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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Supervised practice in counseling with individuals and groups; emphasizes systematic evaluation of student?s counseling practice through direct observations, video, and audio tapes.

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.

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.

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

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

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.

Supervised practice in counseling with individuals and groups; emphasizes systematic evaluation of student?s counseling practice through direct observations, video, and audio tapes.

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.

Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.

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.

Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.

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

Cognitive science research. Papers investigating how adults/children understand fundamental mathematical concepts. Papers drawn from psychology, neuroscience, education literatures. prereq: 5114 or equiv

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

Cognitive processes that take place during reading comprehension/implications of these processes for instruction/assessment.

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.

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.

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

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.

Theory/research on social psychology of beliefs/attitudes. Persuasion principles. prereq: 3201 or instr consent

Introduction to interpersonal relationship theory/research findings. prereq: Honors or grad student or instr consent

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

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

Social psychological theory/research on social inference and reasoning processes. Psychology of prejudice/stereotyping. prereq: Psych PhD candidate

Classic/contemporary theory/research on close relationships. Emphasizes romantic relationships. prereq: 5204 or instr consent

Social psychological theory and research concerning the self and social behavior. prereq: Psych background especially in personality and soc psych

Normative issues and individual differences in social development from infancy through adolescence. Emphasizes developmental psychopathology, life span considerations. prereq: Doctoral student, instr consent

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

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]

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.

Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.

Types of measurements (tests, scales, inventories) and their construction. Theory/measurement of reliability/validity. prereq: 3801H or MATH 1271 or grad student

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

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

Research methodology, techniques, and literature. Students participate in formulating/executing research proposal. prereq: instr consent

(No description) prereq: Max 18 cr per semester or summer; 10 cr total required [Plan A only]

Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.

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.

Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.

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

Cognitive science research. Papers investigating how adults/children understand fundamental mathematical concepts. Papers drawn from psychology, neuroscience, education literatures. prereq: 5114 or equiv

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

Advanced study in critical analysis and application of contemporary psychological theory and research in cognition and learning for education.

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

Cognitive processes that take place during reading comprehension/implications of these processes for instruction/assessment.

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

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.

Students formulate research designs. Learning and cognition, social psychology, measurement, and statistics. prereq: instr consent

Perceptual, motor, cognitive, and language development, and biological bases of each. Conceptual framework of research issues. prereq: Doctoral student, instr consent

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

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.

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.

Students formulate research designs. Learning and cognition, social psychology, measurement, and statistics. prereq: instr consent

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

Theory/research on social psychology of beliefs/attitudes. Persuasion principles. prereq: 3201 or instr consent

Introduction to interpersonal relationship theory/research findings. prereq: Honors or grad student or instr consent

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

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

Social psychological theory/research on social inference and reasoning processes. Psychology of prejudice/stereotyping. prereq: Psych PhD candidate

Classic/contemporary theory/research on close relationships. Emphasizes romantic relationships. prereq: 5204 or instr consent

Social psychological theory and research concerning the self and social behavior. prereq: Psych background especially in personality and soc psych

Normative issues and individual differences in social development from infancy through adolescence. Emphasizes developmental psychopathology, life span considerations. prereq: Doctoral student, instr consent

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

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]

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.

Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.

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]

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

Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.

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.

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

Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.

Cognitive science research. Papers investigating how adults/children understand fundamental mathematical concepts. Papers drawn from psychology, neuroscience, education literatures. prereq: 5114 or equiv

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

Cognitive processes that take place during reading comprehension/implications of these processes for instruction/assessment.

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.

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

Perceptual, motor, cognitive, and language development, and biological bases of each. Conceptual framework of research issues. prereq: Doctoral student, instr consent

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

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

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

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

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.

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.

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

Major research and theoretical work. Developmental and educational influences on personality. prereq: Personality or child psych course

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.

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.

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

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

Theory/research on social psychology of beliefs/attitudes. Persuasion principles. prereq: 3201 or instr consent

Introduction to interpersonal relationship theory/research findings. prereq: Honors or grad student or instr consent

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

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

Social psychological theory/research on social inference and reasoning processes. Psychology of prejudice/stereotyping. prereq: Psych PhD candidate

Classic/contemporary theory/research on close relationships. Emphasizes romantic relationships. prereq: 5204 or instr consent

Social psychological theory and research concerning the self and social behavior. prereq: Psych background especially in personality and soc psych

Normative issues and individual differences in social development from infancy through adolescence. Emphasizes developmental psychopathology, life span considerations. prereq: Doctoral student, instr consent

Alternative formulation of childhood disorders, emphasizing competency training rather than medical nosology. prereq: Doctoral student or instr consent

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.

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

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.

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]

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

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

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]

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]

Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.

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]

Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]

This course introduces item response theory (IRT) and its application in education, psychology, and social science. Fundamental concepts and assumptions of IRT are discussed. Several IRT models for dichotomous and polytomous item responses are introduced. Many applications of IRT models including equating, differential item functioning, and computerized adaptive testing will also be discussed.

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]

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

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]

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]

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

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)

Supervised teaching experience. prereq: Grad student, instr consent

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

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]

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

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]

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]

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 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.

Application of statistical concepts/procedures. Analysis of variance, covariance, multiple regression. Experimental design: completely randomized, block, split plot/repeated measures. prereq: 3264 or 5261 or equiv

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

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.

Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.

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.

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

Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.

Cognitive science research. Papers investigating how adults/children understand fundamental mathematical concepts. Papers drawn from psychology, neuroscience, education literatures. prereq: 5114 or equiv

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

Cognitive processes that take place during reading comprehension/implications of these processes for instruction/assessment.

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.

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

Perceptual, motor, cognitive, and language development, and biological bases of each. Conceptual framework of research issues. prereq: Doctoral student, instr consent

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

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

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

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

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.

Integrative, developmental series of discussions/activities about research in school psychology. Instruction/discussion regarding consumption, synthesis, conduct, dissemination of school psychology research.

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

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

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

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

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

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.

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

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.

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.

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

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

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

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 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.

Application of statistical concepts/procedures. Analysis of variance, covariance, multiple regression. Experimental design: completely randomized, block, split plot/repeated measures. prereq: 3264 or 5261 or equiv

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

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]

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

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]

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

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]

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]

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.

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.

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]

Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]

This course introduces item response theory (IRT) and its application in education, psychology, and social science. Fundamental concepts and assumptions of IRT are discussed. Several IRT models for dichotomous and polytomous item responses are introduced. Many applications of IRT models including equating, differential item functioning, and computerized adaptive testing will also be discussed.

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]

Types of measurements (tests, scales, inventories) and their construction. Theory/measurement of reliability/validity. prereq: 3801H or MATH 1271 or grad student

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

Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.

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]

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

Introduction to program evaluation. Planning an evaluation study, collecting and analyzing information, reporting results; evaluation strategies; overview of the field of program evaluation.

Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.

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.

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

Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.

Cognitive science research. Papers investigating how adults/children understand fundamental mathematical concepts. Papers drawn from psychology, neuroscience, education literatures. prereq: 5114 or equiv

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

Cognitive processes that take place during reading comprehension/implications of these processes for instruction/assessment.

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.

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

Perceptual, motor, cognitive, and language development, and biological bases of each. Conceptual framework of research issues. prereq: Doctoral student, instr consent

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

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

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

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

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.

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.

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

Major research and theoretical work. Developmental and educational influences on personality. prereq: Personality or child psych course

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.

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.

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

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

Theory/research on social psychology of beliefs/attitudes. Persuasion principles. prereq: 3201 or instr consent

Introduction to interpersonal relationship theory/research findings. prereq: Honors or grad student or instr consent

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

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

Social psychological theory/research on social inference and reasoning processes. Psychology of prejudice/stereotyping. prereq: Psych PhD candidate

Classic/contemporary theory/research on close relationships. Emphasizes romantic relationships. prereq: 5204 or instr consent

Social psychological theory and research concerning the self and social behavior. prereq: Psych background especially in personality and soc psych

Normative issues and individual differences in social development from infancy through adolescence. Emphasizes developmental psychopathology, life span considerations. prereq: Doctoral student, instr consent

Alternative formulation of childhood disorders, emphasizing competency training rather than medical nosology. prereq: Doctoral student or instr consent

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.

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.

Skills/knowledge required to consult/collaborate with school personnel, families, other professionals to maintain effective educational support.

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.

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

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

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.

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.

Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.

Evidence-based tools to conduct augmentative/alternative communication (AAC) assessments. AAC intervention plans. Data-driven strategies to evaluate progress.

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.

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.

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.

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

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.

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).

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

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.

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.

Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.

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.

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

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

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

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

(No description) prereq: Max 18 cr per semester or summer; 10 cr total required [Plan A only]

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.

Skills/knowledge required to consult/collaborate with school personnel, families, other professionals to maintain effective educational support.

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.

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

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

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.

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.

Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.

Evidence-based tools to conduct augmentative/alternative communication (AAC) assessments. AAC intervention plans. Data-driven strategies to evaluate progress.

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.

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.

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.

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

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.

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).

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

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.

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.

Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.

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.

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

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

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

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

Research methodology, techniques, and literature. Students participate in formulating/executing research proposal. prereq: instr consent

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.

Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.

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

This course is designed to provide didactic instruction in supervision. Class meets weekly for one hour.

This course is designed to provide didactic instruction in supervision. Class meets weekly for one hour.

Design and analysis of single-case experiments to examine effects of interventions on individual behavior in school, home, and community.

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

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.

Research methodology, techniques, and literature. Students participate in formulating/executing research proposal. prereq: instr consent