Educational Psychology Courses
E Psy 502 Educational Psychology (3)
This course focuses on the core principles and theories of learning and instruction which have evolved through research in the fields of education and psychology. Major topics include: current theories of learning and cognitive development, academic motivation, social and emotional development, instruction in the content areas, and assessment. Prerequisite: None.
E Psy 519 Child and Adolescent Development (3)
In this course we will explore the psychological understanding of development from infancy to adolescence. We will begin with the history of developmental psychology, and then examine children’s physical, cognitive, and socioemotional development, with consideration of the cultural context, and focus within each on examples of current research. Then, we will discuss the contexts in which children live, with a particular focus on family, peers, and the larger cultural context. One major theme for this course is to consider the role of Nature vs. Nurture. We will begin each week by discussing their respective effects on certain areas of development. Students that completed EPsy 420 are not eligible to take this course.
E Psy 521 Development in Childhood (3)
This course focuses on the young child (birth through age 11), especially the development of cognition and social-emotional characteristics. Emphasis will be placed on major developmental theories, methods of studying child development, and the implications of child characteristics for instruction, assessment, and the attainment of the NYS Learning Standards. Prerequisite: None.
E Psy 522 Adolescent Development (3)
This course focuses on development during middle childhood and adolescence (ages 10 through 18) with emphasis on the interaction of biological, psychological, and school forces. Topics include individual and group differences, their implications for teaching and advising students, general theories of adolescent development, and a variety of issues facing adolescents.
E Psy 524 Lifespan Human Development (3)
Research and theory related to typical intellectual, social, and emotional development over the lifespan, including the adult years.
E Psy 530 Statistical Methods: I (3)
The emphasis in this course is on mastering descriptive and introductory inferential (i.e., one-sample z-test and t-test) statistical procedures. Students will learn the assumptions and concepts underlying the hypotheses being tested by, and the inferences that can be made with, the use of the relevant statistics and procedures. SPSS and RStudio software will be introduced.
E Psy 540 Assessment in Education (3)
Theory and practice of assessment for teachers and other professionals. Emphasis on classroom assessment and evaluation practices consistent with the NYS Learning Standards. Methods include performance assessments, instructional rubrics, student portfolios and exhibitions, and objectively-scored tests. Assessments used for improving student performance and teaching practice. Prerequisite: None.
E Psy 606 Field Experience in Educational Research (2-4)
Supervised field experience in educational research. Open only to graduate students in educational psychology and methodology.
E Psy 610 Advanced Educational Psychology: Learning and Instruction (3)
Theories of learning; educational practices in light of research on learning. Prerequisite: E Psy 502 or E Psy 521 or ETAP 519. (Learning in the Academic Disciplines) or equivalent.
E Psy 612 Motivation (3)
This course will examine theories and research on motivation as applied to school learning and behavior. Emphasis will be placed on cognitively-based theories of motivation. Prerequisite: E Psy 502 or a course in learning; and a course in research methodology such as E Psy 530.
E Psy 614 Children's Learning and Cognitive Development (3)
This course will examine theoretical models and research literature on children's learning and cognitive development. Major topics will include memory, language, intelligence and social cognition. Prerequisites: E Psy 521 or E Psy 524.
E Psy 615 Application of Theories of Learning to Content Area Instruction (3)
Learning standards and frameworks of culturally responsive practice will serve to focus reading and discussion of research and planning for k-12 classroom applications. Theories of learning, development, engagement and motivation in the pursuit of educational goals for the content in the learning standard domains across the K-12 grade span will be addressed.
E Psy 623 Advanced Human Development (3)
Emphasis on human development research and theory for life-span development. Students will be expected: (1) to analyze critically selected developmental research; (2) to compare research methods within developmental psychology; and (3) to participate in ongoing developmental research. Prerequisite: Permission of instructor.
E Psy 630 Statistical Methods: II (3)
The emphasis in this course is on mastering power analysis, testing univariate assumptions, statistical inferential analysis techniques (i.e., paired samples t-test, independent two-samples t-test, correlation, simple linear regression, one-way ANOVA and chi-square testing). SPSS and RStudio software will be introduced. Prerequisite: Psy 530 or equivalent.
E Psy 640 Educational and Psychological Measurement (3)
Principles and concepts of measurement; validity and reliability of tests; norms; standardized tests of aptitude and achievement; measures of interests and other personality traits. Prerequisite: E Psy 530 or equivalent.
E Psy 645 Item Response Theory (3)
In this course students will be introduced to the theory and practical applications of item response theory. Students will be able to understand, interpret, and apply both dichotomous and polytomous IRT models. The course will address critical issues such as estimation, model fit, and differential item functioning. Instrument design and computerized adaptive testing within the context of IRT will be covered. Examples from both education and psychology will be used throughout the course. Prerequisite: E Psy 640 or equivalent.
E Psy 680 Research Project in Educational Psychology (3)
Methods for designing and conducting quantitative and qualitative educational and psychological studies, and for summarizing and interpreting newly collected or already existing data. Students will complete an appropriate special project in their area of expertise or interest. Prerequisite: E Psy 530, E Psy 531; a measurement course; and IRB research certification.
E Psy 687 Institute in Education (2-9)
Special course, not part of the pattern of regular offerings, designed to meet particular nonrecurring needs. Available for division use and subject to division approval.
E Psy 697 Independent Study in Educational Psychology (2-6)
Student will complete a special project under faculty supervision. Prerequisite: Consent of Instructor.
E Psy 699 Master's Thesis (2-6)
E Psy 699C Master's Thesis Continuation (1)
Course grading is Load Only and does not earn credit. Appropriate for master's students engaged in research and writing of the master's thesis beyond the level applicable to their degree program.
E Psy 713 Self Regulated Learning (3)
This course examines self-regulated learning and related concepts, including metacognition and self-assessment. Course topics include theories of self-regulated learning, measurement of SRL, applications to education, clinical psychology, health, and other professional fields, and directions and challenges for future research. Prerequisite: E Psy 610 or equivalent.
E Psy 714 The Psychology of Computers, the Internet, and Mobile Phones (3)
This course is designed for graduate students who are interested in understanding complex interactions between digital technologies and human beings. It aims to develop core empirical, theoretical, and methodological knowledge of complex use and effects of personal computers, the Internet, and mobile phones in relation to human behavior in general and learning and development in particular. Topics include diverse users (e.g., children with disabilities, homeless teenagers, and mobile generation), diverse technologies (e.g., statistical software, Facebook, and Pokémon Go), diverse activities (gaming, e-learning, and multitasking), and diverse effects (e.g., Computer Vision Syndrome, cyber addiction, and possible brain cancers related to mobile phones). Students are expected to complete a potentially publishable review article on a specific topic. Prerequisites: Permission of instructor.
E Psy 715 Seminar in Learning (3-6)
Selected topics and issues in school and human learning. Prerequisite(s): Two graduate courses in instruction, learning, and / or motivation.
E Psy 721 Comparative Theories of Human Development (3)
Selected theories of child and adolescent development. Implications for education.
E Psy 724 (E Cpy 724) Regression Analysis (3)
The emphasis in this course is on the techniques of bivariate and multiple regression analysis. Multiple regression applications such as mediation and moderation will be discussed. Each of the course topics are designed to describe and study the relationship between a single response variable and one or more explanatory variables, and to provide a mechanism for reducing uncertainty about the origins of the variability in a response variable. Hierarchical linear modeling will be introduced. The material covered in the class lectures, assigned readings, and problem exercises are designed to introduce this general linear model analysis strategy in both its conceptual and practical manifestations, and as such, we will emphasize both the theoretical and applied aspects of solving these data analytic problems. Prerequisite: E Psy 630 or equivalent.
E Psy 725 Seminar in Human Development (3-6)
Examination of selected topics and issues in developmental psychology.
E Psy 726 Gene-Environment Interplay (3)
This course focuses on gene-environment interplay, or how genes, environments, and their combination influence human development and behaviors. Students will gain a basic understanding of genetically informed research designs with a concentration on molecular genetics in human developmental research. Topics will include a history of gene-by-environment interaction (GxE) research in psychology, current thoughts and opinions in this area of research, and the future direction of the field including applications of knowledge. Prerequisites: Permission of instructor.
E Psy 732 Single-Case Design and Analysis (3)
This course is designed to help students gain a working understanding of methods used to design, analyze and meta-analyze single-case research data (i.e, small-n, interrupted time series, intrasubject, N=1, single-subjects), the assumptions underlying these methods, and the limitations of these methods. We will consider visual analyses, structured visual analyses, randomization tests, non-overlap statistics, regression based methods and corresponding effect size indices, and hierarchical linear modeling. For each of these methods, students will learn to: (1) Read, paraphrase, and evaluate the analyses of others, (2) Plan meaningful analyses for specific single-case studies, (3) Articulate rationales for the planned analyses, (4) Conduct the analyses, using statistical software when appropriate (5) Communicate the results of the analysis. Prerequisite: E Psy 630.
E Psy 735 Seminar in Selected Topics in Statistics (3-6)
Examination of selected topics and issues in statistics.
E Psy 736 Systematic Review and Meta-Analysis (3)
This course is designed to help students master the process involved in conducting a meta-analysis from the planning stage, through the selection of appropriate statistical techniques, through the issues involved in analyzing data, to the interpretation of results. Students will learn how to select and calculate various effect sizes and use them to conduct and make appropriate inferences from meta-analyses, to describe and discuss quantitative meta-analytic methods and associated results, and to understand the statistics used in a broad array of meta-analytic scenarios. Examples, including published meta-analyses, are integrated into the discussions and lectures. Prerequisite: EPsy 630 or equivalent.
E Psy 740 Seminar in Topics of Measurement (3-6)
Topics such as decision making with tests, prediction, item analysis, social desirability and response set, assessment of partial knowledge, the criterion problem. Required of all students specializing in measurement and statistics.
E Psy 750 Educational Research and Design (3)
Development and design of behavior research. Topics include selection and development of statements of problems; theory, constructs, and hypotheses; sampling, research designs; types of research; observation and collection of data; analysis and interpretation of data. Prerequisite: E Psy 530 or equivalent.
E Psy 751 Multivariate Methods for Applied Researchers and Evaluators (3)
Selected topics dealing with the selection, interpretation, and communication of findings that result from using multivariate methods in applied research. Emphasis on determining appropriate methods of analysis, conducting, and interpreting the analyses. Topics include: multivariate linear regression models, logistic regression, principal components analysis, exploratory factor analysis, and an introduction to confirmatory factor analysis. Prerequisite: E Psy 630 or equivalent.
E Psy 755 Selected Topics in Research Design (3-6)
Examination of Selected topics and issues in research design.
E Psy 756 Seminar in Research in Educational Psychology II (3-6)
Selected topics dealing with current research and theory in educational psychology.
E Psy 765 Seminar on Learning Disabilities (3)
Examination of the concept of specific learning disabilities from a historical, theoretical, and empirical perspective. Topics to be discussed might include: theories about etiology, developmental and behavioral characteristics of children with learning disabilities, and issues in the identification and treatment of children with learning disabilities.
E Psy 766 Seminar on Emotional and Behavioral Disorders (3)
Examination of emotional and behavioral disorders in children and youth from historical, theoretical, and empirical perspectives. Topics to be discussed might include: definitions, prevalence, theories of etiology and various approaches to assessment and intervention of emotional and behavioral disorders in children and youth, including Positive Behavior Interventions and Supports (PBIS) and Functional Behavioral Assessments (FBA).
E Psy 767 Seminar on Giftedness, Talent, and Creativity (3)
This course is intended to expose doctoral students to current theories and research on topics of giftedness, talent, and creativity with respect to their psychological underpinnings and educational implications. Although the history of research along this line will be covered, the focus is on most current theoretical thinking and empirical research. A seminar format will be used for this course, and significant amounts of reading, class discussion, and writing are anticipated. Through critical reading of the literature, students are expected to develop a solid understanding of critical issues in this area and the ability to formulate ideas that are meaningful and researchable.
E Psy 770 Scholarly Writing (3)
This course is designed to promote the development of the skills and dispositions of productive, effective scholarly writers in education. Reading, analyzing, and critiquing the writing of others, as well as one's own, will develop the knowledge and skills needed to write well. Learning to self-regulate writing will cultivate the strategies and motivation needed to write often.
E Psy 780 Seminar on Teaching in Higher Education (3)
Designed for doctoral students who plan to teach in higher education. Learning objectives include understanding the principles of effective teaching in higher education, effectively applying a variety of pedagogical tools, including curricular, instructional, and assessment practices, and articulating a coherent philosophy of teaching. Prerequisite: Permission of instructor.
E Psy 781 Supervised Teaching in Higher Education (0)
A faculty member supervises and supports doctoral students with college level teaching. The focus includes preparation and presentation of course content, and evaluation of student achievement. Prerequisite: EPSY 780 and consent of instructor.
E Psy 784 ( E Spy 784) School Crisis Preparedness and Intervention (3)
Overview of school crisis prevention, preparedness, response, and recovery, with a focus on crisis plans, multidisciplinary crisis teams, and rationale and procedures for psychological triage and indirect and direct interventions to increase adaptive coping. Prerequisite: Consent of instructor.
E Psy 786 (E Spy 786) Instructional Consultation and Intervention (3)
Overview of instructional consultation theory, research, and practice in the use of data-based decision making for the selection, design, implementation, and evaluation of empirically-based comprehensive instructional consultation and academic interventions. Prerequisite: Consent of instructor.
E Psy 797 Research Apprenticeship (3-12)
Student and instructor will participate in a joint research endeavor. With scaffolding provided by the instructor, the student will contribute to the majority of phases of research: conceptualization, design, implementation, data gathering, and report writing. A presentation at the division's annual poster session is required.
E Psy 887 Institute in Education (1-9)
A special course, not part of the pattern of regular offerings, designed to meet non-recurring needs.
E Psy 890 Research and Independent Study in Educational Psychology (1-6)
Designed to meet the need of students in the advanced program. Prerequisite: Consent of division.
E Psy 895 The Internship in Educational Psychology (4-8)
Participation in planned experiences which emphasize the student's professional objective. Includes a seminar. (Registration for a minimum of 4 credits for one session or 6 credits per year.)
E Psy 899 Doctoral Dissertation (1)
Required of all candidates completing the degree of Doctor of Philosophy. Registration for this course is limited to doctoral students who have been admitted to candidacy. Course grading is Load Only and does not earn credit.
