Courses in Educational Psychology and Methodology
E PSY 200 Introduction to the Psychological Process of Schooling (3) T EPS 200 Introduction to the Psychological Process of Schooling (3) T EPS 220X Current Issues in Child Development (3) E PSY 387 Institute (1-9) E PSY 400 Instructional Psychology (3) E PSY 420 Child and Adolescent Development (3) E PSY 440 Evaluation (3) E PSY 441 Social Issues in Testing (3) E PSY 480/480Z Educational Psychology: Independent Study (3–6)
Critical analysis of the psychological process of schooling. Interpretive survey of the literature and research in learning, motivation, development, and intelligence and their impact on American education and society. Only one of E PSY 200 and T EPS 200 may be taken for credit.
The purpose of this course is to provide a basic understanding of theories and research in learning, human development, academic motivation, and intelligence, as well as the ways in which theories about how children grow and learn can be applied to teaching and learning. We will draw a variety of instructional approaches including assigned readings, reflective writing, hands-on activities, class discussions, group projects, and individual papers. Only one of E PSY 200 and T EPS 200 may be taken for credit. Open to Honors College students only.
This course will introduce major themes and current issues in the study of child development. Students will be introduced to the importance of research based knowledge to analyze and investigate these issues. Students will complete weekly readings and regular assignments, and will be required to undertake observational research and present their finds at a poster session at the end of the course. Open to Honors College students only.
A special course, not part of the regular pattern of offerings, designed to meet non-recurring needs. Available for division use and subject to division approval.
Intensive investigation of theories and research in learning and motivation as they apply to classroom instruction. Prerequisite(s): junior or senior standing.
Theory and research in social, emotional, physical, and intellectual development and its application to instruction. Emphasis on the late childhood through middle adolescence. Prerequisite(s): junior or senior standing.
Evaluation considered as a process beginning with the planning stage. Provides experiences to develop competencies (e.g., writing objectives, choosing appropriate means of evaluation, constructing test items, analyzing data). Discussion of related issues (e.g., testing for mastery, uses of standardized tests, accountability, grading practices). Prerequisite(s): junior or senior standing.
Social issues related to the use of tests for critical employment, admissions, and competency decisions. Considers legal, ethical, and psychometric aspects of such issues as test bias, open admissions, privacy, and truth-in-testing. Prerequisite(s): junior or senior standing.
Designed to allow the student to learn how to conduct educational psychological research by participating as an assistant to a faculty member in an ongoing faculty project in areas such as children’s learning, child development, special education, evaluation, etc. Regular meetings with faculty mentor are required. May be repeated for credit. Prerequisite(s): junior or senior standing and permission of instructor.
