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.

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

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.

Overview of basic helping skills through demonstration, in-class practice. prereq: [CSPP or genetic counseling] grad student

Survey of research methods, data-based decision making, basic research design skills, and research simulation. prereq: 5261 or equiv, 5221 or equiv, EPsy MA student with CSPP subprog or instr consent

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.

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

Theory, research, and practice in counseling and student personnel psychology. Topics vary.

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

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.

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

Issues, topics, problems. Diversity in school counseling. Review, discussion, analysis of current literature. Students develop prevention, intervention, guidance programs for K-12 schools. prereq: CSPP grad student in school counselor program or instr consent

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.

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.

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.

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

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.

Focus on special topics in psychological and methodological concepts relevant to advanced educational theory, research, and practice not covered in other courses.

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.

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.

Focus on special topics in psychological and methodological concepts relevant to advanced educational theory, research, and practice not covered in other courses.

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

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

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.

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

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

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

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

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.

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

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]

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)

General linear model used as context for regression. Matrix algebra, multiple regression, path analysis, polynomial regression, standardized regression, stepwise solutions, analysis of variance, weighted least squares, logistic regression. prereq: [8252 or equiv], regression/ANOVA course, familiarity with statistical analysis package

EPSY 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.

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.

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

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

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

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

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

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

Training psychologists/researchers in use of various assessment tools, including observational assessment strategies, for children birth-age 7. Intended primarily for graduate level practitioners-in-training interested in applied information on assessment/intervention services. prereq: [8811, 8812] or equivalent in related programs

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.

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

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.

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

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

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

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

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.

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

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

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.

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.