| Subject | Number | Title | Hours | Catalog Description |
| EPSY | 210 | Learning and Instruction Across the Lifespan | 3 hours. | Psychological factors in learning and instruction. Applications of behavioral psychology, information processing, humanism, and cognitive developmental theory. Special attention to diverse populations. Same as ED 210. ED 210 is limited to secondary teacher education students. EPSY 210 is open enrollment. |
| EPSY | 255 | Child Development in Contemporary Society | 3 hours. | Examination of theories on child development that explain age-related differences in cognition, affect, and behavior, and how this relates to 0-14 year old children?s learning and educational needs. Prerequisite(s): ED 100 or PSCH 100; or consent of the instructor. |
| EPSY | 360 | Assessment in the Urban Elementary Classroom I | 2 hours. | Beginning concepts in the design, administration, and scoring of assessments useful in urban elementary classrooms for measuring different types of learning outcomes, from simple to complex. The focus will be on achievement assessments. 2 hours. Extensive computer use required. Field work required. Thirty hours of fieldwork required. Prerequisite(s): EPSY 255; and junior standing or above and admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education. |
| EPSY | 361 | Assessment in the Urban Elementary Classroom II | 2 hours. | Continuing and advancing concepts of design, administration, and scoring of assessments useful in urban elementary classrooms for measuring different types of learning outcomes, from simple to complex. The focus will be on performance assessments. 2 hours. Extensive computer use required. Field work required. Prerequisite(s): EPSY 255 and EPSY 360; and junior standing or above and admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education. |
| EPSY | 380 | Instructional Design and Training | 3 hours. | An introduction to the field of instructional design and training, current trends and issues impacting the field, and future directions and careers in the field. Topics include visual literacy, ADDIE, technology tools, and technology integration. Extensive computer use required. |
| EPSY | 396 | Independent Study | 1 TO 4 hours. | Students carry out independent study under the direction of educational psychology faculty member. Prerequisite(s): Sophomore standing or above; and consent of the instructor. |
| EPSY | 405 | Educational Assessment and Evaluation | 3 hours. | Design, administration and scoring of assessments and evaluations useful in educational contexts for measuring different types of learning, program and developmental outcomes, from simple to complex. Prerequisite(s): EPSY 255 and junior standing or above; or consent of the instructor. |
| EPSY | 413 | Youth Development Colloquium | 1 hours. | Focuses on current issues and trends in the field of youth development. Satisfactory/Unsatisfactory grading only. May be repeated. Prerequisite(s): Junior standing or above. |
| EPSY | 414 | Developing Programs for Youth in Urban Contexts | 3 hours. | Survey, evaluation, and development of models and programs designed to facilitate growth, development and learning for diverse youth. Specific focus will be on the urban context. Previously listed as CI 416. Prerequisite(s): Consent of the instructor or enrollment in the Youth Development Program. |
| EPSY | 415 | Fieldwork in Youth Development in Urban Contexts | 3 hours. | Experience working with programs that foster the developmental needs of young people in urban contexts. Students will design, implement and evaluate programs that promote personal development and independent action among youth. May be repeated to a maximum of 6 hours. Previously listed as CIE 415. Field work required. Prerequisite(s): Enrollment in M.Ed in Youth Development or consent of the instructor. |
| EPSY | 416 | Systematic Approaches to Program Quality | 3 hours. | An overview of theories and methods in exploring the system of program development, quality implementation, and evaluation. Relevant for those working in diverse settings and with diverse youth. Course information: Recommended background: coursework in psychology or educational psychology. |
| EPSY | 420 | Social Development of Urban Children | 3 OR 4 hours. | General principles of social development and socialization during childhood and the factors common to urban children that illustrate and modify these principles. Same as PSCH 420. 3 undergraduate hours. 4 graduate hours. Prerequisite(s): Admission to a graduate program in education or psychology, or consent of the instructor. |
| EPSY | 429 | Constructivist Approaches to Development: Piaget and Vygotsky | 3 OR 4 hours. | Piaget's and Vygotsky's theories of development of knowledge. Empirical and logico-mathematical forms of knowledge. Thought and action. Thought and language. Same as PSCH 429. 3 undergraduate hours. 4 graduate hours. Prerequisite(s): ED 422 or PSCH 422 or the equivalent and graduate standing in education or graduate standing in psychology or consent of the instructor. |
| EPSY | 446 | Characteristics of Early Adolescence | 3 hours. | Physiological, social, emotional and cognitive development of early adolescence. The relationship between these developmental characteristics and success in the middle grades. Same as PSCH 423. Prerequisite(s): ED 210 or ED 421 or ED 422 or PSCH 422 or the equivalent, and approval of the College of Education; or admission to the Ph.D. in Psychology program; or consent of the instructor. |
| EPSY | 447 | Adolescence in Urban Contexts | 3 hours. | Overview of physiological, social and cognitive development and how the urban context shapes development. The course utilizes an assets-based approach that challenges stereotypes and normative assumptions regarding the adolescents in urban contexts. Prerequisite(s): Introductory coursework in psychology, child development, and social development; or admission to the M.Ed. or doctoral program in Educational Psychology. |
| EPSY | 449 | Early Childhood/Early Childhood Special Education: Perspectives, Policies and History | 3 hours. | Perspectives, policies, history, and foundations of Early Childhood Education and Early Childhood Special Education. Emphasis on the effects of changing economic, political, legal, social, and views of human development. Same as SPED 449 and EDPS 449. |
| EPSY | 450 | Assessment and Evaluation of Learning Outcomes and Instructional Products | 3 hours. | Designed to develop knowledge and skills in systematically evaluating student learning and instructional technology product outcomes related to program goals and standards. Extensive computer use required. Prerequisite(s): EPSY 380. |
| EPSY | 451 | Staff Management and Human Relations for Leaders in Early Childhood Education | 3 hours. | Designed for directors, supervisors and managers in early childhood programs. Focuses on the administrator's role in staff development and human relations, including recruitment, hiring, retaining, training, support and evaluation of personnel. |
| EPSY | 452 | Legal, Fiscal and Program Management for Leaders in Early Childhood Education | 3 hours. | Provides students with opportunities to learn and apply current theories of administration in order to improve their skills in managing early childhood education programs. |
| EPSY | 453 | Educational Programming and Community Relations for Leaders in Early Childhood Education | 3 hours. | Designed for directors and managers in early childhood programs. Focuses on development and implementation of a program philosophy, curriculum for typically and atypically developing children; and promoting a positive image to the public. |
| EPSY | 465 | Cognitive Development and Disabilities | 3 hours. | Theory and research on cognitive development in children with disabilities from infancy through adolescence, in the context of typical development. Models for cognitive assessment and intervention. Same as SPED 465. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| EPSY | 466 | Language Development, Diversity, and Disabilities | 3 hours. | Theory and research on language development in children with disabilities, in the context of typical development. Models for language assessment and intervention. Same as SPED 466. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| EPSY | 467 | Social and Emotional Development and Disabilities | 3 hours. | Exploration of the risk factors and different theoretical approaches associated with the social and emotional development of youth ages 5-21 with and without disabilities. Same as SPED 467. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor. |
| EPSY | 494 | Topics in Educational Psychology | 1 TO 4 hours. | Seminar on a pre-announced topic focusing on methodology, research and educational implications of recent models of learning, problem solving, and thinking. May be repeated to a maximum of 12 hours. Prerequisite(s): Consent of the instructor. |
| EPSY | 496 | Independent Study | 1 TO 4 hours. | Students carry out independent study under the direction of educational psychology faculty member. Prerequisite(s): Junior standing or above; and consent of the instructor. |