The program provides graduate degrees that emphasize learning and cognition, research methodology and statistics, assessment, evaluation and human development applied to education. Educational Psychology does not offer a baccalaureate degree. Undergraduate courses (lower-division and upper division) in Educational Psychology are offered to meet educator licensure requirements and to provide a foundation for undergraduates in Educational Psychology.
Courses
EDPY 303.
Human Growth and Development.
(3)
Principles of human growth and development across the life span and implications for education.
EDPY 310.
Learning and the Classroom.
(3)
The basic principles of learning, particularly cognition, motivation and assessment, and their application to classroom situations.
EDPY 391 / 591.
Problems.
(1-3, no limit Δ)
EDPY 393.
Topics.
(1-6, no limit Δ)
EDPY 472 / 572.
Classroom Assessment.
(3)
Provides educators with skills in assessment and knowledge of issues in measurement and assessment. Skills necessary to understand and communicate large-scale test information are also developed.
EDPY 500.
Survey of Research Methods in Education.
(3)
Overview of quantitative and qualitative research methods for research consumers. Emphasis is on locating published research and reading research reports with critical understanding of researchers’ methods of data collection and analysis.
EDPY 502.
Survey of Statistics in Education.
(3)
Non-technical overview of statistical methods in educational research; computation is not covered. Emphasis on developing critical understanding of statistical methods and results when reading and interpreting research, not on producing research or calculating statistics.
Pre- or corequisite: 500.
EDPY 503.
Principles of Human Development.
(3)
Principles of human growth and development, which include cognitive, psychosocial and physical development across the life span, with a particular focus on educational implications.
EDPY 505.
Conducting Quantitative Educational Research.
(3)
Provides students with skills for designing quantitative educational research, including identifying a problem, reviewing literature, formulating hypotheses, considering ethical issues, selecting participants, selecting or constructing measures, making valid inferences, writing reports.
EDPY 510.
Principles of Classroom Learning.
(3)
Research and theory in learning, particularly cognition, motivation and assessment, with emphasis on educational implications.
EDPY 511.
Introductory Educational Statistics.
(3)
Foundations of statistical methods for research producers. Covers sampling methods, descriptive statistics, standard scores, distributions, estimation, statistical significance testing, t-tests, correlation, chi-square and effect size using SPSS® for Windows and computation.
Pre- or corequisite: 505.
EDPY 515.
Survey and Questionnaire Design and Analysis.
(3)
Covers survey research from item writing and survey development to sampling, administration, analysis and reporting. Emphasizes applications and interpretations in educational and social science research and use and interpretation of statistical software for survey research.
Prerequisite: 511.
EDPY 520.
Motivation Theory and Practice.
(3)
The course promotes understanding of current theories and research in motivation with an emphasis on applications in educational settings. Strategies for establishing motivation-rich environments will be developed.
EDPY 565.
Seminar in Thought and Language.
(3)
(Also offered as LING, PSY 565)
The role of language in human cognition is approached from a sociocultural framework. Topics: semiotic systems, languages of the mind, categorization, problem solving, and cognitive pluralism.
EDPY 572 / 472.
Classroom Assessment.
(3)
Provides educators with skills in assessment and knowledge of issues in measurement and assessment. Skills necessary to understand and communicate large-scale test information are also developed.
EDPY 574.
Introduction to Educational and Psychological Measurement.
(3, may be repeated once Δ)
A survey of classical and modern approaches to measurement and assessment as applied to education and/or psychology. Includes measurement and scaling, reliability and validity, traditional and alternative assessment methods.
Prerequisite: 511.
EDPY 586.
Psychological Development of Women.
(3)
Prerequisite: an introductory course in the psychology of personality. An introductory course in women studies is recommended but not essential.
Prerequisite: PSY 331.
EDPY 591 / 391.
Problems.
(1-3 to a maximum of 18 Δ)
EDPY 593.
Topics.
(1, no limit Δ)
EDPY 595.
Advanced Field Experiences.
(3-6 to a maximum of 12 Δ)
Prerequisite: acceptance into a graduate program and permission of instructor.
EDPY 598.
Directed Readings.
(3-6 to a maximum of 6 Δ)
EDPY 599.
Master's Thesis.
(1-6, no limit Δ)
Offered on a CR/NC basis only.
EDPY 603.
Applied Statistical Design and Analysis.
(3)
Includes factorial analysis of variance (ANOVA), planned comparisons, post hoc tests, trend analysis, effect size and strength of association measures, repeated measures designs. Emphasis on solving applied problems using statistical analysis with computer software.
Prerequisite: 511.
EDPY 604.
Multiple Regression Techniques as Applied to Education.
(3, may be repeated once Δ)
Includes bivariate regression, multiple regression with continuous and categorical independent variables and interactions, orthogonal and nonorthogonal designs and selected post hoc analyses. Computer analysis, conceptual understanding and applications to educational research are stressed.
Prerequisite: 603.
EDPY 607.
Structural Equation Modeling.
(3)
Theory, application, interpretation of Structural Equation Modeling (SEM) techniques. Includes covariance structures, path diagrams, path analysis, model identification, estimation and testing; confirmatory factor analysis, structural equation modeling and linear structural relations using latent variables.
Prerequisite: 604 or 606.
EDPY 608.
Multilevel Modeling.
(3)
The fundamentals of multilevel regression models, applications of such models to both cross-sectional and longitudinal data, and a survey of several advanced multilevel regression models.
Prerequisite: 604.
EDPY 610.
Seminar in Classroom Learning.
(3, may be repeated once Δ)
An examination of selected research and theory on learning and cognition in specific domains with emphasis on application to classrooms or other learning situations.
EDPY 613.
Seminar in Human Growth and Development.
(3, may be repeated once Δ)
Examination of selected topics in research and theory relevant to human growth and development, including implications for instruction and child rearing. May be repeated once for credit when topics differ.
EDPY 630.
College Teaching Seminar.
(3)
This course provides an empirically-based theoretical and practical foundation for college-level teaching. Topics include: instructional strategies; teaching technologies; assessment; professional development; ethics; teaching as part of overall professional identity.
EDPY 645.
Advanced Seminar in Educational Psychology.
(3, may be repeated three times Δ)
Seminar introduces students to current research topics and professional issues in Educational Psychology.
EDPY 650.
Dissertation Seminar.
(1-3 to a maximum of 6 Δ)
Offered on a CR/NC basis only.
EDPY 651.
Advanced Seminar in Quantitative Educational Research.
(1-3 to a maximum of 6 Δ)
Seminar introduces advanced students to current research designs and controversies, statistical analysis techniques and computer applications.
Prerequisite: 603.
EDPY 696.
Internship.
(3-6 to a maximum of 12 Δ)
Offered on a CR/NC basis only.
EDPY 698.
Directed Readings.
(3-6 to a maximum of 12 Δ)
EDPY 699.
Dissertation.
(3-12, no limit Δ)
Offered on a CR/NC basis only.
