Courses in Educational Psychology & Methodology
E PSY 200 Introduction to the Psychological Process of Schooling (3)
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.
T EPS 200 Introduction to the Psychological Process of Schooling (3)
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.
T EPS 220X Current Issues in Child Development (3)
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.
E PSY 224 Lifespan Development (3)
Theory and research relating to the typical intellectual, social and emotional development over the lifespan, including the adult years.
E PSY 250 Understanding Research in Human Development (3)
This course will introduce students to the most important types of research in human development and the criteria by which consumers of research can judge if the stated findings are credible.
E PSY 330 Introductory Statistics in Human Development (3)
This course will provide students with an introduction to statistics for the purposes of analyzing human development data, including: (1) understanding fundamental concepts of statistics, including central tendency, variability, sampling distributions, standard error, significance tests, confidence intervals, effect size, and power of tests of significance, and (2) performing t-test, single-subject analysis, simple regression, and repeated measures ANOVA.
E PSY 387 Institute (1-9)
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.
E PSY 390 (formerly E EDU 390) Community Service Projects (1–6)
Special projects involving education-related community activities and supporting study, as approved by the dean or designee of the School of Education. Educational Studies minor students must complete E EDU/ E PSY 390 for a minimum of 3 credits and may repeat the course for a maximum of 6 credits. Registration preference is given to students who have selected Educational Studies as the minor, with seniors having preference over juniors. Prerequisite(s): E PSY 200 or T EPS 200, permission of instructor; must be at least a second semester sophomore. S/U graded.
E PSY 400 Instructional Psychology (3)
Intensive investigation of theories and research in learning and motivation as they apply to classroom instruction. Prerequisite(s): junior or senior standing.
E PSY 411 Foundations of Leadership in College and University Student Organizations (3)
In this course, students will be exposed to leadership theory and practice within college and university student organization settings. They will examine and enhance their own leadership skills through structured discussions, team-based activities, and engaged learning experiences facilitated by course instructors. The course will also focus on the role of leadership in promoting strategic change at a broader system level. Prerequisite(s): permission of instructor.
E PSY 420 Child and Adolescent Development (3)
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.
E PSY 440 Evaluation (3)
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.
E PSY 441 Social Issues in Testing (3)
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.
E PSY 480/480Z Educational Psychology: Independent Study (3–6)
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. S/U graded.
E PSY 481 Research Project in Human Development (3)
This course will provide students with the opportunity to use various types of research methods for designing and conducting small-scale empirical studies in human development, using small-size newly collected or already existing quantitative and qualitative data. Prerequisites: E PSY 250, E PSY 330, and junior or senior class standing. S/U graded.
