Learning and Developmental Sciences / Educational Psychology (P)

  • EDUC-P 507 Assessment in Schools (3 cr.)

    Introductory assessment course for teachers and school administrators. Topics include principles of assessment, formal and informal classroom assessment instruments and methods, formative and summative assessment, interpretation and use of standardized test results, social and political issues in assessment, use of student data bases in schools.

    Not Repeatable for Credit

  • EDUC-P 510 Psychology in Teaching (2-3 cr.)

    Basic study of psychological concepts and phenomena in teaching. An analysis of representative problems and of the teacher's assumptions about human behavior and its development. Intended for current and prospective classroom teachers who are working toward a master's degree.

    Not Repeatable for Credit

  • EDUC-P 513 Gerontology: Multidisciplinary Perspectives (3 cr.)

    This course utilizes gerontological and developmental frameworks to examine public health and aging in the areas of biology and health, psychology, sociology, and social policy.  Students consider aging outcomes, both intrinsic and contextual, through critical thinking and empirical research. Students analyze ageist assumptions, stereotyping, prejudice, and discrimination.

    Not Repeatable for Credit

  • EDUC-P 514 Life Span Development: Birth to Death (3 cr.)

    A survey course of human development from infancy through old age, emphasizing the life span perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational implications from all life stages from birth to death.

    Not Repeatable for Credit

  • EDUC-P 515 Child Development (3 cr.)

    Major theories and findings concerning human development from birth through the elementary years as they relate to educational and clinical practice. Topics include: biological development, cognitive development, language acquisition, emotional and social development.

    Not Repeatable for Credit

  • EDUC-P 516 Adolescent Development (3 cr.)

    Examination of major theories and findings concerning biological, cognitive, social, and emotional development during adolescence, emphasizing educational and clinical implications.  Topics may include:  puberty and adolescent health, identity development, decision-making, the role of families, peers and romantic relationships, schools and achievement, and socioemotional problems in adolescence.

    Not Repeatable for Credit

  • EDUC-P 517 Adult Development and Aging (3 cr.)

    Psychological development in early, middle, and late adulthood with a focus on counseling adults. Topics include developmental research methods, diversity, relationships, work, leisure, retirement, coping, and mental health interventions. This online human development course takes an interdisciplinary, process-oriented perspective on the theories and research in adult development and aging.

    Not Repeatable for Credit

  • EDUC-P 518 Social Aspects of Aging and Aging Families (3 cr.)

    Relate social theories and science of aging to understanding heterogeneity, inequality and the social context of aging. Consider the social, financial, familial, and resource needs and issues of older individuals. Critically analyze current social events and the contemporary responses of public health and social systems.

    Not Repeatable for Credit

  • EDUC-P 521 Emerging Adulthood (3 cr.)

    This course examines major theories and findings concerning the developmental period between adolescence and adulthood, emphasizing educational and clinical implications. Research on changing relationships with parents, peers and romantic partners, higher education, transition to work, and socioemotional problems during emerging adulthood will be reviewed.

    Not Repeatable for Credit

  • EDUC-P 540 Learning and Cognition in Education (3 cr.)

    Survey of theoretical positions in the areas of learning and cognition, with emphasis on their relevance for the design of classroom learning situation.

    Not Repeatable for Credit

  • EDUC-P 545 Educational Motivation (3 cr.)

    This course examines a variety of theories of human motivation in educational settings, focusing on those theories that have practical application for teachers of kindergarten through post-secondary education. The course includes an examination of the development of achievement and intrinsic motivation and focuses specifically on the anxious, apathetic, and/or underachieving student as well as other problem students. Teachers will gain knowledge and skills in understanding how students' needs motivate them to learn or cause problems.

    Not Repeatable for Credit

  • EDUC-P 574 Topical Seminar in Learning Science (1-3 cr.)

    Special topic seminars by learning science faculty or visiting scholars. Potential topics include higher education pedagogy, embodied cognition, gaming/simulation in problem solving.

    Repeatable for Credit: 12 credits and 4 completions

  • EDUC-P 590 Independent Study or Research in Educational Psychology (1-3 cr.)

    Individual research or study with an Educational Psychology faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, P590 should not be used for the study of material taught in a regularly scheduled course.

    Repeatable for Credit: 99 credits and 99 completions

  • EDUC-P 624 The Biology of Behavior: Implications for Educational & Clinical Practice (3 cr.) P: 12 hours of graduate course work.

    Research in developmental psychobiology applied to educational practice and to clinical practice in school psychology and counseling psychology.  Including the implications of genetics, endocrinology and neuroscience research in the development of attention, memory, self-regulation, language, reading, mathematics, temperament, emotions/depression, attachment, and aggression.

    Not Repeatable for Credit

  • EDUC-P 625 Family Processes and Child/Adolescent Development (3 cr.) P: 12 hours of graduate coursework.

    Areas of family process are examined in relation to child and adolescent development. These include the parenting subsystem (attachment, styles, beliefs, practices, and corporal punishment), the martial subsystem (conflict, divorce, remarriage), and the family system. The effects of child temperament, culture, and poverty will be emphasized. Implications of theory and research for educational and clinical practice will be emphasized.

    Not Repeatable for Credit

  • EDUC-P 631 Theorizing Learning in Context (3 cr.) P: P572.

    The course examines and analyzes the fundamental ideas about learning and knowing that engage the field. Specifically, this course will consider four aspects of knowing and learning: epistemological perspectives, cognitive development, motivation, and learning theory.

    Repeatable for Credit: 9 credits and 3 completions

  • EDUC-P 632 Designing for Learning in Context (3 cr.) P: P572.

    Course examines current design frameworks based on contemporary learning theory, experiencing exemplary learning environments, and understanding the resulting research. The goal of this course is the ability to design learning environments that have a local impact on the learners as well as a scholarly impact.

    Not Repeatable for Credit

  • EDUC-P 633 Capturing Learning in Context (3 cr.) P: P572.

    The course examines theories and methods for capturing, supporting, and assessing knowing and learning as it occurs in context, in order to build theory while refining practice.  Each student will carry out and document knowing and learning in at least one context using at least two different methods to capture learning.

    Repeatable for Credit: 9 credits and 3 completions

  • EDUC-P 640 Thinking and Learning in Social Contexts (3 cr.) P: P525, P530, P540, P550, or equivalent of any of these.

    Examines social contexts literature relevant to creating effective learning environments and guiding learner psychological development. Emphasis on sociocultural theories of mind and learner centered psychology. Topics may include social interaction and classroom discourse, cooperative learning, scaffolded instruction, cognitive apprenticeships, inter-subjectivity and problem-based learning.

    Not Repeatable for Credit

  • EDUC-P 645 Single Case Research Methodology in Education and the Behavioral Sciences (3 cr.)

    Course will teach students how to design and implement single case research. Course covers various types of designs used in single case research. The course will teach students how to identify and control for threats to internal validity, and to establish experimental control by minimizing the effects of extraneous variables.

    Not Repeatable for Credit

  • EDUC-P 650 Topical Seminar in Educational Psychology (1-3 cr.)

    An intensive advanced study of research and theory on selected topics.

    Repeatable for Credit: 99 credits and 99 completions

  • EDUC-P 681 Psychology of Cultural Diversity: Equity and Opportunity in Public Education (3 cr.) P: 12 hours of graduate course work in psychology or permission of instructor.

    Addresses the history and context of racial and socioeconomic disparities in public education and methods for addressing these inequities. Data on racial test score gap and minority overrepresentation in special education are studied. Several education subsystems are considered as possible sources of educational inequity, including curriculum, discipline practices, and teacher expectations. The course includes examination of the history and influence of race and racism in the U.S., the concept of white privilege, and an exploration of role-specific strategies for improving equity in public education.

    Not Repeatable for Credit

  • EDUC-P 682 Developmental Psychopathology of Childhood and Adolescence (3 cr.)

    Emphasis on a developmental approach to understanding psychopathology of childhood and adolescence. Students will learn about emotional, behavioral, developmental, and educational problems of children and adolescents over time, their stability and change, and risk and protective factors. Discussion of current research and practical applications are included.

    Repeatable for Credit: 6 credits and 2 completions

  • EDUC-P 690 Independent Study in Educational Psychology (1-3 cr.)

    Reading and/or research directed by an educational psychology faculty member.

    Repeatable for Credit: 6 credits and 2 completions

  • EDUC-P 795 Dissertation Proposal Preperation (1-3 cr.)

    This course is for the development of a dissertation proposal in Educational Psychology. Students must have the consent of a dissertation director or prospective dissertation director. Students should be finished or nearly finished with program course work.

    Not Repeatable for Credit

  • EDUC-P 799 Doctoral Thesis in Educational Psychology (1-15 cr.)

    Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

    Repeatable for Credit: 99 credits and 99 completions

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