Critical issues in learning and cognition, statistics and measurement, counseling, school psychology, social psychology of education, and special education. prereq: Ed psy PhD student

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.

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.

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

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

Advanced examination of research processes in educational psychology. Invited faculty discuss specific research designs. Students refine/implement research projects and present them in class. prereq: [5216, admitted to doctoral program in psych foundations] or 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

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

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

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

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.

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

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, 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

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

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.

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.

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

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

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.

Critical issues in learning and cognition, statistics and measurement, counseling, school psychology, social psychology of education, and special education. prereq: Ed psy PhD student

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

Quantitative research methods. Models of scientific inquiry. Role of theories/research design. Role of measurement error in quantitative data-based inference. Qualitative methods of inquiry. Quantitative/qualitative methodologies in methodologically-oriented studies in educational measurement, evaluation, stats.

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.

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.

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

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]

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]

This course introduces students to knowledge and skills appropriate for the conduct of rigorous case study research in educational, organizational, and other social settings. Underlying purposes and assumptions of case study methods will be examined as well as a variety of methodological approaches. The course focuses on the use of qualitative and mixed-methods approaches as these are the predominant strategies employed in contemporary case study research. Accordingly, it emphasizes links between research purposes, the conceptualization of case study projects, and the development of researchable questions. It also takes up a variety of ethical and political issues related to working with participants during the research process, as well as contemporary trustworthiness criteria for case study reports. The bulk of the course is given to training in observation, generating field notes, interviewing, collecting material cultural artifacts, using surveys, and analyzing, interpreting, and writing up case study data. The first segment of the course focuses on a critical discussion of research paradigms and epistemological assumptions of a variety of case study approaches. Students choose and critique a published case study from their field of interest. The second part of the course is devoted to a very small scale case study project which students design and carry out themselves. This project is supported by relevant readings and in-class activities (including peer review) related to the actual conduct of case study research.

This course introduces students to knowledge and skills appropriate for the conduct of ethnographic research. Underlying purposes, assumptions, and distinctive characteristics of ethnographic methods will be examined as well as appropriate exemplars. Accordingly, the course emphasizes links between research purposes, the conceptualization of ethnographic projects and the development of researchable questions. The course also takes up a variety of ethical and political issues related to working with participants during the research process, as well as contemporary trustworthiness criteria for ethnographic written accounts. The bulk of the course is given to training in observation, generating field notes, developing interview questions, interviewing, collecting material cultural artifacts, using surveys, and analyzing, interpreting, and writing up ethnographic data. The first part of the course focuses on a critical discussion of ethnographic research purposes, epistemological assumptions, and essential features. Students choose and explore a published ethnographic study from their field of interest. The second part of the course is devoted to a very small scale ethnographic project which students design and carry out themselves. This project is supported by relevant readings and in-class activities (including peer review) related to the actual conduct of ethnographic research.

Use and application of cost-effectiveness, cost-benefit, cost-utility, and cost-feasibility in evaluation of educational problems and programs.

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)

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]

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]

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]

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]

Introduction to classic/current research related to teaching/learning of statistics. Research from psychology, education, and statistics. Students focus on a particular research question and review the literature related to that question.

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]

Introduction to classic/current research related to teaching/learning of statistics. Research from psychology, education, and statistics. Students focus on a particular research question and review the literature related to that question.

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.

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.

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

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

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.

Critical issues in learning and cognition, statistics and measurement, counseling, school psychology, social psychology of education, and special education. prereq: Ed psy PhD student

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.

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

Quantitative research methods. Models of scientific inquiry. Role of theories/research design. Role of measurement error in quantitative data-based inference. Qualitative methods of inquiry. Quantitative/qualitative methodologies in methodologically-oriented studies in educational measurement, evaluation, stats.

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

Supervised school field placement requiring assessment, consultation, prevention, and intervention activities.

Supervised field placement individualized to student interests and training goals. May require variety of assessment, consultation, prevention, and intervention activities.

Didactic training/supervised experience teaching. Knowledge/skills in strategies for effective classroom instruction/supervision in individual/small group instruction. Construct teaching portfolio. prereq: Grad ed psy major with school psy subprog or instr consent

Advanced field placement. Full-time supervised experience for one year or part-time for no more than two years. prereq: instr consent

Advanced field placement. Full-time supervised experience for one year or part-time for no more than two years. prereq: Grad ed psy major with school psy subprog, 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.

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.

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.

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

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

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.

Critical issues in learning and cognition, statistics and measurement, counseling, school psychology, social psychology of education, and special education. prereq: Ed psy PhD student

Design and implementation of research related to the unique developmental characteristics of exceptional learners.

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

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

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

Required for students with a family/life span focus on social development, behavioral interaction, and cultural interactions. prereq: EdPsy PhD student with spec ed subprog or instr consent

Required for students focusing on communication/language/academics. prereq: 8701 or instr consent