (3.0 cr)
PSY 8208 - Social Psychology: The Self (3.0 cr)
CPSY 8302 - Developmental Psychology: Social and Emotional Processes (4.0 cr)
CPSY 8606 - Advanced Developmental Psychopathology (3.0 cr)
SOC 8721 - Social Psychology: Micro-Sociological Approaches to Inequalities and Identities (3.0 cr)
Plan B Paper (3 credits)
Take 3 credits of the following:
EPSY 5991 - Independent Study in Educational Psychology (1.0-8.0 cr)
QME Core Coursework (18 credits)
Take the following courses. All courses must be taken A-F.
EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
EPSY 5244 - Survey Design, Sampling, and Implementation (3.0 cr)
EPSY 5247 - Qualitative Methods in Educational Psychology (3.0 cr)
EPSY 8251 - Statistical Methods in Education I (3.0 cr)
EPSY 8252 - Statistical Methods in Education II (3.0 cr)
EPSY 8265 - Factor Analysis (3.0 cr)
Emphases
Measurement Emphasis (6 credits)
Select 6 credits from the following. Other courses can be applied to this requirement with advisor approval.
EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
EPSY 8224 - Performance Assessment Design and Analysis (3.0 cr)
EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating (3.0 cr)
EPSY 8226 - Item Response Models: Theory and Applications (3.0 cr)
EPSY 8266 - Statistical Analysis Using Structural Equation Methods (3.0 cr)
EPSY 8267 - Applied Multivariate Analysis (3.0 cr)
EPSY 8268 - Hierarchical Linear Modeling in Educational Research (3.0 cr)
EPSY 8282 - Statistical Analysis of Longitudinal Data (3.0 cr)
EPSY 8283 - Research Synthesis and Meta-Analysis (3.0 cr)
OLPD 8502 - Advanced Evaluation Theory and Theory crafting (3.0 cr)
-OR-
Statistics Emphasis (6 credits)
Select 6 credits from the following. Other courses can be applied to this requirement with advisor approval.
EPSY 5271 - Becoming a Teacher of Statistics (3.0 cr)
EPSY 5272 - Statistics Teaching Internship (1.0-3.0 cr)
EPSY 8264 - Advanced Multiple Regression Analysis (3.0 cr)
EPSY 8266 - Statistical Analysis Using Structural Equation Methods (3.0 cr)
EPSY 8267 - Applied Multivariate Analysis (3.0 cr)
EPSY 8268 - Hierarchical Linear Modeling in Educational Research (3.0 cr)
EPSY 8282 - Statistical Analysis of Longitudinal Data (3.0 cr)
EPSY 8283 - Research Synthesis and Meta-Analysis (3.0 cr)
School Psychology
This sub-plan is limited to students completing the program under Plan B.
School psychology does not offer the MA as a terminal degree; rather, the MA is required to pursue the specialist certificate or PhD in educational psychology. The final examination may be oral, written, or both.
EPSY Core Course Requirements (12 credits)
Statistics Course (3 credits)
Select 3 credits from the following:
EPSY 5261 - Introductory Statistical Methods (3.0 cr)
EPSY 8251 - Statistical Methods in Education I (3.0 cr)
Measurement/Evaluation Course (3 credits)
Take the following course:
EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
Learning/Cognition Course (3 credits)
Select 3 credits from the following:
EPSY 5101 - Intelligence and Creativity (3.0 cr)
EPSY 5114 - Psychology of Student Learning (3.0 cr)
EPSY 5119 - Mind, Brain, and Education (3.0 cr)
EPSY 5116 - Education of the Gifted and Talented (3.0 cr)
EPSY 8112 - Mathematical Cognition (3.0 cr)
EPSY 8115 - Psychology of Instruction and Technology (3.0 cr)
EPSY 8116 - Reading for Meaning: Cognitive Processes in the Comprehension of Texts (3.0 cr)
EPSY 8118 - Advanced Cognitive Psychology (3.0 cr)
EPSY 8707 - Principles of Behavior Analysis and Learning (3.0 cr)
CPSY 8301 - Developmental Psychology: Cognitive Processes (4.0 cr)
PSY 5014 - Psychology of Human Learning and Memory (3.0 cr)
PSY 5015 - Cognition, Computation, and Brain (3.0 cr)
PSY 5054 - Psychology of Language (3.0 cr)
PSY 8042 - Proseminar in Cognition, Brain, and Behavior (3.0 cr)
Social/Personality Course (3 credits)
Take the following course:
EPSY 8819 - Emotion & Childhood Psychopathology (3.0 cr)
Plan B Paper (3 credits)
Take the following course:
EPSY 8822 - Research in School Psychology (3.0 cr)
School Psychology Coursework (15 credits)
Select 15 credits from the following:
EPSY 5216 - Introduction to Research in Educational Psychology and Human Development (3.0 cr)
EPSY 5802 - History & Scientific Bases of Psychology (3.0 cr)
EPSY 5851 - Engaging Diverse Students and Families (3.0 cr)
EPSY 8811 - Assessment in School Psychology I: Foundations of Academic Assessment (3.0 cr)
EPSY 8812 - Assessment in School Psychology II: Intellectual and Social-Emotional Domains (3.0 cr)
EPSY 8813 - Introductory Practicum in School Psychology (2.0 cr)
EPSY 8815 - Behavioral and Social Emotional Prevention and Intervention (3.0 cr)
EPSY 8816 - Academic Prevention and Intervention (3.0 cr)
EPSY 8817 - Problem Analysis and Consultation in School Psychology (3.0 cr)
EPSY 8818 - Intermediate Practicum in School Psychology (2.0 cr)
EPSY 8821 - Issues in School Psychology (3.0 cr)
EPSY 8823 - Ethics and Professional Standards in School Psychology (3.0 cr)
EPSY 8850 - Doctoral Seminar in School Psychology: Research, Training, Practice, Policy Issues, and Action Plans (3.0 cr)
Special Education
The special education track aims to improve outcomes for individuals who require specialized support to experience success across their lifespan. We are committed to engaging in meaningful research—bridging research and practice—to improve the lives of children and families in diverse contexts, and to have a lasting impact on teacher education, leadership, and policy. Early involvement in research projects and the development of original research addressing the needs of individuals requiring specialized support is encouraged and may include focused attention to intervention science, implementation science, social and cognitive development, behavioral and psychological management, language and communication skills, and/or the design and use of technology to promote impact. The special education track focuses on the attainment of core competencies required for special education professionals, as well as interdisciplinary skills and goals needed to address diverse challenges in diverse contexts. A complementary emphasis is placed on systematic understanding and problem solving in relation to social and cultural perceptions, care, education, intervention, and support of persons with disabilities. Students may emphasize consulting, college teaching, or research in one or more of the specialized plans below.
Students in the ABA emphasis are required to complete 33 credits and a capstone research project. Students are required to participate in up to 20 hours per week of fieldwork experience in one of our partner sites during each of the four semesters. Students who intend to take the board certification exam must complete 1,500 hours of concentrated supervised fieldwork (or 2,000 hours if accruing under supervised fieldwork) after beginning the MA in ABA program to qualify for the exam. Many of our practicum partners provide paid supervision in paid positions. The Plan A requires a final oral examination. The Plan B option final examination may be oral, written, or both.
EPSY Core Course Requirements (12 credits)
Statistics Course (3 credits)
Take 3 credits from the following:
EPSY 5261 - Introductory Statistical Methods (3.0 cr)
EPSY 8251 - Statistical Methods in Education I (3.0 cr)
EPSY 8252 - Statistical Methods in Education II (3.0 cr)
EPSY 8264 - Advanced Multiple Regression Analysis (3.0 cr)
EPSY 8266 - Statistical Analysis Using Structural Equation Methods (3.0 cr)
EPSY 8267 - Applied Multivariate Analysis (3.0 cr)
EPSY 8268 - Hierarchical Linear Modeling in Educational Research (3.0 cr)
EPSY 8282 - Statistical Analysis of Longitudinal Data (3.0 cr)
Measurement/Evaluation (3 credits)
Select 3 credits from the Measurement list or from the Evaluation list:
Measurement
EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
EPSY 5614W - Assessment and Due Process in Special Education [WI] (3.0 cr)
EPSY 8222 - Advanced Measurement: Theory and Application (3.0 cr)
EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating (3.0 cr)
EPSY 8226 - Item Response Models: Theory and Applications (3.0 cr)
EPSY 8265 - Factor Analysis (3.0 cr)
PSY 5862 - Psychological Measurement: Theory and Methods (3.0 cr)
PSY 5865 - Advanced Measurement: Theory and Application (3.0 cr)
or Evaluation
EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
EPSY 5244 - Survey Design, Sampling, and Implementation (3.0 cr)
EPSY 5247 - Qualitative Methods in Educational Psychology (3.0 cr)
OLPD 5501 - Principles and Methods of Evaluation (3.0 cr)
Learning/Cognition Course (3 credits)
Students pursuing the Applied Behavior Analysis emphasis must take EPSY 5659 (petition required). All other students select 3 credits from the following:
EPSY 5101 - Intelligence and Creativity (3.0 cr)
EPSY 5114 - Psychology of Student Learning (3.0 cr)
EPSY 5119 - Mind, Brain, and Education (3.0 cr)
EPSY 5116 - Education of the Gifted and Talented (3.0 cr)
EPSY 8112 - Mathematical Cognition (3.0 cr)
EPSY 8115 - Psychology of Instruction and Technology (3.0 cr)
EPSY 8116 - Reading for Meaning: Cognitive Processes in the Comprehension of Texts (3.0 cr)
EPSY 8118 - Advanced Cognitive Psychology (3.0 cr)
EPSY 8707 - Principles of Behavior Analysis and Learning (3.0 cr)
CPSY 8301 - Developmental Psychology: Cognitive Processes (4.0 cr)
PSY 5014 - Psychology of Human Learning and Memory (3.0 cr)
PSY 5015 - Cognition, Computation, and Brain (3.0 cr)
PSY 5054 - Psychology of Language (3.0 cr)
PSY 8042 - Proseminar in Cognition, Brain, and Behavior (3.0 cr)
Social/Personality Course (3 credits)
Select 3 credits from the following:
EPSY 5135 - Human Relations Workshop (4.0 cr)
EPSY 5151 - Cooperative Learning (3.0 cr)
EPSY 5157 - Social & Developmental Psychology of Education (3.0 cr)
EPSY 8132 - Personality Development and Socialization (3.0 cr)
EPSY 8157 - Key Topics and Issues in Applying Social Psychology to Education (3.0 cr)
EPSY 8819 - Emotion & Childhood Psychopathology (3.0 cr)
PSY 5101H - Honors: Personality: Current Theory and Research (3.0 cr)
PSY 5135 - Psychology of Individual Differences (3.0 cr)
PSY 5202 - Attitudes and Social Behavior (3.0 cr)
PSY 5204 - Psychology of Interpersonal Relationships (3.0 cr)
PSY 5205 - Applied Social Psychology (3.0 cr)
PSY 5207 - Personality and Social Behavior (3.0 cr)
PSY 8201 - Social Cognition (3.0 cr)
PSY 8202 - Close Relationships (3.0 cr)
PSY 8208 - Social Psychology: The Self (3.0 cr)
CPSY 8302 - Developmental Psychology: Social and Emotional Processes (4.0 cr)
CPSY 8606 - Advanced Developmental Psychopathology (3.0 cr)
SOC 8721 - Social Psychology: Micro-Sociological Approaches to Inequalities and Identities (3.0 cr)
Plan A Requirements
Electives (9 credits)
Select 9 credits from the following in consultation with the advisor. Other courses can be applied to this requirement with advisor approval.
EPSY 5604 - Transition From School to Work and Community Living for Persons With Special Needs (3.0 cr)
EPSY 5605W - Collaborative Practices for the Special Educator [WI] (3.0 cr)
EPSY 5614W - Assessment and Due Process in Special Education [WI] (3.0 cr)
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving [WI] (3.0 cr)
EPSY 5617 - Academic and Social Interventions for Students with Mild to Moderate Disabilities (3.0 cr)
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language (3.0 cr)
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction (2.0 cr)
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication (1.0 cr)
EPSY 5632 - Module 2: Evidence-based Methods for AAC Assessment and Intervention (2.0 cr)
EPSY 5641 - Foundations of Deaf Education (3.0 cr)
EPSY 5642 - Early Intervention for Infants, Toddlers and Families: Deaf and Hard of Hearing (3.0 cr)
EPSY 5643 - Seminar: Identity, Culture and Diversity in Deaf Education (2.0 cr)
EPSY 5644 - Early Childhood Language and Literacy Development and Best Practices: Deaf and Hard of Hearing (3.0 cr)
EPSY 5645 - Deaf Plus: Educating and Understanding Deaf Students with Disabilities (2.0 cr)
EPSY 5646 - Best Practices Teaching Reading and Writing for School Age: Deaf and Hard of Hearing (3.0 cr)
EPSY 5647 - Spoken Language Practices and Assistive Technology: Deaf and Hard of Hearing (2.0 cr)
EPSY 5651 - Best Practices Teaching Content Areas: Deaf Education (3.0 cr)
EPSY 5652 - Incorporating Academic ASL in the Classroom: Deaf and Hard of Hearing (3.0 cr)
EPSY 5657 - Interventions for Behavioral Problems in School Settings (3.0 cr)
EPSY 5661 - Introduction to Autism Spectrum Disorder (3.0 cr)
EPSY 5663 - Assessment and Intervention for Individuals with Autism Spectrum Disorder (3.0 cr)
EPSY 5681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions (3.0 cr)
CI 5645 - Teaching English Learners in English-medium classrooms (3.0 cr)
MTHE 5355 - Mathematics for Diverse Learners (3.0 cr)
Thesis Credits (10 credits)
Take 10 master's thesis credits.
EPSY 8777 - Thesis Credits: Master's (1.0-18.0 cr)
Plan B Requirements
Electives (12 credits)
Plan B students not pursuing the Applied Behavior Analysis Emphasis select 12 credits from the following in consultation with the advisor. Other courses may be applied to this requirement with advisor approval.
EPSY 5604 - Transition From School to Work and Community Living for Persons With Special Needs (3.0 cr)
EPSY 5605W - Collaborative Practices for the Special Educator [WI] (3.0 cr)
EPSY 5614W - Assessment and Due Process in Special Education [WI] (3.0 cr)
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving [WI] (3.0 cr)
EPSY 5617 - Academic and Social Interventions for Students with Mild to Moderate Disabilities (3.0 cr)
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language (3.0 cr)
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction (2.0 cr)
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication (1.0 cr)
EPSY 5632 - Module 2: Evidence-based Methods for AAC Assessment and Intervention (2.0 cr)
EPSY 5641 - Foundations of Deaf Education (3.0 cr)
EPSY 5642 - Early Intervention for Infants, Toddlers and Families: Deaf and Hard of Hearing (3.0 cr)
EPSY 5643 - Seminar: Identity, Culture and Diversity in Deaf Education (2.0 cr)
EPSY 5644 - Early Childhood Language and Literacy Development and Best Practices: Deaf and Hard of Hearing (3.0 cr)
EPSY 5645 - Deaf Plus: Educating and Understanding Deaf Students with Disabilities (2.0 cr)
EPSY 5646 - Best Practices Teaching Reading and Writing for School Age: Deaf and Hard of Hearing (3.0 cr)
EPSY 5647 - Spoken Language Practices and Assistive Technology: Deaf and Hard of Hearing (2.0 cr)
EPSY 5651 - Best Practices Teaching Content Areas: Deaf Education (3.0 cr)
EPSY 5652 - Incorporating Academic ASL in the Classroom: Deaf and Hard of Hearing (3.0 cr)
EPSY 5657 - Interventions for Behavioral Problems in School Settings (3.0 cr)
EPSY 5661 - Introduction to Autism Spectrum Disorder (3.0 cr)
EPSY 5663 - Assessment and Intervention for Individuals with Autism Spectrum Disorder (3.0 cr)
EPSY 5681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions (3.0 cr)
CI 5645 - Teaching English Learners in English-medium classrooms (3.0 cr)
MTHE 5355 - Mathematics for Diverse Learners (3.0 cr)
Research Problems (6 credits)
Take 6 credits of the following:
EPSY 8994 - Research Problems: Educational Psychology (1.0-6.0 cr)
Applied Behavior Analysis Emphasis
The Applied Behavior Analysis emphasis is for Plan B students only.
Required Courses (17 credits)
Take 17 credits from the following:
EPSY 5623 - Ethics in Applied Behavior Analysis (3.0 cr)
EPSY 5657 - Interventions for Behavioral Problems in School Settings (3.0 cr)
EPSY 5663 - Assessment and Intervention for Individuals with Autism Spectrum Disorder (3.0 cr)
EPSY 5702 - Applied Behavior Analysis: Supervision Seminar I (1.0 cr)
EPSY 5703 - Applied Behavior Analysis: Supervision Seminar II (1.0 cr)
EPSY 8706 - Single Case Designs in Intervention Research (3.0 cr)
EPSY 8708 - Functional Behavior Assessment (3.0 cr)
or EPSY 5661 - Introduction to Autism Spectrum Disorder (3.0 cr)
Research Problems (4 credits)
Take 4 credits of the following:
EPSY 8994 - Research Problems: Educational Psychology (1.0-6.0 cr)
 
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EPSY 5261 - Introductory Statistical Methods
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3264/5231/5261/5263
Typically offered: Every Fall, Spring & Summer
EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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.
EPSY 5157 - Social & Developmental Psychology of Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Social and developmental psychology provide 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 the research.
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 5402 - Counseling History and Theories
Credits: 3.0 [max 4.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course provides a broad introduction to professional counseling. Students will explore the major historical and contextual factors that have influenced the counseling field, with particular focus on theories and models of counseling practice. Roles and responsibilities of the professional counselor will also be discussed. Coursework will emphasize professional development via self-reflection, awareness of context and culture, and cultivation of counselor identity.
EPSY 5403 - Counseling Diverse Populations
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This course addresses counseling implications for diverse individuals and families. Students will understand the impact of worldview and other factors such as ethnicity, culture, religious preference, socioeconomic status, gender identity, sexual orientation, and disabilities in community, higher education, and school settings. Students will examine their own worldviews as it relates to the topics discussed. Advocacy and social justice practices for working with diverse populations will also be addressed.
EPSY 5404 - Group Counseling
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This course addresses foundations of group counseling that can be applied to multiple settings with a variety of diverse populations and age groups. Essential group leadership skills, types of groups, stages, planning, and evaluating groups will be covered. Additional topics include legal and ethical issues involved in group counseling, group dynamics, and therapeutic factors.
EPSY 5405 - Career Counseling
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
This course covers career development theories, career counseling procedures and techniques, career assessment/interpretation, and career development programming across the lifespan. Career interventions and resources will be discussed that relate to diverse populations within school, community, and higher education settings.
EPSY 5406 - Ethics in Counseling
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course will help students deeply explore the ethical standards and legal principles that must be referenced when making decisions in the practice of counseling. Students will learn how to apply the ethical standards and federal/state legal statutes to complex counseling cases. Ethical standards related to assessment, diagnosis, and practice are discussed in relation to counseling diverse populations in school, community, and higher education settings.
EPSY 5407 - Diagnosis and Treatment in Counseling
Credits: 3.0 [max 4.0]
Grading Basis: A-F only
Typically offered: Every Spring
Etiology, symptom patterns, and assessment/treatment for various psychological disorders. Models of diagnosis. Empirically validated psychological assessment and counseling methods. Attention to cultural competency in assessment, diagnosis, and treatment.
EPSY 5408 - Counseling Skills
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course introduces students to fundamental techniques and skills of professional counseling. Students will practice basic interviewing skills, with a focus on rapport-building and evidence-based counseling relationships. Specific techniques for facilitating exploration, insight, and change will also be covered. Finally, students will integrate knowledge of counseling models and basic skills through a series of videotaped counseling practice and self-reflection assignments.
EPSY 5409 - Trauma and Crisis Counseling
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This course provides an overview of theories and skills commonly used by counselors working with clients in crisis. The first half of the course will cover assessment, impacts, and treatment of psychological trauma, including trauma-informed approaches to crisis situations. The second half of the course will cover specific types of crises commonly seen by counselors in a range of community and educational settings, with a focus on ethical and multiculturally-competent practice. There will be an emphasis on resiliency and self-care throughout the course.
EPSY 5437 - Counseling Research Design
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This capstone course is an integration of science and practice. Students will learn research design techniques that are relevant and accessible to counselors in full-time practice, counselor educators, counseling consultants, and others in the counseling professions. Students will develop knowledge and skills related to identifying evidence-based counseling practices, developing and measuring client outcomes, analyzing and using data in counseling, and understanding how to implement ethical and culturally relevant research, data interpretation, and reporting strategies. The bulk of coursework will be the development, presentation, and defense of a research proposal in students? areas of interest. Students will learn the importance of research in advancing the counseling profession, and will practice using multiple data sources to inform programs and services in schools, counseling agencies, and higher education settings.
FSOS 5111 - Introduction to Family Therapy
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall & Spring
This course is designed as an introduction to the field of marriage/couple and family therapy. Students who successfully complete the course should be well versed in the basics of both the foundational and contemporary theories of the discipline. Further, students will be exposed to a number of clinical vignettes and case scenarios that demonstrate the application of the theories in pre-recorded family therapy sessions. Through class assignments and discussions, students will be able to make a more informed decision as to whether or not family therapy is a field that holds potential for them in their own professional pursuits. Other mental health disciplines attend to family variables but having a background in family systems theory and family therapy theories will provide a solid knowledge base for someone embarking on a career in relationship-oriented clinical work. Family systems theory guides the majority of what will be discussed in class.
EPSY 5416 - Introduction to Clinical Mental Health Counseling
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course will help students understand the foundations of the clinical mental health counseling profession. The major focus will be on developing a counselor identity and learning about the history and evolution of mental health counseling as a field.
EPSY 5429 - Advanced Concepts in Clinical Mental Health
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course provides advanced counseling students with an opportunity to explore more deeply recent trends, new ideas, and contemporary issues in clinical mental health. Current research and practice around a variety of topics, such as identifying and counseling clients with substance use and co-occurring disorders, counseling clients with eating disorders, genetic counseling and the role of genetics in mental health, neurology, neuropharmacology, the role of counselors in referral and supporting clients under psychiatric care, and how counselors can work effectively on mental health teams, interface with other health and mental health professionals, and advocate for persons with mental health issues will be explored. Students will consider human diversity and counseling with clients from diverse backgrounds and perspectives, as well as the use of evidence-based and innovative practices in treatment within each of these areas of study.
EPSY 5439 - Case Conceptualization and Treatment Planning - Clinical Mental Health
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This course introduces students to fundamental assessment, interviewing, case conceptualization, and treatment planning skills used by counselors in community and higher education settings. Students will have the opportunity to observe and practice intake interviews, to conceptualize clients from a culturally-informed, biopsychosocial perspective, and identify and communicate measurable treatment goals and effective interventions. Students will also work in groups to more deeply investigate and apply various approaches to case conceptualization and receive feedback from peers.
EPSY 5482 - Practicum in Clinical Mental Health
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Summer
This course is designed to support student growth in their development as a counselor and to add to the training that they receive at their on-site placements. While enrolled in this course, students will be counseling clients in various settings for the first time since entering this program. This class is designed to provide group supervision and support during their time on site. It is also designed to provide classroom instruction in areas that are relevant to the practice of counseling. The course content will be delivered via class discussion, case presentations, tape review, and online discussions.
EPSY 5483 - Internship I
Credits: 3.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Supervised practice in counseling with individuals and groups; emphasizes systematic evaluation of student?s counseling practice through direct observations, video, and audio tapes.
EPSY 5484 - Internship II
Credits: 3.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Intermediate supervised practice in counseling with individuals and groups; emphasizes ethical issues with systematic evaluation of student?s practice through direct observations, video, and audio tapes.
EPSY 5414 - School Counselor Accountability, Advocacy, and Leadership
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course will equip school counselors-in-training with the knowledge and skills to develop intentional, data-driven school counseling programs. Focus will be given to evidence-based counseling interventions. Students will learn how to use data both in the development and evaluation of their school counseling program. Students will practice using data to advocate while also developing their leadership skills.
EPSY 5415 - Counseling Children and Adolescents
Credits: 3.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Summer
Development, issues, and needs of children, kindergarten through high school ages. Counseling/developmental theory/strategies. Cultural diversity, legal/ethical issues in counseling children/adolescents. prereq: Grad student or MEd student or K-12 [counseling endorsement or licensure] student
EPSY 5435 - Introduction to School Counseling
Credits: 3.0 [max 6.0]
Grading Basis: A-F only
Typically offered: Every Fall
History/evolution of school counselor role in schools. Duties/demands of school counselor. Examine comprehensive guidance programming in K-12 schools. Issues in school counseling profession. prereq: Ed Psych Counselor Ed grad student in school counselor prog or instr consent
EPSY 5481 - Practicum in School Counseling
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This course is designed to support student growth in their development as a school counselor and to add to the training that they receive at their on-site placements. While enrolled in this course, students will be counseling clients in schools for the first time since entering this program. This class is designed to provide group supervision and support during their time on site. It is also designed to provide classroom instruction in areas that are relevant to the practice of school counseling. The course content will be delivered via class discussion, case presentations, tape review and online discussions. During the practicum, students will accrue a minimum of 100 hours, but will not exceed 200 hours at their practicum site. Faculty will collaborate biweekly with site supervisors to ensure that their needs are met and to provide support for the individual supervision that takes place on site.
EPSY 5483 - Internship I
Credits: 3.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Supervised practice in counseling with individuals and groups; emphasizes systematic evaluation of student?s counseling practice through direct observations, video, and audio tapes.
EPSY 5484 - Internship II
Credits: 3.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Intermediate supervised practice in counseling with individuals and groups; emphasizes ethical issues with systematic evaluation of student?s practice through direct observations, video, and audio tapes.
EPSY 5483 - Internship I
Credits: 3.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Supervised practice in counseling with individuals and groups; emphasizes systematic evaluation of student?s counseling practice through direct observations, video, and audio tapes.
EPSY 5484 - Internship II
Credits: 3.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Intermediate supervised practice in counseling with individuals and groups; emphasizes ethical issues with systematic evaluation of student?s practice through direct observations, video, and audio tapes.
EPSY 5429 - Advanced Concepts in Clinical Mental Health
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course provides advanced counseling students with an opportunity to explore more deeply recent trends, new ideas, and contemporary issues in clinical mental health. Current research and practice around a variety of topics, such as identifying and counseling clients with substance use and co-occurring disorders, counseling clients with eating disorders, genetic counseling and the role of genetics in mental health, neurology, neuropharmacology, the role of counselors in referral and supporting clients under psychiatric care, and how counselors can work effectively on mental health teams, interface with other health and mental health professionals, and advocate for persons with mental health issues will be explored. Students will consider human diversity and counseling with clients from diverse backgrounds and perspectives, as well as the use of evidence-based and innovative practices in treatment within each of these areas of study.
EPSY 5439 - Case Conceptualization and Treatment Planning - Clinical Mental Health
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This course introduces students to fundamental assessment, interviewing, case conceptualization, and treatment planning skills used by counselors in community and higher education settings. Students will have the opportunity to observe and practice intake interviews, to conceptualize clients from a culturally-informed, biopsychosocial perspective, and identify and communicate measurable treatment goals and effective interventions. Students will also work in groups to more deeply investigate and apply various approaches to case conceptualization and receive feedback from peers.
EPSY 5482 - Practicum in Clinical Mental Health
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Summer
This course is designed to support student growth in their development as a counselor and to add to the training that they receive at their on-site placements. While enrolled in this course, students will be counseling clients in various settings for the first time since entering this program. This class is designed to provide group supervision and support during their time on site. It is also designed to provide classroom instruction in areas that are relevant to the practice of counseling. The course content will be delivered via class discussion, case presentations, tape review, and online discussions.
EPSY 5414 - School Counselor Accountability, Advocacy, and Leadership
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course will equip school counselors-in-training with the knowledge and skills to develop intentional, data-driven school counseling programs. Focus will be given to evidence-based counseling interventions. Students will learn how to use data both in the development and evaluation of their school counseling program. Students will practice using data to advocate while also developing their leadership skills.
EPSY 5415 - Counseling Children and Adolescents
Credits: 3.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Summer
Development, issues, and needs of children, kindergarten through high school ages. Counseling/developmental theory/strategies. Cultural diversity, legal/ethical issues in counseling children/adolescents. prereq: Grad student or MEd student or K-12 [counseling endorsement or licensure] student
EPSY 5435 - Introduction to School Counseling
Credits: 3.0 [max 6.0]
Grading Basis: A-F only
Typically offered: Every Fall
History/evolution of school counselor role in schools. Duties/demands of school counselor. Examine comprehensive guidance programming in K-12 schools. Issues in school counseling profession. prereq: Ed Psych Counselor Ed grad student in school counselor prog or instr consent
EPSY 5481 - Practicum in School Counseling
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This course is designed to support student growth in their development as a school counselor and to add to the training that they receive at their on-site placements. While enrolled in this course, students will be counseling clients in schools for the first time since entering this program. This class is designed to provide group supervision and support during their time on site. It is also designed to provide classroom instruction in areas that are relevant to the practice of school counseling. The course content will be delivered via class discussion, case presentations, tape review and online discussions. During the practicum, students will accrue a minimum of 100 hours, but will not exceed 200 hours at their practicum site. Faculty will collaborate biweekly with site supervisors to ensure that their needs are met and to provide support for the individual supervision that takes place on site.
OLPD 5201 - Strategies for Teaching Adults
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
Psychological theories of adult learning; learning styles and personality types; teaching styles; group and team learning; moderating and study circles; teaching technologies and distance learning; gender, race, and cultural communication. Applications of strategies. prereq: Grad student only
OLPD 5202 - Perspectives of Adult Learning and Development
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
Emphasis on major adult development theorists, theories, and current applications. Transformative learning, self-directed learning, experiential learning, and cooperative learning provide theoretical framework for exploring physiological, psychological, sociological, and cultural aspects of adult development through the life span.
OLPD 5701 - U.S. Higher Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Summer
U.S. higher/postsecondary education in historical/contemporary perspective. Emphasizes structure, history, and purposes of system as a whole.
OLPD 5709 - Critical Issues in Higher Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Issues/opportunities facing American higher education. Financial, demographic, athletics, for-profit, changing public opinion. Framework for analysis.
OLPD 5712 - College Student Development Theory and Practice
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
Multicultural student development theories/theorists. Implications for teaching/learning. Students reflect on The Student Personnel Point of View and Learning Reconsidered: Campus-wide Focus on the Student Experience and other collaborative efforts.
OLPD 5721 - Race and Ethnicity in Higher Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall, Spring & Summer
Review of research. Theoretical frameworks, methodological perspectives, and research strategies used to study students, staff, and faculty. Historical perspectives.
OLPD 5724 - Leadership and Administration of Student Affairs
Credits: 2.0 -3.0 [max 3.0]
Course Equivalencies: OLPD 5724/EPsy 5421
Typically offered: Periodic Fall & Spring
Scope, administration, coordination, and evaluation of programs in college and university student affairs.
KIN 5136 - Psychology of Coaching
Credits: 3.0 [max 3.0]
Typically offered: Every Fall, Spring & Summer
Psychological dimensions of coaching across age levels, including coaching philosophy, leadership, communication skills, motivation, and mental skills training for performance enhancement.
OLPD 5033 - Foundations of Individual/Organizational Career Development
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
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.
OLPD 5812 - Consulting for Organization Change
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Periodic Fall, Spring & Summer
This course is an introduction to major theories, concepts, skills, and techniques of consulting for industry, education, and government
PSY 5501 - Self, Society and Health - What's Work Got To Do With It?
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Survey of history, concepts, theories, methods, and findings of vocational/occupational health psychology. Burnout, personality, violence, stressors/stress-relations, counter productive behaviors, coping in workplace. Vocational development/assessment, career decision-making/counseling, person-environment fit. prereq: 3001W or equiv or instr consent
PSY 8502 - Assessment in Counseling Psychology
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall
Principles and practice. Emphasizes psychometric assessment. History, foundations in measurement, basic methods, survey of instruments, test interpretation evaluation, ethics. prereq: Counseling psych grad student or instr consent
EPSY 5247 - Qualitative Methods in Educational Psychology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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
EPSY 5417 - Counseling Research Practicum
Credits: 1.0 -2.0 [max 3.0]
Typically offered: Every Fall & Spring
The purpose of this course is to enable students to develop applied research expertise consistent with their responsibilities as licensed professional counselors, licensed professional clinical counselors, higher education counselors, school counselors, career counselors, and professionals in other counseling-related fields. This is the first course in the 2-course Counseling Research Practicum sequence.
EPSY 5427 - Advanced Counseling Research Practicum
Credits: 2.0 [max 6.0]
Typically offered: Every Fall & Spring
The purpose of this course is to enable students to gain further skills in developing applied research expertise consistent with their responsibilities as licensed professional counselors, licensed professional clinical counselors, higher education, school, and career counselors, and professionals in other counseling-related fields. This is the second of a 2-course Counseling Research Practicum sequence. prereq: Completion of EPSY 5417 for 2 credit hours
FSOS 5014 - Quantitative Family Research Methods I
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Family research methods, issues associated with multiple levels of analysis. Conducting family-focused data analyses using basic/intermediate methods (through ANOVA and multiple regression), including power analysis. Ethical issues involved in family research such as IRB/HIPAA regulations. prereq: Grad student or instr consent
FSOS 5015 - Family Research Laboratory
Credits: 1.0 [max 1.0]
Grading Basis: S-N or Aud
Typically offered: Every Spring
Application of basic family research methods into experiential learning using statistical software. Analyses that correspond with problem situations in 5014 and that involve secondary data analyses. Using statistical software for basic family research. Preparation to work with quantitative family data sets. prereq: Grad student or instr consent
FSOS 8013 - Qualitative Family Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Approaches to qualitative family research evaluation. Phenomenological, feminist, grounded theory, content analytic, ethnomethodological, ethnographic, program evaluation. Theory, research examples, student projects.
OLPD 5061 - Ethnographic Research Methods
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
This course introduces students to knowledge and skills appropriate for the conduct of ethnographic research. Underlying purposes, assumptions, and distinctive characteristics of ethnographic methods will be examined as well as appropriate exemplars. Accordingly, the course emphasizes links between research purposes, the conceptualization of ethnographic projects and the development of researchable questions. The course also takes up a variety of ethical and political issues related to working with participants during the research process, as well as contemporary trustworthiness criteria for ethnographic written accounts. The bulk of the course is given to training in observation, generating field notes, developing interview questions, interviewing, collecting material cultural artifacts, using surveys, and analyzing, interpreting, and writing up ethnographic data. The first part of the course focuses on a critical discussion of ethnographic research purposes, epistemological assumptions, and essential features. Students choose and explore a published ethnographic study from their field of interest. The second part of the course is devoted to a very small scale ethnographic project which students design and carry out themselves. This project is supported by relevant readings and in-class activities (including peer review) related to the actual conduct of ethnographic research.
EPSY 5101 - Intelligence and Creativity
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3101/EPsy 5101
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.
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 5116 - Education of the Gifted and Talented
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Spring
Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.
EPSY 5119 - Mind, Brain, and Education
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Periodic Spring
How educationally relevant skills/concepts develop in both typical/atypical children. prereq: 3301 or equiv
EPSY 8112 - Mathematical Cognition
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Cognitive science research. Papers investigating how adults/children understand fundamental mathematical concepts. Papers drawn from psychology, neuroscience, education literatures. prereq: 5114 or equiv
EPSY 8115 - Psychology of Instruction and Technology
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Seminar including, but not limited to, learning and instructional theories, advanced and emerging technologies, and measurement and evaluation. Prereq: A course in learning, instruction, or educational technology or consent of the instructor
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 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 5151 - Cooperative Learning
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Participants learn how to use cooperative learning in their setting. Topics include theory and research, teacher's role, essential components that make cooperation work, teaching social skills, assessment procedures, and collegial teaching teams.
EPSY 5157 - Social & Developmental Psychology of Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Social and developmental psychology provide 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 the research.
EPSY 8157 - Key Topics and Issues in Applying Social Psychology to Education
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall & Spring
This course, designed for advanced graduate students, covers a number of classic and contemporary topics in social psychological theory, research, and methods, examining core theories and how they have persisted or changed over time and how those theories and approaches have been applied to research in and issues of education broadly conceived.
PSY 5202 - Attitudes and Social Behavior
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Theory/research on social psychology of beliefs/attitudes. Persuasion principles. prereq: 3201 or instr consent
PSY 5204 - Psychology of Interpersonal Relationships
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall
Introduction to interpersonal relationship theory/research findings. prereq: Honors or grad student or instr consent
PSY 5205 - Applied Social Psychology
Credits: 3.0 [max 3.0]
Typically offered: Spring Odd Year
Applications of social psychology research/theory to domains such as physical/mental health, education, the media, desegregation, the legal system, energy conservation, public policy. prereq: 3201 or grad student or instr consent
PSY 5207 - Personality and Social Behavior
Credits: 3.0 [max 3.0]
Course Equivalencies: Psy 4207/Psy 5207
Grading Basis: A-F or Aud
Typically offered: Every Fall
Conceptual/methodological strategies for scientific study of individuals and their social worlds. Applications of theory/research to issues of self, identity, and social interaction. prereq: 3101 or 3201 or honors or grad student or instr consent
PSY 8201 - Social Cognition
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
Social psychological theory/research on social inference and reasoning processes. Psychology of prejudice/stereotyping. prereq: Psych PhD candidate
PSY 8202 - Close Relationships
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Classic/contemporary theory/research on close relationships. Emphasizes romantic relationships. prereq: 5204 or instr consent
PSY 8208 - Social Psychology: The Self
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Social psychological theory and research concerning the self and social behavior. prereq: Psych background especially in personality and soc psych
CPSY 8302 - Developmental Psychology: Social and Emotional Processes
Credits: 4.0 [max 4.0]
Typically offered: Every Spring
Normative issues and individual differences in social development from infancy through adolescence. Emphasizes developmental psychopathology, life span considerations. prereq: Doctoral student, instr consent
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
Statistical Methods in Education I is the first course in an entry-level, doctoral sequence for students in education. This course covers estimation and hypothesis testing with a particular focus on ANOVA and an introduction to multiple linear regression. Prepares students for EPSY 8252/8262. prereq: [EPSY 5261 or equiv] or undergrad statistics course
EPSY 8252 - Statistical Methods in Education II
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8252/EPsy 8262
Prerequisites: [8251, 8261 or equiv]
Typically offered: Every Fall & Spring
Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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.
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
PSY 5862 - Psychological Measurement: Theory and Methods
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Types of measurements (tests, scales, inventories) and their construction. Theory/measurement of reliability/validity. prereq: 3801H or MATH 1271 or grad student
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
EPSY 5991 - Independent Study in Educational Psychology
Credits: 1.0 -8.0 [max 20.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Self-directed study in areas not covered by regular courses. Specific program of study is jointly determined by student and advising faculty member. prereq: instr consent
EPSY 8994 - Research Problems: Educational Psychology
Credits: 1.0 -6.0 [max 18.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Research methodology, techniques, and literature. Students participate in formulating/executing research proposal. prereq: instr consent
EPSY 8777 - Thesis Credits: Master's
Credits: 1.0 -18.0 [max 50.0]
Grading Basis: No Grade
Typically offered: Every Fall, Spring & Summer
(No description) prereq: Max 18 cr per semester or summer; 10 cr total required [Plan A only]
EPSY 5101 - Intelligence and Creativity
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3101/EPsy 5101
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.
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 5116 - Education of the Gifted and Talented
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Spring
Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.
EPSY 5119 - Mind, Brain, and Education
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Periodic Spring
How educationally relevant skills/concepts develop in both typical/atypical children. prereq: 3301 or equiv
EPSY 8112 - Mathematical Cognition
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Cognitive science research. Papers investigating how adults/children understand fundamental mathematical concepts. Papers drawn from psychology, neuroscience, education literatures. prereq: 5114 or equiv
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 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 8115 - Psychology of Instruction and Technology
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Seminar including, but not limited to, learning and instructional theories, advanced and emerging technologies, and measurement and evaluation. Prereq: A course in learning, instruction, or educational technology or consent of the instructor
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 8117 - Writing Empirical Paper and Research/Grant Proposals in Education and Psychology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Scientific writing skills. Focuses on logic/argumentation. Each student produces an empirical paper or research proposal. Breaks down the writing process into components: one component per week. Each week, students write a section of their paper/proposal and critique others'. prereq: instr consent
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 8290 - Special Topics: Seminar in Psychological Foundations
Credits: 1.0 -6.0 [max 15.0]
Typically offered: Periodic Fall & Spring
Students formulate research designs. Learning and cognition, social psychology, measurement, and statistics. prereq: instr consent
CPSY 8301 - Developmental Psychology: Cognitive Processes
Credits: 4.0 [max 4.0]
Typically offered: Every Fall
Perceptual, motor, cognitive, and language development, and biological bases of each. Conceptual framework of research issues. prereq: Doctoral student, instr consent
EPSY 5157 - Social & Developmental Psychology of Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Social and developmental psychology provide 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 the research.
EPSY 5151 - Cooperative Learning
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Participants learn how to use cooperative learning in their setting. Topics include theory and research, teacher's role, essential components that make cooperation work, teaching social skills, assessment procedures, and collegial teaching teams.
EPSY 8157 - Key Topics and Issues in Applying Social Psychology to Education
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall & Spring
This course, designed for advanced graduate students, covers a number of classic and contemporary topics in social psychological theory, research, and methods, examining core theories and how they have persisted or changed over time and how those theories and approaches have been applied to research in and issues of education broadly conceived.
EPSY 8290 - Special Topics: Seminar in Psychological Foundations
Credits: 1.0 -6.0 [max 15.0]
Typically offered: Periodic Fall & Spring
Students formulate research designs. Learning and cognition, social psychology, measurement, and statistics. prereq: instr consent
PSY 5135 - Psychology of Individual Differences
Credits: 3.0 [max 3.0]
Course Equivalencies: Psy 3135/Psy 5135
Typically offered: Periodic Spring
Differential methods in study of human behavior. Psychological traits. Influence of age, sex, heredity, and environment in individual/group differences in ability, personality, interests, and social attitudes. prereq: [3001W or equiv] or [5862 or equiv] or instr consent
PSY 5202 - Attitudes and Social Behavior
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Theory/research on social psychology of beliefs/attitudes. Persuasion principles. prereq: 3201 or instr consent
PSY 5204 - Psychology of Interpersonal Relationships
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall
Introduction to interpersonal relationship theory/research findings. prereq: Honors or grad student or instr consent
PSY 5205 - Applied Social Psychology
Credits: 3.0 [max 3.0]
Typically offered: Spring Odd Year
Applications of social psychology research/theory to domains such as physical/mental health, education, the media, desegregation, the legal system, energy conservation, public policy. prereq: 3201 or grad student or instr consent
PSY 5207 - Personality and Social Behavior
Credits: 3.0 [max 3.0]
Course Equivalencies: Psy 4207/Psy 5207
Grading Basis: A-F or Aud
Typically offered: Every Fall
Conceptual/methodological strategies for scientific study of individuals and their social worlds. Applications of theory/research to issues of self, identity, and social interaction. prereq: 3101 or 3201 or honors or grad student or instr consent
PSY 8201 - Social Cognition
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
Social psychological theory/research on social inference and reasoning processes. Psychology of prejudice/stereotyping. prereq: Psych PhD candidate
PSY 8202 - Close Relationships
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Classic/contemporary theory/research on close relationships. Emphasizes romantic relationships. prereq: 5204 or instr consent
PSY 8208 - Social Psychology: The Self
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Social psychological theory and research concerning the self and social behavior. prereq: Psych background especially in personality and soc psych
CPSY 8302 - Developmental Psychology: Social and Emotional Processes
Credits: 4.0 [max 4.0]
Typically offered: Every Spring
Normative issues and individual differences in social development from infancy through adolescence. Emphasizes developmental psychopathology, life span considerations. prereq: Doctoral student, instr consent
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
Statistical Methods in Education I is the first course in an entry-level, doctoral sequence for students in education. This course covers estimation and hypothesis testing with a particular focus on ANOVA and an introduction to multiple linear regression. Prepares students for EPSY 8252/8262. prereq: [EPSY 5261 or equiv] or undergrad statistics course
EPSY 8252 - Statistical Methods in Education II
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8252/EPsy 8262
Prerequisites: [8251, 8261 or equiv]
Typically offered: Every Fall & Spring
Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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.
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
EPSY 5244 - Survey Design, Sampling, and Implementation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Survey methods, including mail, phone, and Web-based/e-mail surveys. Principles of measurement, constructing questions/forms, pilot testing, sampling, data analysis, reporting. Students develop a survey proposal and a draft survey, pilot the survey, and develop sampling/data analysis plans. prereq: [5221 or 5231 or 5261 or equiv], [CEHD grad student or MEd student]
EPSY 5247 - Qualitative Methods in Educational Psychology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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
EPSY 5101 - Intelligence and Creativity
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3101/EPsy 5101
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.
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 5119 - Mind, Brain, and Education
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Periodic Spring
How educationally relevant skills/concepts develop in both typical/atypical children. prereq: 3301 or equiv
EPSY 5116 - Education of the Gifted and Talented
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Spring
Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.
EPSY 8112 - Mathematical Cognition
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Cognitive science research. Papers investigating how adults/children understand fundamental mathematical concepts. Papers drawn from psychology, neuroscience, education literatures. prereq: 5114 or equiv
EPSY 8115 - Psychology of Instruction and Technology
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Seminar including, but not limited to, learning and instructional theories, advanced and emerging technologies, and measurement and evaluation. Prereq: A course in learning, instruction, or educational technology or consent of the instructor
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 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 8707 - Principles of Behavior Analysis and Learning
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Historical development of behavioral science. Thinking about learning/behavior, applying principles to common human experiences. Scholarly leadership skills. prereq: [Grad student, foundational course in [learning or psychology]] or instr consent
CPSY 8301 - Developmental Psychology: Cognitive Processes
Credits: 4.0 [max 4.0]
Typically offered: Every Fall
Perceptual, motor, cognitive, and language development, and biological bases of each. Conceptual framework of research issues. prereq: Doctoral student, instr consent
PSY 5014 - Psychology of Human Learning and Memory
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
Human memory encoding/retrieval. How we adaptively use memory. Brain systems that support memory. Episodic/semantic memory. Working/short-term memory. Procedural memory. Repetition priming. Prospective remembering. Autobiographical memory. prereq: 3011 or 3051 or honors or grad student
PSY 5015 - Cognition, Computation, and Brain
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Human cognitive abilities (perception, memory, attention) from different perspectives (e.g., cognitive psychological approach, cognitive neuroscience approach). prereq: [Honors or grad] or [[jr or sr], [3011 or 3031 or 3051 or 3061]] or instr consent
PSY 5054 - Psychology of Language
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Theories/experimental evidence in past/present conceptions of psychology of language. prereq: Grad or [[jr or sr], [3011 or 3031 or 3051 or 3061]] or instr consent
PSY 8042 - Proseminar in Cognition, Brain, and Behavior
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Even Year
Advanced topics in cognition, brain, and behavior. Lecture, discussion, and student-led presentations of research papers on core topics of attention, memory, emotion, categorization, thinking, and language, and intersections between these areas. prereq: Psy grad student or instr consent
EPSY 5151 - Cooperative Learning
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Participants learn how to use cooperative learning in their setting. Topics include theory and research, teacher's role, essential components that make cooperation work, teaching social skills, assessment procedures, and collegial teaching teams.
EPSY 5135 - Human Relations Workshop
Credits: 4.0 [max 4.0]
Typically offered: Every Fall & Summer
Experiential course addressing issues of prejudice and discrimination in terms of history, power, and social perception. Includes knowledge and skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, effective leadership, judgment and decision-making, prejudice reduction, conflict resolution.
EPSY 5157 - Social & Developmental Psychology of Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Social and developmental psychology provide 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 the research.
EPSY 8132 - Personality Development and Socialization
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Major research and theoretical work. Developmental and educational influences on personality. prereq: Personality or child psych course
EPSY 8157 - Key Topics and Issues in Applying Social Psychology to Education
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall & Spring
This course, designed for advanced graduate students, covers a number of classic and contemporary topics in social psychological theory, research, and methods, examining core theories and how they have persisted or changed over time and how those theories and approaches have been applied to research in and issues of education broadly conceived.
EPSY 8819 - Emotion & Childhood Psychopathology
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This seminar is designed to provide an overview of historical and current perspectives on emotion and childhood psychopathology, including current diagnostic and classification systems, with emphasis on specific disorders. The course will focus on disorders that are typically observed by psychologists working in schools and other applied settings.
PSY 5101H - Honors: Personality: Current Theory and Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
Current theory and research on personality functioning and personality structure. Descriptive, biological, evolutionary, cognitive, developmental, cultural, and narrative perspectives on personality. prereq: Honors Psychology major OR Psychology PhD student
PSY 5135 - Psychology of Individual Differences
Credits: 3.0 [max 3.0]
Course Equivalencies: Psy 3135/Psy 5135
Typically offered: Periodic Spring
Differential methods in study of human behavior. Psychological traits. Influence of age, sex, heredity, and environment in individual/group differences in ability, personality, interests, and social attitudes. prereq: [3001W or equiv] or [5862 or equiv] or instr consent
PSY 5202 - Attitudes and Social Behavior
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Theory/research on social psychology of beliefs/attitudes. Persuasion principles. prereq: 3201 or instr consent
PSY 5204 - Psychology of Interpersonal Relationships
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall
Introduction to interpersonal relationship theory/research findings. prereq: Honors or grad student or instr consent
PSY 5205 - Applied Social Psychology
Credits: 3.0 [max 3.0]
Typically offered: Spring Odd Year
Applications of social psychology research/theory to domains such as physical/mental health, education, the media, desegregation, the legal system, energy conservation, public policy. prereq: 3201 or grad student or instr consent
PSY 5207 - Personality and Social Behavior
Credits: 3.0 [max 3.0]
Course Equivalencies: Psy 4207/Psy 5207
Grading Basis: A-F or Aud
Typically offered: Every Fall
Conceptual/methodological strategies for scientific study of individuals and their social worlds. Applications of theory/research to issues of self, identity, and social interaction. prereq: 3101 or 3201 or honors or grad student or instr consent
PSY 8201 - Social Cognition
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
Social psychological theory/research on social inference and reasoning processes. Psychology of prejudice/stereotyping. prereq: Psych PhD candidate
PSY 8202 - Close Relationships
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Classic/contemporary theory/research on close relationships. Emphasizes romantic relationships. prereq: 5204 or instr consent
PSY 8208 - Social Psychology: The Self
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Social psychological theory and research concerning the self and social behavior. prereq: Psych background especially in personality and soc psych
CPSY 8302 - Developmental Psychology: Social and Emotional Processes
Credits: 4.0 [max 4.0]
Typically offered: Every Spring
Normative issues and individual differences in social development from infancy through adolescence. Emphasizes developmental psychopathology, life span considerations. prereq: Doctoral student, instr consent
CPSY 8606 - Advanced Developmental Psychopathology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Alternative formulation of childhood disorders, emphasizing competency training rather than medical nosology. prereq: Doctoral student or instr consent
SOC 8721 - Social Psychology: Micro-Sociological Approaches to Inequalities and Identities
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall & Spring
Social psychology is basic to an understanding of contemporary social life. This subfield of sociology focuses on social phenomena at the micro-level. Small group dynamics, social interactions, and individual experiences are importantly structured by the macro-structural context, e.g., by socioeconomic status, race, gender, sexuality, and other dimensions of social inequality. At the same time, these and other micro-sociological processes reflect individual-level identities, perceptions, motivations and cognitions. This seminar examines a wide range of social psychological phenomena linked to inequality (e.g., the effects of class, minority status, and gender on disparities in identity, self-concept, and health; the development of status hierarchies in small group interaction; intergroup relations, prejudice, and discrimination). We begin with a consideration of ?personal structure,? emphasizing the cultural and structural variability of self-conceptions and identities, cognitive processes, and motivation, as well as the biosocial bases of action. These may be considered individual-level ?building blocks? of social psychological theories (along with emotions, attitudes, values, and ideologies). We then address prominent theoretical perspectives in social psychology that illuminate the linkages between micro-social contexts of inequality and identity, including symbolic interactionism, exchange theory, structural social psychology (?social structure and personality?) and the social psychology of the life course. Social psychological theory and research are foundational to many specialty fields in sociology, including the sociology of the family, education, health, deviance, work, social mobility, social movements, emotions, and the sociology of childhood, youth, and aging. Social psychology is also central to prominent theoretical debates in sociology surrounding the relationship between social structure and agency; individual-level identities, perceptions, motivations, goals, and strategies are both structured by the social context and affect the capacity of individuals to act agentically and to achieve their goals.
EPSY 5991 - Independent Study in Educational Psychology
Credits: 1.0 -8.0 [max 20.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Self-directed study in areas not covered by regular courses. Specific program of study is jointly determined by student and advising faculty member. prereq: instr consent
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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.
EPSY 5244 - Survey Design, Sampling, and Implementation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Survey methods, including mail, phone, and Web-based/e-mail surveys. Principles of measurement, constructing questions/forms, pilot testing, sampling, data analysis, reporting. Students develop a survey proposal and a draft survey, pilot the survey, and develop sampling/data analysis plans. prereq: [5221 or 5231 or 5261 or equiv], [CEHD grad student or MEd student]
EPSY 5247 - Qualitative Methods in Educational Psychology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
Statistical Methods in Education I is the first course in an entry-level, doctoral sequence for students in education. This course covers estimation and hypothesis testing with a particular focus on ANOVA and an introduction to multiple linear regression. Prepares students for EPSY 8252/8262. prereq: [EPSY 5261 or equiv] or undergrad statistics course
EPSY 8252 - Statistical Methods in Education II
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8252/EPsy 8262
Prerequisites: [8251, 8261 or equiv]
Typically offered: Every Fall & Spring
Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]
EPSY 8265 - Factor Analysis
Credits: 3.0 [max 3.0]
Prerequisites: [8252 or equiv or #]
Typically offered: Every Fall
Factor analytic techniques/applications. Component, common factor, confirmatory analysis. Factor extraction, estimating number of dimensions. Rotation, factor scores, hierarchical factor analysis. prereq: [8252 or equiv or instr consent]
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
EPSY 8224 - Performance Assessment Design and Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Conceptualization, design, implementation, analysis of performance assessments as employed in both small-scale (e.g., classrooms), large-scale (e.g., statewide, national testing programs), professional (e.g., teacher assessment, professional certification) settings. prereq: 5221, [5262 or 8261 or 8251 or equiv]
EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]
EPSY 8226 - Item Response Models: Theory and Applications
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Item response theory. Application in education/psychology/ social science. 1-, 2-, 3-paramete models for dichotomous/graded response models. Partial credit models for polytomous data. prereq: [5221 or Psy 5862 or equiv], [8252 or equiv]
EPSY 8266 - Statistical Analysis Using Structural Equation Methods
Credits: 3.0 [max 3.0]
Prerequisites: 8265, [8252 or equiv]
Typically offered: Periodic Spring
Quantitative techniques using manifest/latent variable approaches for analysis of educational/social science data. Introduction to structural equation modeling approaches to multiple regression, factor analysis, path modeling. Developing, estimating, interpreting structural equation models. prereq: 8265, [8252 or equiv]
EPSY 8267 - Applied Multivariate Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Use/interpretation of results from several multivariate statistical techniques. Matrix algebra, variance/covariance, Hotelling's T2, GLM, MANOVA, MANCOVA, discriminant analysis, canonical correlations, dimensionality, principal components, latent composites, distance, hierarchical clustering. prereq: [8252 or equiv], familiarity with matrix algebra, knowledge of a computerized statistics package
EPSY 8268 - Hierarchical Linear Modeling in Educational Research
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Conceptual framework of hierarchical linear models for nested data, their application in educational research. Nature/effects of nested data, logic of hierarchical models, mixed-effects models. Estimation/hypothesis testing in these models, model-checking, nonlinear models. prereq: [8252 or equiv]
EPSY 8282 - Statistical Analysis of Longitudinal Data
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Traditional/modern approaches to analyzing longitudinal data. Dependent t-test, repeated measures ANOVA/MANOVA. Linear mixed models, multilevel models, generalized models. prereq: [8252 or equiv]
EPSY 8283 - Research Synthesis and Meta-Analysis
Credits: 3.0 [max 3.0]
Typically offered: Fall Even Year
Meta-analysis is a methodology for conducting quantitative literature reviews in which the outcomes of empirical research studies are aggregated and their variation studied. This course will cover topics on problem formulation, sampling, variable coding, data analysis, and presentation of results in meta-analytic research. prereq: EPSY 8252 or equiv
OLPD 8502 - Advanced Evaluation Theory and Theory crafting
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This advanced course will provide students with an in-depth understanding of major evaluation theories, systems for organizing evaluation theories, and propose ways of expanding current theory. prereq: Doctoral standing OR instructor?s permission (enforced) Recommend OLPD 5502 (can be taken concurrently)
EPSY 5271 - Becoming a Teacher of Statistics
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall & Spring
Current methods of teaching first courses in statistics. Innovative teaching methods, materials, and technological tools. Types of first courses, reform recommendations, goals for student learning, recommended content, teaching methods, technology, student assessment. prereq: 5261 or equiv
EPSY 5272 - Statistics Teaching Internship
Credits: 1.0 -3.0 [max 3.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Supervised teaching experience. prereq: Grad student, instr consent
EPSY 8264 - Advanced Multiple Regression Analysis
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
General linear model used as context for regression. Matrix algebra, multiple regression, path analysis, polynomial regression, standardized regression, stepwise solutions, analysis of variance, weighted least squares, logistic regression. prereq: [8252 or equiv], regression/ANOVA course, familiarity with statistical analysis package
EPSY 8266 - Statistical Analysis Using Structural Equation Methods
Credits: 3.0 [max 3.0]
Prerequisites: 8265, [8252 or equiv]
Typically offered: Periodic Spring
Quantitative techniques using manifest/latent variable approaches for analysis of educational/social science data. Introduction to structural equation modeling approaches to multiple regression, factor analysis, path modeling. Developing, estimating, interpreting structural equation models. prereq: 8265, [8252 or equiv]
EPSY 8267 - Applied Multivariate Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Use/interpretation of results from several multivariate statistical techniques. Matrix algebra, variance/covariance, Hotelling's T2, GLM, MANOVA, MANCOVA, discriminant analysis, canonical correlations, dimensionality, principal components, latent composites, distance, hierarchical clustering. prereq: [8252 or equiv], familiarity with matrix algebra, knowledge of a computerized statistics package
EPSY 8268 - Hierarchical Linear Modeling in Educational Research
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Conceptual framework of hierarchical linear models for nested data, their application in educational research. Nature/effects of nested data, logic of hierarchical models, mixed-effects models. Estimation/hypothesis testing in these models, model-checking, nonlinear models. prereq: [8252 or equiv]
EPSY 8282 - Statistical Analysis of Longitudinal Data
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Traditional/modern approaches to analyzing longitudinal data. Dependent t-test, repeated measures ANOVA/MANOVA. Linear mixed models, multilevel models, generalized models. prereq: [8252 or equiv]
EPSY 8283 - Research Synthesis and Meta-Analysis
Credits: 3.0 [max 3.0]
Typically offered: Fall Even Year
Meta-analysis is a methodology for conducting quantitative literature reviews in which the outcomes of empirical research studies are aggregated and their variation studied. This course will cover topics on problem formulation, sampling, variable coding, data analysis, and presentation of results in meta-analytic research. prereq: EPSY 8252 or equiv
EPSY 5261 - Introductory Statistical Methods
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3264/5231/5261/5263
Typically offered: Every Fall, Spring & Summer
EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
Statistical Methods in Education I is the first course in an entry-level, doctoral sequence for students in education. This course covers estimation and hypothesis testing with a particular focus on ANOVA and an introduction to multiple linear regression. Prepares students for EPSY 8252/8262. prereq: [EPSY 5261 or equiv] or undergrad statistics course
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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.
EPSY 5101 - Intelligence and Creativity
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3101/EPsy 5101
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.
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 5119 - Mind, Brain, and Education
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Periodic Spring
How educationally relevant skills/concepts develop in both typical/atypical children. prereq: 3301 or equiv
EPSY 5116 - Education of the Gifted and Talented
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Spring
Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.
EPSY 8112 - Mathematical Cognition
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Cognitive science research. Papers investigating how adults/children understand fundamental mathematical concepts. Papers drawn from psychology, neuroscience, education literatures. prereq: 5114 or equiv
EPSY 8115 - Psychology of Instruction and Technology
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Seminar including, but not limited to, learning and instructional theories, advanced and emerging technologies, and measurement and evaluation. Prereq: A course in learning, instruction, or educational technology or consent of the instructor
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 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 8707 - Principles of Behavior Analysis and Learning
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Historical development of behavioral science. Thinking about learning/behavior, applying principles to common human experiences. Scholarly leadership skills. prereq: [Grad student, foundational course in [learning or psychology]] or instr consent
CPSY 8301 - Developmental Psychology: Cognitive Processes
Credits: 4.0 [max 4.0]
Typically offered: Every Fall
Perceptual, motor, cognitive, and language development, and biological bases of each. Conceptual framework of research issues. prereq: Doctoral student, instr consent
PSY 5014 - Psychology of Human Learning and Memory
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
Human memory encoding/retrieval. How we adaptively use memory. Brain systems that support memory. Episodic/semantic memory. Working/short-term memory. Procedural memory. Repetition priming. Prospective remembering. Autobiographical memory. prereq: 3011 or 3051 or honors or grad student
PSY 5015 - Cognition, Computation, and Brain
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Human cognitive abilities (perception, memory, attention) from different perspectives (e.g., cognitive psychological approach, cognitive neuroscience approach). prereq: [Honors or grad] or [[jr or sr], [3011 or 3031 or 3051 or 3061]] or instr consent
PSY 5054 - Psychology of Language
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Theories/experimental evidence in past/present conceptions of psychology of language. prereq: Grad or [[jr or sr], [3011 or 3031 or 3051 or 3061]] or instr consent
PSY 8042 - Proseminar in Cognition, Brain, and Behavior
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Even Year
Advanced topics in cognition, brain, and behavior. Lecture, discussion, and student-led presentations of research papers on core topics of attention, memory, emotion, categorization, thinking, and language, and intersections between these areas. prereq: Psy grad student or instr consent
EPSY 8819 - Emotion & Childhood Psychopathology
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This seminar is designed to provide an overview of historical and current perspectives on emotion and childhood psychopathology, including current diagnostic and classification systems, with emphasis on specific disorders. The course will focus on disorders that are typically observed by psychologists working in schools and other applied settings.
EPSY 8822 - Research in School Psychology
Credits: 3.0 [max 12.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
Integrative, developmental series of discussions/activities about research in school psychology. Instruction/discussion regarding consumption, synthesis, conduct, dissemination of school psychology research.
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
EPSY 5802 - History & Scientific Bases of Psychology
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
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.
EPSY 5851 - Engaging Diverse Students and Families
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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
EPSY 8811 - Assessment in School Psychology I: Foundations of Academic Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Theories and models of psychoeducational assessment of children and adolescents within home, school, and community. Conceptual and empirical foundations of eco-behavioral assessment that lead to efficient but comprehensive assessment of children presented from problem-solving perspective. prereq: Grad ed psy major with school psy subprog or instr consent
EPSY 8812 - Assessment in School Psychology II: Intellectual and Social-Emotional Domains
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Builds on EPsy 8811. Emphasizes gathering data on a child's intellectual and social-emotional functioning and educational progress. prereq: Grad ed psy major with school psy subprog or instr consent
EPSY 8813 - Introductory Practicum in School Psychology
Credits: 2.0 [max 4.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
Students complete a variety of learning activities intended to foster familiarity with the school environment and role of the school psychologist including school observations, and formal and informal assessment techniques. All measures complement other facets of assessment presented in EPSY 8811 and 8812.
EPSY 8815 - Behavioral and Social Emotional Prevention and Intervention
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Theories and research-based practices underlying prevention and intervention practices to support students’ behavioral, social, and emotional development. Applied projects and assignments in practicum placements. prereq: 8821, 8811, 8812
EPSY 8816 - Academic Prevention and Intervention
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Theories and research-based approaches to prevention, instruction, and intervention practices to support students’ cognitive and academic development in core curricular domains. Applied projects and assignments in practicum placements.
EPSY 8817 - Problem Analysis and Consultation in School Psychology
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Practical application of problem analysis and consultation models with school staff, parents, and students. Theories, approaches, and barriers to research-based indirect services in school psychology. Applied projects and assignments in practicum placements.
EPSY 8818 - Intermediate Practicum in School Psychology
Credits: 2.0 [max 4.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
Students complete a variety of learning activities intended to foster familiarity with the role of the school psychologist including formal and informal assessment techniques, academic and social-emotional interventions, and consultation. All interventions and consultation activities are linked to didactic portions of EPSY 8815, 8816, 8817. prereq: concurrent registration is required (or allowed) in 8815 or concurrent registration is required (or allowed) in 8816
EPSY 8821 - Issues in School Psychology
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
School psychology as professional field of specialization in psychology/education. Historical, theoretical, and research basis of school psychology. How school systems operate. Common roles/functions of school psychologists. In-class discussion, didactic/field-based assignments. prereq: EPsy grad student with SchlPsy subprog
EPSY 8823 - Ethics and Professional Standards in School Psychology
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Ethics, law, and current educational issues applied to study/practice of school psychology. Ethical principles, state/federal laws governing educational practices. How mandates are applied to work of school psychologists in general/special populations (e.g., special education, ESL, ethnic/racial minorities). Students apply learning as researchers and practicing school psychologists in schools. prereq: 8821
EPSY 8850 - Doctoral Seminar in School Psychology: Research, Training, Practice, Policy Issues, and Action Plans
Credits: 3.0 [max 15.0]
Grading Basis: A-F only
Typically offered: Periodic Fall & Spring
Critical issues in school psychology, led by students or visiting professionals. Outside reading/research. Scientific findings/implications for training, practice, policy, and research. Students create professional-development plan. prereq: [[Grad student in school psychology, coursework in school psychology] or advanced PhD student from related department], instr consent
EPSY 5261 - Introductory Statistical Methods
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3264/5231/5261/5263
Typically offered: Every Fall, Spring & Summer
EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
Statistical Methods in Education I is the first course in an entry-level, doctoral sequence for students in education. This course covers estimation and hypothesis testing with a particular focus on ANOVA and an introduction to multiple linear regression. Prepares students for EPSY 8252/8262. prereq: [EPSY 5261 or equiv] or undergrad statistics course
EPSY 8252 - Statistical Methods in Education II
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8252/EPsy 8262
Prerequisites: [8251, 8261 or equiv]
Typically offered: Every Fall & Spring
Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]
EPSY 8264 - Advanced Multiple Regression Analysis
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
General linear model used as context for regression. Matrix algebra, multiple regression, path analysis, polynomial regression, standardized regression, stepwise solutions, analysis of variance, weighted least squares, logistic regression. prereq: [8252 or equiv], regression/ANOVA course, familiarity with statistical analysis package
EPSY 8266 - Statistical Analysis Using Structural Equation Methods
Credits: 3.0 [max 3.0]
Prerequisites: 8265, [8252 or equiv]
Typically offered: Periodic Spring
Quantitative techniques using manifest/latent variable approaches for analysis of educational/social science data. Introduction to structural equation modeling approaches to multiple regression, factor analysis, path modeling. Developing, estimating, interpreting structural equation models. prereq: 8265, [8252 or equiv]
EPSY 8267 - Applied Multivariate Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Use/interpretation of results from several multivariate statistical techniques. Matrix algebra, variance/covariance, Hotelling's T2, GLM, MANOVA, MANCOVA, discriminant analysis, canonical correlations, dimensionality, principal components, latent composites, distance, hierarchical clustering. prereq: [8252 or equiv], familiarity with matrix algebra, knowledge of a computerized statistics package
EPSY 8268 - Hierarchical Linear Modeling in Educational Research
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Conceptual framework of hierarchical linear models for nested data, their application in educational research. Nature/effects of nested data, logic of hierarchical models, mixed-effects models. Estimation/hypothesis testing in these models, model-checking, nonlinear models. prereq: [8252 or equiv]
EPSY 8282 - Statistical Analysis of Longitudinal Data
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Traditional/modern approaches to analyzing longitudinal data. Dependent t-test, repeated measures ANOVA/MANOVA. Linear mixed models, multilevel models, generalized models. prereq: [8252 or equiv]
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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.
EPSY 5614W - Assessment and Due Process in Special Education (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4614W/EPsy 5614W
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.
EPSY 8222 - Advanced Measurement: Theory and Application
Credits: 3.0 [max 4.0]
Course Equivalencies: EPsy 8222/Psy 5865
Typically offered: Spring Odd Year
Topics in test theory. Classical reliability/validity theory/methods, generalizability theory. Linking, scaling, equating. Item response theory, methods for dichotomous/polytomous responses. Comparisons between classical, item response theory methods in instrument construction. prereq: [5221 or PSY 5862 or equiv], [8252 or equiv]
EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]
EPSY 8226 - Item Response Models: Theory and Applications
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Item response theory. Application in education/psychology/ social science. 1-, 2-, 3-paramete models for dichotomous/graded response models. Partial credit models for polytomous data. prereq: [5221 or Psy 5862 or equiv], [8252 or equiv]
EPSY 8265 - Factor Analysis
Credits: 3.0 [max 3.0]
Prerequisites: [8252 or equiv or #]
Typically offered: Every Fall
Factor analytic techniques/applications. Component, common factor, confirmatory analysis. Factor extraction, estimating number of dimensions. Rotation, factor scores, hierarchical factor analysis. prereq: [8252 or equiv or instr consent]
PSY 5862 - Psychological Measurement: Theory and Methods
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Types of measurements (tests, scales, inventories) and their construction. Theory/measurement of reliability/validity. prereq: 3801H or MATH 1271 or grad student
PSY 5865 - Advanced Measurement: Theory and Application
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8222/Psy 5865
Typically offered: Spring Odd Year
Topics in test theory. Classical reliability/validity theory/methods, generalizability theory. Linking, scaling, equating. Item response theory, methods for dichotomous/polytomous responses. Comparisons between classical, item response theory methods in instrument construction. prereq: 5862 or instr consent
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
EPSY 5244 - Survey Design, Sampling, and Implementation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Survey methods, including mail, phone, and Web-based/e-mail surveys. Principles of measurement, constructing questions/forms, pilot testing, sampling, data analysis, reporting. Students develop a survey proposal and a draft survey, pilot the survey, and develop sampling/data analysis plans. prereq: [5221 or 5231 or 5261 or equiv], [CEHD grad student or MEd student]
EPSY 5247 - Qualitative Methods in Educational Psychology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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
OLPD 5501 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introduction to program evaluation. Planning an evaluation study, collecting and analyzing information, reporting results; evaluation strategies; overview of the field of program evaluation.
EPSY 5101 - Intelligence and Creativity
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3101/EPsy 5101
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.
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 5119 - Mind, Brain, and Education
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Periodic Spring
How educationally relevant skills/concepts develop in both typical/atypical children. prereq: 3301 or equiv
EPSY 5116 - Education of the Gifted and Talented
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Spring
Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.
EPSY 8112 - Mathematical Cognition
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Cognitive science research. Papers investigating how adults/children understand fundamental mathematical concepts. Papers drawn from psychology, neuroscience, education literatures. prereq: 5114 or equiv
EPSY 8115 - Psychology of Instruction and Technology
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Seminar including, but not limited to, learning and instructional theories, advanced and emerging technologies, and measurement and evaluation. Prereq: A course in learning, instruction, or educational technology or consent of the instructor
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 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 8707 - Principles of Behavior Analysis and Learning
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Historical development of behavioral science. Thinking about learning/behavior, applying principles to common human experiences. Scholarly leadership skills. prereq: [Grad student, foundational course in [learning or psychology]] or instr consent
CPSY 8301 - Developmental Psychology: Cognitive Processes
Credits: 4.0 [max 4.0]
Typically offered: Every Fall
Perceptual, motor, cognitive, and language development, and biological bases of each. Conceptual framework of research issues. prereq: Doctoral student, instr consent
PSY 5014 - Psychology of Human Learning and Memory
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
Human memory encoding/retrieval. How we adaptively use memory. Brain systems that support memory. Episodic/semantic memory. Working/short-term memory. Procedural memory. Repetition priming. Prospective remembering. Autobiographical memory. prereq: 3011 or 3051 or honors or grad student
PSY 5015 - Cognition, Computation, and Brain
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Human cognitive abilities (perception, memory, attention) from different perspectives (e.g., cognitive psychological approach, cognitive neuroscience approach). prereq: [Honors or grad] or [[jr or sr], [3011 or 3031 or 3051 or 3061]] or instr consent
PSY 5054 - Psychology of Language
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Theories/experimental evidence in past/present conceptions of psychology of language. prereq: Grad or [[jr or sr], [3011 or 3031 or 3051 or 3061]] or instr consent
PSY 8042 - Proseminar in Cognition, Brain, and Behavior
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Even Year
Advanced topics in cognition, brain, and behavior. Lecture, discussion, and student-led presentations of research papers on core topics of attention, memory, emotion, categorization, thinking, and language, and intersections between these areas. prereq: Psy grad student or instr consent
EPSY 5135 - Human Relations Workshop
Credits: 4.0 [max 4.0]
Typically offered: Every Fall & Summer
Experiential course addressing issues of prejudice and discrimination in terms of history, power, and social perception. Includes knowledge and skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, effective leadership, judgment and decision-making, prejudice reduction, conflict resolution.
EPSY 5151 - Cooperative Learning
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Participants learn how to use cooperative learning in their setting. Topics include theory and research, teacher's role, essential components that make cooperation work, teaching social skills, assessment procedures, and collegial teaching teams.
EPSY 5157 - Social & Developmental Psychology of Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Social and developmental psychology provide 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 the research.
EPSY 8132 - Personality Development and Socialization
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Major research and theoretical work. Developmental and educational influences on personality. prereq: Personality or child psych course
EPSY 8157 - Key Topics and Issues in Applying Social Psychology to Education
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall & Spring
This course, designed for advanced graduate students, covers a number of classic and contemporary topics in social psychological theory, research, and methods, examining core theories and how they have persisted or changed over time and how those theories and approaches have been applied to research in and issues of education broadly conceived.
EPSY 8819 - Emotion & Childhood Psychopathology
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This seminar is designed to provide an overview of historical and current perspectives on emotion and childhood psychopathology, including current diagnostic and classification systems, with emphasis on specific disorders. The course will focus on disorders that are typically observed by psychologists working in schools and other applied settings.
PSY 5101H - Honors: Personality: Current Theory and Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
Current theory and research on personality functioning and personality structure. Descriptive, biological, evolutionary, cognitive, developmental, cultural, and narrative perspectives on personality. prereq: Honors Psychology major OR Psychology PhD student
PSY 5135 - Psychology of Individual Differences
Credits: 3.0 [max 3.0]
Course Equivalencies: Psy 3135/Psy 5135
Typically offered: Periodic Spring
Differential methods in study of human behavior. Psychological traits. Influence of age, sex, heredity, and environment in individual/group differences in ability, personality, interests, and social attitudes. prereq: [3001W or equiv] or [5862 or equiv] or instr consent
PSY 5202 - Attitudes and Social Behavior
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Theory/research on social psychology of beliefs/attitudes. Persuasion principles. prereq: 3201 or instr consent
PSY 5204 - Psychology of Interpersonal Relationships
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall
Introduction to interpersonal relationship theory/research findings. prereq: Honors or grad student or instr consent
PSY 5205 - Applied Social Psychology
Credits: 3.0 [max 3.0]
Typically offered: Spring Odd Year
Applications of social psychology research/theory to domains such as physical/mental health, education, the media, desegregation, the legal system, energy conservation, public policy. prereq: 3201 or grad student or instr consent
PSY 5207 - Personality and Social Behavior
Credits: 3.0 [max 3.0]
Course Equivalencies: Psy 4207/Psy 5207
Grading Basis: A-F or Aud
Typically offered: Every Fall
Conceptual/methodological strategies for scientific study of individuals and their social worlds. Applications of theory/research to issues of self, identity, and social interaction. prereq: 3101 or 3201 or honors or grad student or instr consent
PSY 8201 - Social Cognition
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
Social psychological theory/research on social inference and reasoning processes. Psychology of prejudice/stereotyping. prereq: Psych PhD candidate
PSY 8202 - Close Relationships
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Classic/contemporary theory/research on close relationships. Emphasizes romantic relationships. prereq: 5204 or instr consent
PSY 8208 - Social Psychology: The Self
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Social psychological theory and research concerning the self and social behavior. prereq: Psych background especially in personality and soc psych
CPSY 8302 - Developmental Psychology: Social and Emotional Processes
Credits: 4.0 [max 4.0]
Typically offered: Every Spring
Normative issues and individual differences in social development from infancy through adolescence. Emphasizes developmental psychopathology, life span considerations. prereq: Doctoral student, instr consent
CPSY 8606 - Advanced Developmental Psychopathology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Alternative formulation of childhood disorders, emphasizing competency training rather than medical nosology. prereq: Doctoral student or instr consent
SOC 8721 - Social Psychology: Micro-Sociological Approaches to Inequalities and Identities
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall & Spring
Social psychology is basic to an understanding of contemporary social life. This subfield of sociology focuses on social phenomena at the micro-level. Small group dynamics, social interactions, and individual experiences are importantly structured by the macro-structural context, e.g., by socioeconomic status, race, gender, sexuality, and other dimensions of social inequality. At the same time, these and other micro-sociological processes reflect individual-level identities, perceptions, motivations and cognitions. This seminar examines a wide range of social psychological phenomena linked to inequality (e.g., the effects of class, minority status, and gender on disparities in identity, self-concept, and health; the development of status hierarchies in small group interaction; intergroup relations, prejudice, and discrimination). We begin with a consideration of ?personal structure,? emphasizing the cultural and structural variability of self-conceptions and identities, cognitive processes, and motivation, as well as the biosocial bases of action. These may be considered individual-level ?building blocks? of social psychological theories (along with emotions, attitudes, values, and ideologies). We then address prominent theoretical perspectives in social psychology that illuminate the linkages between micro-social contexts of inequality and identity, including symbolic interactionism, exchange theory, structural social psychology (?social structure and personality?) and the social psychology of the life course. Social psychological theory and research are foundational to many specialty fields in sociology, including the sociology of the family, education, health, deviance, work, social mobility, social movements, emotions, and the sociology of childhood, youth, and aging. Social psychology is also central to prominent theoretical debates in sociology surrounding the relationship between social structure and agency; individual-level identities, perceptions, motivations, goals, and strategies are both structured by the social context and affect the capacity of individuals to act agentically and to achieve their goals.
EPSY 5604 - Transition From School to Work and Community Living for Persons With Special Needs
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4604/EPsy 5604
Typically offered: Every Spring & Summer
Use of strategies/models for improving transition of youth from school to work and community living. Course content that specifically addresses all phases of student assessment, individualized transition planning. Parent, family, and student involvement in designing post school options. Community-based services (employment, residential living, social and recreational services, etc). Comprehensive interagency approaches.
EPSY 5605W - Collaborative Practices for the Special Educator (WI)
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Skills/knowledge required to consult/collaborate with school personnel, families, other professionals to maintain effective educational support.
EPSY 5614W - Assessment and Due Process in Special Education (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4614W/EPsy 5614W
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving (WI)
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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. prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.
EPSY 5617 - Academic and Social Interventions for Students with Mild to Moderate Disabilities
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Use problem solving model to make data-based decisions regarding implementation and evaluation of instruction for students with academic and behavioral difficulties.
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
The purpose of this course is to prepare teachers of students at risk and with academic disabilities to address their specific learning needs in the area of reading and written language, using a data-based decision-making approach. Through course readings, lectures, discussions, cooperative group work, microteaching, and field experiences, students will gain knowledge and skills to address the needs of children with difficulties or disabilities that affect reading and writing, including children with dyslexia and dysgraphia.
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction
Credits: 2.0 [max 2.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication
Credits: 1.0 [max 1.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.
EPSY 5632 - Module 2: Evidence-based Methods for AAC Assessment and Intervention
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall & Summer
Evidence-based tools to conduct augmentative/alternative communication (AAC) assessments. AAC intervention plans. Data-driven strategies to evaluate progress.
EPSY 5641 - Foundations of Deaf Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Philosophical foundations of deaf and hard of hearing (DHH) education. Engage in discussion, debates, and processes that have influenced deaf education, communication methodologies, and placement options in the US. Considered from the perspective of deaf and hard of hearing children, adults, and their families.
EPSY 5642 - Early Intervention for Infants, Toddlers and Families: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Summer
Early identification and intervention with deaf and hard of hearing children including the development of ASL and English, Emergent Literacy in the homes and the role of Deaf Mentors. Emphasis on the importance of early exposure to fully accessible language and addressing the issue of language deprivation. prereq: Preservice teacher in deaf education licensing program or instr consent.
EPSY 5643 - Seminar: Identity, Culture and Diversity in Deaf Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall
Reflecting on your own identity as a future teacher of the deaf and how to facilitate the identity development of your students. Having a deep understanding of the diversity of students and their families and how best to foster these relationships and communication. Synthesis of previously learned material into practice.
EPSY 5644 - Early Childhood Language and Literacy Development and Best Practices: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Perspectives and best practices related to the development of early language and literacy skills in ASL and English for deaf and hard of hearing children. prereq: Preservice teacher in deaf education licensing program or instr consent
EPSY 5645 - Deaf Plus: Educating and Understanding Deaf Students with Disabilities
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Spring
Building an understanding of the complex issues and best practices involved in educating deaf learners with disabilities. Working with families and service providers, identifying resources, understanding identification, placement, assessment and intervention strategies to modify curriculum to work with deaf students with varying disabilities.
EPSY 5646 - Best Practices Teaching Reading and Writing for School Age: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Understanding and application of best practices for teaching reading/writing with DHH students in school age settings including incorporating bilingual strategies (making connections between ASL and English).
EPSY 5647 - Spoken Language Practices and Assistive Technology: Deaf and Hard of Hearing
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Summer
Study of the role and function of spoken English and Assistive technology in classrooms with students who are deaf or hard of hearing. Including understanding of speech and hearing mechanisms. Emphasis on application of spoken language practices in bimodal settings. prereq: EPSY 5642, 5644
EPSY 5651 - Best Practices Teaching Content Areas: Deaf Education
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 5649/EPsy 5651
Grading Basis: A-F only
Typically offered: Every Spring
The purpose of this course is to prepare future teachers of the deaf to understand and apply best practices for teaching students who are deaf and hard of hearing across curricular subject areas and emphasizes infusion of language and literacy into all content areas. This course is designed to be a highly practical ?how to? course that will prepare students to go into classrooms with an understanding of how to integrate content across curricula using bilingual strategies and how to adapt materials to meet the needs of deaf and hard of hearing students at various reading levels.
EPSY 5652 - Incorporating Academic ASL in the Classroom: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Understanding/application of best practices incorporating Academic ASL in classrooms for students who are deaf or hard of hearing. Practice their own academic ASL skills while learning to facilitate their future students academic language. Demonstrating complex ASL across all subject areas using bilingual strategies and conceptually accurate signs.
EPSY 5657 - Interventions for Behavioral Problems in School Settings
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.
EPSY 5661 - Introduction to Autism Spectrum Disorder
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Knowledge/skills needed to promote learning/success for school age children with Autism Spectrum Disorder. Definition, etiology, and characteristics of ASD. Current research/issues. Collaborative problem solving, family-professional partnerships, educational programming.
EPSY 5663 - Assessment and Intervention for Individuals with Autism Spectrum Disorder
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Selection/use of range of procedures, including non-biased, specific assessments to screen/identify children with autism spectrum disorder. Specific intervention strategies designed to teach beginning communication/social skills to children with Autism Spectrum Disorder (ASD). prereq: 5661, Special Ed grad, licensure student, ASD Certificate student, IDP major or instr consent
EPSY 5681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This course provides an opportunity to engage in in-depth learning related to a variety of specialized approaches and interventions designed to maximize developmental and educational outcomes for young children, birth to age 6, with disabilities and their families in home, community, and school-based settings. Early educators and early childhood special educators play a major role in the development, implementation, and evaluation of individualized programming and are called upon to provide services that are interdisciplinary, multicultural, family-centered, inclusive, developmentally appropriate, and effective. Thus, early childhood professionals must be knowledgeable of and proficient in their application of curricular adaptations and instructional strategies that address the needs of young children with a broad range of disabilities in a broad range of preschool settings. prereq: [5616, 5625] or instr consent
CI 5645 - Teaching English Learners in English-medium classrooms
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
The course is designed to give teaching licensure candidates grounding in theory and practice for teaching linguistically and culturally diverse students. This course provides an overview of the benefits and challenges of working with English learners (ELs) and linguistically and culturally diverse students in a variety of settings. Central topics include instructional practices and strategies for teaching English learners; second language literacy and biliteracy development; language learning and bilingualism; and culturally responsive pedagogy. The course is designed to help teacher candidates to develop an understanding of the language-specific challenges that accompany subject matter learning and to demonstrate the ability to apply a range of instructional strategies to help English learners succeed academically. prereq: Early Childhood or Elementary Education ILP or Special Education Major or Special Education M.Ed./M.A candidates
MTHE 5355 - Mathematics for Diverse Learners
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Mathematical concepts and methods for exceptional students, both low achieving and gifted. Experimental materials and methods designed for underachieving students. prereq: Teaching license or student in elem ed or special ed or instr consent
EPSY 8777 - Thesis Credits: Master's
Credits: 1.0 -18.0 [max 50.0]
Grading Basis: No Grade
Typically offered: Every Fall, Spring & Summer
(No description) prereq: Max 18 cr per semester or summer; 10 cr total required [Plan A only]
EPSY 5604 - Transition From School to Work and Community Living for Persons With Special Needs
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4604/EPsy 5604
Typically offered: Every Spring & Summer
Use of strategies/models for improving transition of youth from school to work and community living. Course content that specifically addresses all phases of student assessment, individualized transition planning. Parent, family, and student involvement in designing post school options. Community-based services (employment, residential living, social and recreational services, etc). Comprehensive interagency approaches.
EPSY 5605W - Collaborative Practices for the Special Educator (WI)
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Skills/knowledge required to consult/collaborate with school personnel, families, other professionals to maintain effective educational support.
EPSY 5614W - Assessment and Due Process in Special Education (WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 4614W/EPsy 5614W
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.
EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving (WI)
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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. prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.
EPSY 5617 - Academic and Social Interventions for Students with Mild to Moderate Disabilities
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Use problem solving model to make data-based decisions regarding implementation and evaluation of instruction for students with academic and behavioral difficulties.
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
The purpose of this course is to prepare teachers of students at risk and with academic disabilities to address their specific learning needs in the area of reading and written language, using a data-based decision-making approach. Through course readings, lectures, discussions, cooperative group work, microteaching, and field experiences, students will gain knowledge and skills to address the needs of children with difficulties or disabilities that affect reading and writing, including children with dyslexia and dysgraphia.
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction
Credits: 2.0 [max 2.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.
EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication
Credits: 1.0 [max 1.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.
EPSY 5632 - Module 2: Evidence-based Methods for AAC Assessment and Intervention
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall & Summer
Evidence-based tools to conduct augmentative/alternative communication (AAC) assessments. AAC intervention plans. Data-driven strategies to evaluate progress.
EPSY 5641 - Foundations of Deaf Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Philosophical foundations of deaf and hard of hearing (DHH) education. Engage in discussion, debates, and processes that have influenced deaf education, communication methodologies, and placement options in the US. Considered from the perspective of deaf and hard of hearing children, adults, and their families.
EPSY 5642 - Early Intervention for Infants, Toddlers and Families: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Summer
Early identification and intervention with deaf and hard of hearing children including the development of ASL and English, Emergent Literacy in the homes and the role of Deaf Mentors. Emphasis on the importance of early exposure to fully accessible language and addressing the issue of language deprivation. prereq: Preservice teacher in deaf education licensing program or instr consent.
EPSY 5643 - Seminar: Identity, Culture and Diversity in Deaf Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall
Reflecting on your own identity as a future teacher of the deaf and how to facilitate the identity development of your students. Having a deep understanding of the diversity of students and their families and how best to foster these relationships and communication. Synthesis of previously learned material into practice.
EPSY 5644 - Early Childhood Language and Literacy Development and Best Practices: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Perspectives and best practices related to the development of early language and literacy skills in ASL and English for deaf and hard of hearing children. prereq: Preservice teacher in deaf education licensing program or instr consent
EPSY 5645 - Deaf Plus: Educating and Understanding Deaf Students with Disabilities
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Spring
Building an understanding of the complex issues and best practices involved in educating deaf learners with disabilities. Working with families and service providers, identifying resources, understanding identification, placement, assessment and intervention strategies to modify curriculum to work with deaf students with varying disabilities.
EPSY 5646 - Best Practices Teaching Reading and Writing for School Age: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Understanding and application of best practices for teaching reading/writing with DHH students in school age settings including incorporating bilingual strategies (making connections between ASL and English).
EPSY 5647 - Spoken Language Practices and Assistive Technology: Deaf and Hard of Hearing
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Summer
Study of the role and function of spoken English and Assistive technology in classrooms with students who are deaf or hard of hearing. Including understanding of speech and hearing mechanisms. Emphasis on application of spoken language practices in bimodal settings. prereq: EPSY 5642, 5644
EPSY 5651 - Best Practices Teaching Content Areas: Deaf Education
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 5649/EPsy 5651
Grading Basis: A-F only
Typically offered: Every Spring
The purpose of this course is to prepare future teachers of the deaf to understand and apply best practices for teaching students who are deaf and hard of hearing across curricular subject areas and emphasizes infusion of language and literacy into all content areas. This course is designed to be a highly practical ?how to? course that will prepare students to go into classrooms with an understanding of how to integrate content across curricula using bilingual strategies and how to adapt materials to meet the needs of deaf and hard of hearing students at various reading levels.
EPSY 5652 - Incorporating Academic ASL in the Classroom: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Understanding/application of best practices incorporating Academic ASL in classrooms for students who are deaf or hard of hearing. Practice their own academic ASL skills while learning to facilitate their future students academic language. Demonstrating complex ASL across all subject areas using bilingual strategies and conceptually accurate signs.
EPSY 5657 - Interventions for Behavioral Problems in School Settings
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.
EPSY 5661 - Introduction to Autism Spectrum Disorder
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Knowledge/skills needed to promote learning/success for school age children with Autism Spectrum Disorder. Definition, etiology, and characteristics of ASD. Current research/issues. Collaborative problem solving, family-professional partnerships, educational programming.
EPSY 5663 - Assessment and Intervention for Individuals with Autism Spectrum Disorder
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Selection/use of range of procedures, including non-biased, specific assessments to screen/identify children with autism spectrum disorder. Specific intervention strategies designed to teach beginning communication/social skills to children with Autism Spectrum Disorder (ASD). prereq: 5661, Special Ed grad, licensure student, ASD Certificate student, IDP major or instr consent
EPSY 5681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This course provides an opportunity to engage in in-depth learning related to a variety of specialized approaches and interventions designed to maximize developmental and educational outcomes for young children, birth to age 6, with disabilities and their families in home, community, and school-based settings. Early educators and early childhood special educators play a major role in the development, implementation, and evaluation of individualized programming and are called upon to provide services that are interdisciplinary, multicultural, family-centered, inclusive, developmentally appropriate, and effective. Thus, early childhood professionals must be knowledgeable of and proficient in their application of curricular adaptations and instructional strategies that address the needs of young children with a broad range of disabilities in a broad range of preschool settings. prereq: [5616, 5625] or instr consent
CI 5645 - Teaching English Learners in English-medium classrooms
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
The course is designed to give teaching licensure candidates grounding in theory and practice for teaching linguistically and culturally diverse students. This course provides an overview of the benefits and challenges of working with English learners (ELs) and linguistically and culturally diverse students in a variety of settings. Central topics include instructional practices and strategies for teaching English learners; second language literacy and biliteracy development; language learning and bilingualism; and culturally responsive pedagogy. The course is designed to help teacher candidates to develop an understanding of the language-specific challenges that accompany subject matter learning and to demonstrate the ability to apply a range of instructional strategies to help English learners succeed academically. prereq: Early Childhood or Elementary Education ILP or Special Education Major or Special Education M.Ed./M.A candidates
MTHE 5355 - Mathematics for Diverse Learners
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Mathematical concepts and methods for exceptional students, both low achieving and gifted. Experimental materials and methods designed for underachieving students. prereq: Teaching license or student in elem ed or special ed or instr consent
EPSY 8994 - Research Problems: Educational Psychology
Credits: 1.0 -6.0 [max 18.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Research methodology, techniques, and literature. Students participate in formulating/executing research proposal. prereq: instr consent
EPSY 5623 - Ethics in Applied Behavior Analysis
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall, Spring & Summer
This course explores ethical and professional considerations that pertain to the practice of applied behavior analysis as well as ethical and disciplinary standards of the profession. Specifically, this course examines the Professional and Ethical Compliance Code for Behavior Analysts. Emphasis will be placed upon ethical and professional conduct and legal issues relevant to BCBA level practitioners. Topics such as informed consent, due process, protection of confidentiality, and selection of least intrusive, least restrictive behavior change procedures will be discussed. This course will focus on ethical decision-making processes. Issues related to cultural and ethnic diversity and ethics in applied behavior analysis will also be explored.
EPSY 5657 - Interventions for Behavioral Problems in School Settings
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.
EPSY 5663 - Assessment and Intervention for Individuals with Autism Spectrum Disorder
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Selection/use of range of procedures, including non-biased, specific assessments to screen/identify children with autism spectrum disorder. Specific intervention strategies designed to teach beginning communication/social skills to children with Autism Spectrum Disorder (ASD). prereq: 5661, Special Ed grad, licensure student, ASD Certificate student, IDP major or instr consent
EPSY 5702 - Applied Behavior Analysis: Supervision Seminar I
Credits: 1.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course is designed to provide didactic instruction in supervision. Class meets weekly for one hour.
EPSY 5703 - Applied Behavior Analysis: Supervision Seminar II
Credits: 1.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This course is designed to provide didactic instruction in supervision. Class meets weekly for one hour.
EPSY 8706 - Single Case Designs in Intervention Research
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Design and analysis of single-case experiments to examine effects of interventions on individual behavior in school, home, and community.
EPSY 8708 - Functional Behavior Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Applications of principles of behavior. Historical/contemporary approaches. Functional analysis. Treatment of challenging behavior/learning problems. prereq: [Grad student, one [learning or psychology] course] or instr consent
EPSY 5661 - Introduction to Autism Spectrum Disorder
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Knowledge/skills needed to promote learning/success for school age children with Autism Spectrum Disorder. Definition, etiology, and characteristics of ASD. Current research/issues. Collaborative problem solving, family-professional partnerships, educational programming.
EPSY 8994 - Research Problems: Educational Psychology
Credits: 1.0 -6.0 [max 18.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Research methodology, techniques, and literature. Students participate in formulating/executing research proposal. prereq: instr consent