Educational Psychology - EPSY

The information below lists courses approved in this subject area effective Fall 2015. Not all courses will necessarily be offered these terms. Please consult the Schedule of Classes for a listing of courses offered for a specific term.

500-level courses require graduate standing.

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100 Introduction to Human Development and Learning
3 hours. Examines basic concepts and theories in human development. Discusses relationships between biological, cognitive, social, and cultural aspects of development with learning across the lifespan. Prerequisite(s): Consent of the instructor.

210 Principles of Learning and Instruction Across the Lifespan
3 hours. How people learn and the design of instruction and assessment across a broad set of formal and informal instructional environments and populations. Same as ED 210. Prerequisite(s): Sophomore standing or above; or consent of the instructor. Secondary Teacher Education students should enroll in the ED 210 section to facilitate ISBE tracking requirements. All other students should enroll in the EPSY 210 section.

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 EPSY 100; or consent of the instructor.

256 Adolescent and Adult Development in Contemporary Society
3 hours. Overview of social, cognitive, and physiological development of adolescent and adult development. Examines the contexts and institutions that influence adolescent and adult development, with a particular interest in the urban context. Prerequisite(s): EPSY 100 or consent of the instructor. Recommended background: EPSY 210 and EPSY 255.

340 Self and Identity Development Across the Lifespan
3 hours. Overview of theories, research, and contextual factors related to self and identity development across the lifespan, as well as developmental implications for individuals' learning, health, and well-being. Prerequisite(s): Grade of C or better in EPSY 255 and EPSY 256 or equivalent or consent of instructor. Recommended background: Coursework in human development and learning, psychology, and/or sociology.

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.

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.

363 Understanding and Applying Research in Human Development
3 hours. Provides students with the necessary skills to become critical consumers of research in human development, learning, and instruction. Emphasis on making sense of research findings and when and how to apply findings in a variety of settings. Prerequisite(s): Grade of C or better in EPSY 100 and either EPSY 255 or EPSY 256 or consent of instructor.

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.

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.

400 Print-based Instructional Materials: Design and Development
3 hours. Focuses on the design and development process for creating and presenting print-based instructional materials for various learning contexts, to include basic analysis, design, layout, and development guidelines. Extensive computer use required. Prerequisite(s): EPSY 380.

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; or junior standing or above; or consent of the instructor.

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.

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.

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.

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. Recommended background: coursework in psychology or educational psychology.

420 Social Development of Urban Children
3 OR 4 hours. General principles of social development and how these principles need to be modified for this population of children. 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.

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.

430 Interactive Online Instruction: Design and Development
3 hours. Focuses on the design and development process for creating interactive e-learning for various learning contexts. Extensive computer use required. Prerequisite(s): EPSY 380.

440 Engaging Multimedia Instruction: Design and Development
3 hours. Focuses on the design and development of interactive instructional animations that may stand-alone or be integrated as part of a learning program. Extensive computer use required. Prerequisite(s): EPSY 380.

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): Admission to a program in psychology or education; or approval of the College of Education or consent of the instructor, EPSY 210 or EPSY 255 or ED 421 or ED 422.

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.

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.

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.

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.

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.

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.

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.

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.

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.

482 Collaborating with Families, Community, and Professionals
3 hours. Explores the dynamics of professional collaboration with families, addressing characteristics, structures, and processes of collaboration for children and youth with and without disabilities. Same as SPED 482. Previously listed as EPSY 582. Field work required. Prerequisite(s): SPED 461, applicable to SPED M.Ed. students only; or consent of the instructor.

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.

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.

500 Proseminar in Educational Psychology I: Socialization into The Field
2 hours. Socializes students into Educational Psychology, and covers professional development (e.g., importance of CV, presenting at a conference, IRB, grant proposals), and areas of emphasis (e.g., learning, assessment, statistics, measurement). Same as PSCH 550. Satisfactory/Unsatisfactory grading only. Prerequisite(s): Admission to the Ph.D. in Educational Psychology or Education programs; or consent of the instructor.

501 Theories of Educational Psychology
4 hours. Covers critical theories that drive the research and practice of educational psychology, including theories and research that pertain to student achievement, motivation, beliefs, assessments, teaching, and learning across the life span. Same as PSCH 551. Prerequisite(s): EPSY 500 and admission to the Ph.D. in Education program or the Ph.D. in Psychology program; or consent of the instructor.

502 Social Psychology of Education
4 hours. Social psychological factors influencing academic and social outcomes in schools. Achievement motivation, peer relations, social values in relation to student characteristics and school practice. Same as PSCH 517. Prerequisite(s): Admission to the Ph.D. in Education program or the Ph.D. in Psychology program; or consent of the instructor.

503 Essentials of Quantitative Inquiry in Education
4 hours. Introduces theory and assumptions behind parametric statistics. Also provides hands-on experience in conducting basic quantitative research (t-test, correlation, regression, analysis of variance). Same as ED 503. Prerequisite(s): Admission to the Ph.D. in Education program or consent of the instructor.

504 Rating Scale and Questionnaire Design and Analysis
4 hours. Development and administration of rating scales and questionnaires, analysis of data, and reporting of results. The focus is on rating scales. Same as PSCH 504. Previously listed as EPSY 550. Prerequisite(s): ED 501, and ED 503 or EPSY 503 or the equivalents or consent of the instructor.

505 Advanced Analysis of Variance and Multiple Regression
4 hours. Detailed coverage of the principles of ANOVA models, multiple correlation, and multiple regression techniques as tools for the analysis and interpretations of educational and behavioral science data. Extensive computer use required. Prerequisite(s): EPSY 503; or consent of the instructor.

506 Item Response Theory/Rasch Measurement
4 hours. Statistical inference with item response theory models, useful to measure an individual's performance on a test or questionnaire. Models include parametric, non-parametric, unidimensional, multidimensional, and cognitive. Same as PSCH 506. May be repeated to a maximum of 8 hours. Extensive computer use required. Prerequisite(s): ED 501 and EPSY 503 and EPSY 546 or the equivalent. Appropriate score on the department placement test. Graduate or professional standing required or consent of the instructor.

507 Approaches to Analyzing Rating Data
1 TO 4 hours. An introduction to various statistical approaches for detecting rater effects and monitoring rater performance. Extensive computer use required. Prerequisite(s): ED 501 and ED 503 or the equivalent; or consent of the instructor. Recommended background: EPSY 504 and EPSY 505 and EPSY 506 and EPSY 512 and EPSY 546; and EPSY 547

508 Proseminar in Educational Psychology II: Discourses in the Field
3 OR 4 hours. Covers proper scientific writing, including the process of scientific argumentation, crafting research questions and ideas, how to write all components of a scientific article, dissertation, conference presentations, and grant proposal. Prerequisite(s): ED 503 and ED 505 and ED 506 and enrollment in the PhD program in Educational Psychology or approval of instructor. Recommended background: ED 502.

509 Research Design in Education
4 hours. Emphasis is placed on discriminating theoretical and program evaluation research, distinguishing the parts of the study, and designing a research proposal. Prerequisite(s): Admission to a graduate program.

510 Theory of Statistics
4 hours. The foundations of statistical analysis and probability modeling, including probability theory, parameter estimation, axioms and principles of rational decision-making, and large-sample theory. EPSY 546 or EPSY 547 or EPSY 563; and graduate or professional standing; or consent of the instructor or equivalent.

512 Hierarchical Linear Models
4 hours. Parametric and semiparametric approaches to hierarchical linear modeling, for the analysis of continuous and categorical multivariate data. These approaches extend on classical linear regression analysis. Extensive computer use required. Prerequisite(s): EPSY 546 or EPSY 547 or EPSY 563; and graduate or professional standing; or consent of the instructor or equivalent.

514 Non-Parametric Modeling
4 hours. Contemporary nonparametric and semiparametric models that make minimal assumptions about the data-generating process, in order to permit more accurate conclusions in data analysis. Prerequisite(s): ED 501 and EPSY 503 or the equivalent; and appropriate score on the department placement test.

517 Seminar in Urban Youth Development
4 hours. In-depth analysis of topics and issues in the field of youth development and its relation to youth program development, with special attention to the urban context. Previously listed as CIE 517. Prerequisite(s): Consent of the instructor.

519 Curriculum, Instruction and Assessment in Early Primary Grades
5 hours. Language arts, mathematics, science, social studies and fine arts curriculum development and instruction in the primary grades. Prerequisite(s): EPSY 429 and EPSY 520; and consent of the instructor.

520 Curriculum and Practice in Early Childhood Education I
5 hours. Examines curriculum models and methods for fostering learning and development in early childhood. Provides extensive clinical experience in early childhood classrooms. Prerequisite(s): EPSY 429 and ED 422; and consent of the instructor.

521 Early Childhood Education Student Teaching
10 hours. Instructional methods and curricula in the early childhood classrooms. Discussion of program and child evaluation. Includes full-time supervised student teaching. Meets Illinois State requirement for Type 04 Certification by providing supervised student teaching experience. Prerequisite(s): EPSY 519 and EPSY 520; and consent of the instructor.

522 Internship in Early Childhood
6 hours. Instructional methods in curricula in Early Childhood Education. Meets Illinois State Board of Education requirement for Type 04 Certification. May be repeated. Full-time fieldwork required in early childhood education classroom. Prerequisite(s): Consent of the instructor.

524 Parent and Staff Relations in Early Education
4 hours. Methods for involving parents in early childhood programs. The role of the director in program administration and in hiring, training, and supervising teachers and staff. Prerequisite(s): Consent of the instructor.

525 Advanced Adolescent Development
3 hours. Examines current theory and research on physiological, intellectual, emotional, and social development during the adolescent years. Examines relationship amongst individual, interpersonal, and contextual factors related to adolescent development. Prerequisite(s): EPSY 446 or EPSY 502 or ED 421 or ED 422 or ED 445; or consent of the instructor. Recommended background: Coursework in Educational Psychology or Psychology.

526 Development in Infancy and Early Childhood
4 hours. Consideration of development in the preschool years. Stress on theory, research, individual child study, and educational implications. Same as PSCH 520. Prerequisite(s): ED 422 or PSCH 422 or the equivalent.

527 Seminar in Moral Development, Character Formation, and Education
4 hours. Philosophical assumptions, psychology research, and theory underlying current approaches to moral and character education. Cultural and developmental factors in value formation. Same as PSCH 527. Prerequisite(s): ED 422 or PSCH 422 or the equivalent, or admission to the Ph.D. in Education program, Ph.D. in Psychology program, or Ph.D. in Social Work program, or consent of the instructor.

529 Cognition and Instruction: Advanced Constructivist Approaches
4 hours. Piaget's and Vygotsky's theories of knowledge development. Emphasis on competing approaches concerning the relation of thought to action, to language, and to social relations. Same as PSCH 552. Prerequisite(s): EPSY 429 or PSCH 429 or the equivalent, and admission into a Ph.D. program in the College of Education or psychology or consent of instructor.

530 Achievement Motivation
4 hours. The psychology of achievement motivation will be explored from the perspectives of personality, social, and educational psychology. Same as PSCH 525. Prerequisite(s): Graduate standing in education or psychology or consent of the instructor.

531 Gender, Sexuality, and Adolescent Development
4 hours. Focuses on the development of gender and sexuality in adolescence, the ways in which this development impacts growth in other areas, and the impact that social, contextual, and cultural factors have on these processes. Prerequisite(s): Consent of the instructor.

535 Human Development for School Leaders
4 hours. Deepens school leaders' understanding of human development across the lifespan, from birth to adult learning in schools; includes attention to differentiated instruction, SpEd inclusion, and ELL learners in all age groups. Same as EDPS 535. Prerequisite(s): Consent of the instructor.

546 Educational Measurement
4 hours. Contemporary models for the analysis of data arising from multiple-choice tests, rating-scale questionnaires, or experts' judgments of examinee performance. Test equating is also covered. Prerequisite(s): ED 501, and ED 503 or EPSY 503 or the equivalent or consent of the instructor.

547 Multiple Regression in Educational Research
4 hours. Introduction to multiple correlation and regression techniques as tools for the analysis and interpretation of educational and behavioral science data. Prerequisite(s): EPSY 503.

553 Assessment for Teachers
4 hours. Plan, construct, administer, score, and report on classroom assessments that measure a wide variety of learning outcomes, from simple to complex; select and use standardized achievement tests; developing defensible grading procedures. Prerequisite(s): EPSY 421 and EPSY 422; or consent of the instructor.

560 Educational Program Evaluation
4 hours. An introduction to concepts, approaches, techniques, and practices of educational program evaluation. Students work toward acquiring knowledge and skills to plan and conduct evaluations of programs, projects, curriculum and institutions. Prerequisite(s): ED 501 and EPSY 503; or consent of the instructor.

561 Assessment for Measurement Professionals
4 hours. Plan, construct, administer, score, and report on classroom assessment; select and use standardized achievement tests; develop defensible grade procedures; measure issues in classroom assessment; validity and reliability of classroom assessments. Prerequisite(s): ED 421 and ED 422; or consent of the instructor.

562 Large-Scale Testing
2 OR 4 hours. An introduction to large-scale assessments, including planning, constructing, administering, scoring, and reporting on large-scale tests. Prerequisite(s): EPSY 501 or the equivalent; or consent of the instructor. Recommended background: EPSY 503 or EPSY 553 or EPSY 561. Prior experience in designing, administering, scoring, and/or reporting on large-scale tests.

563 Advanced Analysis of Variance in Educational Research
4 hours. Detailed coverage of the principles of analysis of variance and the analysis of data collected from research employing experimental designs. Prerequisite(s): EPSY 503.

583 Multivariate Analysis of Educational Data
4 hours. Introduction to multivariate statistical methods in education including data screening, canonical correlation, MANOVA/MANCOVA, DFA, profile analysis, component/factor analysis, confirmatory factor analysis, and structural equation modeling. Prerequisite(s): EPSY 505 or EPSY 547 or EPSY 563.

588 Current and Specialized Topics in Psychometrics
2 hours. Seminar on current and specialized topics in psychometrics. Satisfactory/Unsatisfactory grading only. May be repeated. Extensive computer use required. Prerequisite(s): Credit or concurrent registration in EPSY 546 or credit or concurrent registration in EPSY 550; and credit or concurrent registration in EPSY 503; or consent of the instructor.

589 Topics in Educational Statistics
4 hours. Seminar on a preannounced topic on educational statistical methodology for the analysis of educational data. May be repeated. Prerequisite(s): EPSY 547.

593 Ph.D. Research Project
1 TO 8 hours. Students design, implement, and analyze results of a research problem in this area of specialization. Completed study is reviewed by faculty. May be repeated to a maximum of 8 hours. Prerequisite(s): Admission to the Ph.D. in Education program.

594 Special Topics in Educational Psychology
1 TO 4 hours. Seminar on a preannounced 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): ED 421 and ED 422, or consent of the instructor.

596 Independent Study
1 TO 4 hours. Students carry out independent study in educational psychology under the direction of a faculty member. May be repeated to a maximum of 12 hours. Students may register in more than one section per term. Prerequisite(s): ED 490 or the equivalent, and consent of the advisor and instructor.

598 Masters Research
0 TO 16 hours. Research on the topic of the student's Master's thesis. May be repeated to a maximum of 8 hours. Prerequisite(s): Consent of the thesis instructor.

599 Thesis Research
0 TO 16 hours. Research on the topic of the student's dissertation. Satisfactory/Unsatisfactory grading only. May be repeated. Students may register in more than one section per term. Prerequisite(s): Consent of the dissertation advisor.

Information provided by the Office of Programs and Academic Assessment.

This listing is for informational purposes only and does not constitute a contract. Every attempt is made to provide the most current and correct information. Courses listed here are subject to change without advance notice. Courses are not necessarily offered every term or year. Individual departments or units should be consulted for information regarding frequency of course offerings.