Courses
Educational Psychology (G+P+Y)
- EDUC-G 203 Communication for Youth Serving Professionals (3 cr.) Students study counseling theories and techniques for application to teaching. They learn methods of building community in the classroom, and ways to encourage student participation and respect for others. Students learn techniques and attitudes of group dynamics and leadership. Other topics of communication covered: conflict resolution, active listening, and parent-teacher communication.
- EDUC-G 204 Asian American Mental Health (3 cr.) This course addresses issues of Asian American ethnicity, culture, and race as they relate to mental health, psychopathology, and mental health services.
- EDUC-G 206 Introduction to Counseling Psychology (3 cr.) This course provides an introduction to the fields of counseling and counseling psychology. We will focus mainly on a survey of 11 major theories of counseling and psychotherapy. This course will be useful for students who are interested in the helping professions (e.g., teaching, social work, psychology, counseling, nursing, etc.).
- EDUC-G 207 Introduction to Student-Athlete Counseling Psychology (3 cr.) Introduces issues related to psychological functioning of student-athletes, and educates future professions (e.g., coaches, administrators, teachers, counselors, academic advisors) working with student-athletes. Provides basic understanding of issues that uniquely impact athletic participants. Students will understand how to identify and access resources that help athletes deal with psychosocial stressors.
- EDUC-G 208 Prevention of Adolescent Risk Behavior (3 cr.) This course will provide an overview of the principles of prevention interventions with a focus on the role of counselors and other helping professionals in the development and dissemination of prevention. Prevention of the following adolescent risk/problems that will be covered in the course: alcohol and drug use, risky sexual behaviors, suicide and self-harm, delinquency, obesity, and bullying. Further, the course will address the settings in which prevention of adolescent risk behaviors occurs including, but not limited to, schools and community agencies.
- EDUC-G 302 Counseling with Youth (3 cr.) This course will provide an orientation to the psychological needs of children and adolescents, including but not limited to developing an understanding of potential risk factors as well as the key roles all youth workers and teachers have in helping young people begin to conceptualize their future personal and career goals. Special attention will be given to counseling interventions and the resources available in schools and other community youth-serving agencies. A service-learning component working directly with youth in either a school or local agency is a requirement of this course.
- EDUC-G 310 Addictions Counseling (3 cr.)
This course is a survey of the field of counseling for addictive behaviors. The focus will be largely on alcholo and other drug use. Course topics include models and theories of addition, psychological processes and addition, diversity and health disparities in addition, and prevention and treatment models. The final portion of the course will cover other non-substance related addicitve behaviors such as gambling. Throughout the course, students will be encouraged to challeneg common conceptuualizations of additicions as portrayed in our society
- EDUC-G 352 Counseling for Career Issues (3 cr.) This course serves as an introduction to career counseling and assisting people with issues related to work. It will address career development theories and intervention strategies for assisting individuals with career decisions (e.g., choice of a college major). The course will also include resources related to career counseling, such as career assessments and sources of occupational information.
- EDUC-G 355 Positive Psychology (3 cr.) This course focuses on the scientific study of what is positive about people and institutions. Historically, psychology has tended to focus on individuals' pathology, weaknesses, and problems. In contrast, positive psychologists call for greater attention to strengths, happiness, positivity, and that which is worth celebrating. This course presents an overview of theories and research on positive psychology as well explore positive psychological interventions and applications in psychotherapy and in domains relevant to students' lives, including school, work, family, and romantic relationships.
- EDUC-G 375 Multicultural Skills (3 cr.) The course serves as an introduction to multicultural counseling, skills, and communication. We will explore how culture influences behavior and how that knowledge can be applied in counseling-related skills. You will be asked to examine your own culture and how that has shaped your identity and world view as well as how that will impact you as a helping professional. We will also explore other cultures, understand the complexities related to intersectionality, and how this information can be utilized to best meet the needs of different groups.
- EDUC-G 485 Principles of Guidance (2 cr.) Guidance personnel, principles, techniques, and devices in public school systems, colleges, and universities, and in industrial and business fields. Graded S/F.
- EDUC-G 490 Individual Study in Guidance (1-3 cr.) Individual research in counseling psychology. Variable title course. May be repeated.
- EDUC-P 214 Life Span Development (3 cr.) A survey course of human development from infnacy through old age emphasizing the life span perspective of development. Major theories, current and clasical research findings, and educational implications for all life stages from birth to death.
- EDUC-P 231 Computational Technology in Educational Ecosystems (3 cr.) This is a survey course designed to help participants think about how different technological designs (e.g., games, simulations, programming languages) fit effectively into a variety of learning contexts where context refers to the location (in or out of school), local culture, learning goals, and organization of activity.
- EDUC-P 232 Activity Theory as a Framework for Learning, Working, and Doing in Rich Contexts (3 cr.) In this course we will examine Cultural Historical Activity Theory as an approach to understanding joint human activity as a lens for examining learning, working, and doing across contexts.
- EDUC-P 248 Elementary School Child: Physical, Emotional and Social Development (2-3 cr.) Child development in the school context. This course will provide an understanding of physical, emotional, and social development in a school marked by a diversity of cultural, social, and personal traits. Also, the role of the teacher in supporting positive development in students.
- EDUC-P 249 Growth and Development in Early Childhood (3 cr.) Focuses on the cognitive, social, affective, and physical development of the child during the early years of life. The goal of understanding the growing child from multiple perspectives guides the study of theory and research on child development. Theoretical study is integrated with observations of and experiences with children in a way that increases the insights and competence of the teacher of young children. Addresses the unique developmental problems of special groups of children: handicapped, economically deprived, and members of minority groups.
- EDUC-P 250 General Educational Psychology (1-4 cr.) The study and application of psychological concepts and principles as related to the teaching-learning process, introduction to classroom management, measurement/evaluation, and disability awareness. May be repeated.
- EDUC-P 251 Educational Psychology for Elementary Teachers (1-4 cr.) P: Department consent. The application of psychological concepts to school learning and teaching using the perspective of development from childhood through preadolescence. Special attention is devoted to the needs of the handicapped. May be repeated.
- EDUC-P 252 Educational Psychology for Junior High/Middles school Teachers (1-4 cr.) The application of psychological concepts to school learning and teaching in the perspective of development during the preadolescent period.. Special attention is devoted to the needs of the handicapped.
- EDUC-P 253 Educational Psychology for Secondary Teachers (1-4 cr.) The application of psychological concepts to school learning and teaching in the perspective of development from preadolescence through adolescence. Special attention is devoted to the needs of the handicapped.
- EDUC-P 254 Educational Psychology for Teachers of All Grades (1-4 cr.) P: Department consent. The application of psychological concepts to school learning and teaching in the perspective of development from childhood through adolescence. Special attention is devoted to the needs of the handicapped.
- EDUC-P 255 Educational Psychology for Middle/Secondary Teachers (1-4 cr.) The application of psychological concepts to school learning and teaching in the perspective of development during the preadolescence period. Special attention is devoted to the needs of the handicapped. May be repeated.
- EDUC-P 280 Educational Psychology (1-6 cr.) The study and application of psychological concepts and principles as related to the teaching-learning process. May be repeated.
- EDUC-P 290 Professional Practice: Education (2-6 cr.) On-the-job experience with appropriate school or agency. Supervision exercised by faculty. Graded S/F.
- EDUC-P 312 Learning: Theory into Practice (3 cr.) P: Must have at least Sophomore standing. This course is concerned with understanding the process of teaching and learning, particularly within a secondary school context. Preservice teachers will be helped to see that learning takes place as an interaction of social, emotional, developmental, and cognitive forces. Units focus on theories of learning and teaching, motivation, the learning process, and assessment.
- EDUC-P 313 Adolescents in a Learning Community (2-3 cr.) P: Must have at least Sophomore standing. This course focuses on adolescent development in a school context. The course helps with understanding people and how they function in a community of learners, with particular emphasis on their interaction with others in a school environment marked by a diversity of cultural, social, and personal traits. Also the course helps the pre-service teacher in understanding and responding to adolescents' needs in this environment.
- EDUC-P 314 Life Span Development (3 cr.) A course surveying human development from infancy through old age, emphasizing the life-span perspective on development. Major theories, current and classical research findings, and educational implications for all life stages from birth to death.
- EDUC-P 345 Academic and Behavioral Assessment of the Mildly Handicapped Child (3 cr.) This course emphasizes the collection and use of formal and informal assessment information for identifying and planning educational programs for mildly handicapped children.
- EDUC-P 351 Foundations of Child Development: 3- to 8-years-old (1-3 cr.) Students will examine child growth and development for typically and atypically developing children, including physical, emotional, social, language, and cognitive development.
- EDUC-P 361 Adolescence and Emerging Adulthood (3 cr.) P: PSY-P 101 or PSY-P 102. This course examines major theories and findings concerning biological, cognitive, social, and emotional development during adolescence and emerging adulthood. A primary objective of this course is to help students become knowledgeable about the latest research on adolscent development and the transition to adulthood.
- EDUC-P 407 Psychological Measurements in the Schools (2-3 cr.) Application of measurement principles in classroom testing; construction and evaluation of classroom tests; evaluation of student performance; interpretation and use of measurement data; assessment of aptitudes, achievement, and interests via standardized tests; school testing programs.
- EDUC-Y 420 Educational Research (1-3 cr.) Introduction to basic designs, methods and principles in educational research. Students will learn to interpret and critique published research studies, and will learn rudiments of data collection and analysis. Variable title course.
- EDUC-P 444 Applied Cognition and Learning Strategies (3 cr.) Survey of applied cognitive psychology, including: information processing; schema theory; cognitive and metacognitive learning strategies; reading comprehension mnemonic devices and other study skills; expert-novice research; technology-related learning supports; process and protocol analysis; problem representation and problem solving in math; and new assessment tools and measures.
- EDUC-P 450 Child Development Seminar (3 cr.) Students will revisit child development theories, issues, and trends, discussing the direct application of this information in the preschool, kindergarten, and primary grade classrooms in which they are student teaching.
- EDUC-P 465 Childhood Socialization (3 cr.) Social development in childhood. Topics include: socialization settings, including family, day care, and school; identity development, including self-concept and self-esteem and race, ethnic, and gender identity; language and communication; and interactive competence, including altruism and pro-social development, aggression, and friendship and peer relations.
- EDUC-P 470 Discipline in the Classroom (3 cr.) This course is designed for pre-service teachers to be taken in conjunction with student teaching. The emphasis is on organizing classroom procedures and interacting with students in ways that negate the probability of classroom behavioral disruptions. The focus is practical applications to specific conditions that confront most teachers.