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Educational Psychology (EPSY) Courses

Academic Unit: Educational Psychology

EPSY 1261 - Understanding Data Stories through Visualization & Computing [MATH]

(3 cr; Student Option; offered Every Fall & Spring)

Equivalent courses: PSTL 1004 (inactive, starting 26-MAY-15, was GC 1454 until 05-SEP-06)

Academics and researchers have long used data & visualization to support and illuminate particular narratives in their scholarship. Today, data visualizations are found not only in the pages of academic journals; many non-academics, including journalists and activists, use increasingly complex data visualizations and statistical summaries to convey salient information and storylines. This course will help students build on their statistical thinking and understanding learned in high school to think critically about the use of summaries and visualization and their role in the data narrative. It will also cover the use of computational tools and methods for creating data summaries and visualization that facilitate seeing patterns and relationships in data, and producing better narrative through communicating with data. Students will learn course material through in-class activities and projects conducted in cooperative learning groups and through assignments requiring the application of concepts and technology presented in class to additional real-world examples of data visualization.

EPSY 1281 - Psychological Science Applied [SOCS]

(4 cr; A-F only; offered Every Fall & Spring)

The course introduces students to applied psychology as a discipline and reviews fundamental principles of psychology through the lenses of applied and professional areas that are the foci of CEHD majors. Specifically, through the lenses of education, we review principles of learning, memory, development, intelligence, and interventions; through the lenses of health and wellness, we review personality, biological, social, and cognitive bases of normal and abnormal behavior, as well as treatments; and, through the lenses of business and organizations, we review principles of motivation, sensation perception, and social behavior. Thus, these psychological principles are considered theoretically, empirically, and through examples for application, with lab discussions and projects emphasizing education, business, health and wellness. The course serves as a foundation for future coursework in education, health sciences, and psychology, and is consistent with the APA?s public education effort to demonstrate how the science and application of psychology benefits society and improves lives.

EPSY 2201 - Basics of Research Methods

(2 cr; A-F only; offered Every Spring)

As part of a society that is saturated with "research," we have all at some point encountered at least one form of research--whether it is via election polls, market surveys, investigative findings reported on the 10pm news, or academic research for your papers. There is sometimes too much research to make sense of it all. As an undergraduate student, you have likely found many examples of research, and it will only become more important in your own academic career, and if you choose to pursue an academic route, in your own development as a scholar. Therefore, learning the basics of research--how it is conducted, how it can be used to answer everyday questions, and what makes it good quality--will make you not only a better researcher, but also a better consumer of academic and popular research.

EPSY 2201H - Basics of Research Methods for Honors Students

(2 cr; A-F only; offered Every Spring)

Equivalent courses: was EDHD 2201H until 19-JAN-21

As part of a society that is saturated with "research," we have all at some point encountered at least one form of research--whether it is via election polls, market surveys, investigative findings reported on the 10pm news, or academic research for your papers. There is sometimes too much research to make sense of it all. As an undergraduate student, you have likely found many examples of research, and it will only become more important in your own academic career, and if you choose to pursue an academic route, in your own development as a scholar. Therefore, learning the basics of research--how it is conducted, how it can be used to answer everyday questions, and what makes it good quality--will make you not only a better researcher, but also a better consumer of academic and popular research. This course aims to introduce you, as an honors student, to these topics.

EPSY 2601 - Understanding Differences, Disabilities, and the Career of Special Education [DSJ]

(4 cr; A-F only; offered Every Fall & Spring)

Impact of disabilities on individual/family. Support systems for persons with disabilities, approaches for advocacy. Employ reflective practices when considering concept of disability. This course has an imbedded school-based practicum.

EPSY 3002 - Demystifying and Engaging the Research Process

(3 cr; Student Option; offered Every Spring & Summer)

Equivalent courses: was EDHD 3302 until 17-JAN-23

Have you ever considered participating in academic research but felt intimidated or uncertain about what the process includes? If so, this course is for you. The University of Minnesota is one of the largest research universities in the world and provides ample opportunity to get involved with world-class faculty and cutting-edge research. The primary goal of the class is to simultaneously introduce and engage students in demystifying the research process. The course includes guest lecturers and draws upon the expertise of nationally recognized faculty and professional staff from across campus representing a broad range of disciplines. Previously offered as EDHD 3302.

EPSY 3101 - Creativity and Intelligence: an Introduction

(3 cr; Student Option No Audit; offered Every Fall & Spring)

Equivalent courses: EPSY 5101 (starting 07-SEP-10)

Classic/contemporary theories of creativity/intelligence, their development, implications for behavioral/social sciences and psychological/educational practices.

EPSY 3105 - Community Engaged Research Experiences in K-12 Contexts [DSJ]

(3 cr; A-F only; offered Every Spring)

This course is designed as an introduction to community-engaged, educational research. Students will learn about educational research methodology that includes descriptive, experimental, and applied methods. We will highlight the ways that data is collected and analyzed to answer various types of research questions. By participating in the course activities, students will learn skills to develop a research question and design and conduct their own study. The course activities will build on existing research partnerships in Minneapolis and St. Paul Public Schools. Students enrolled in the course will be able to work with teachers, students, and families as a part of their experience. The course instructor(s) have large-scale, existing research projects that explore various mechanisms (technology, parent involvement, culturally responsive pedagogy) to support middle school students' science learning. We will create a community of undergraduate scholars that is simultaneously social and intellectual. The course lectures, activities, and research experiences are designed to create an environment that respects and values the students' diverse cultural backgrounds.

EPSY 3132 - Psychology of Multiculturalism in Education [DSJ]

(3 cr; A-F or Audit; offered Every Spring)

Course critically examines social and cultural diversity in the United States, confronting social issues of poverty, handicappism, homophobia, racism, sexism, victim-blaming, violence, and so on, and presenting models for change. Students examine how and why prejudices develop.

EPSY 3264 - Basic and Applied Statistics [MATH]

(3 cr; Student Option; offered Every Fall, Spring & Summer)

Introductory statistics. Emphasizes understanding/applying statistical concepts/procedures. Visual/quantitative methods for presenting/analyzing data, common descriptive indices for univariate/bivariate data. Inferential techniques.

EPSY 3301 - Introduction to Educational Psychology [SOCS]

(3 cr; Student Option No Audit; offered Every Fall)

Equivalent courses: EPSY 5114 (starting 07-SEP-10)

History, current work. Future promise of educational psychology. Major topics in educational psychology. Focuses on interplay between theory, empirical research, and practical applications.

EPSY 3303 - Educational Psychology Undergraduate Practicum

(3 cr; A-F or Audit; offered Every Spring; may be repeated for 6 credits; may be repeated 2 times)

Equivalent courses: EPSY 3303H

This culminating course familiarizes students with the principles and practice of applied psychology in educational and community settings. Through supervised fieldwork experiences in either research or practice settings, students will develop an understanding of ethical considerations in educational psychology and explore how psychological research can be used to advance the practice of psychology in applied settings. This course is designed for undergraduate students completing an Educational Psychology undergraduate minor or the Special Education major. The course meets for 120 minutes weekly, and students complete 90 hours of fieldwork (approximately 8-10 hours/week). This is a community-engaged learning course. Fieldwork experiences can include: * A research experience conducted with an approved Educational Psychology faculty member. * A practical experience in an approved community engaged service-learning setting. Note: students in the special education major must complete fieldwork related to disabilities and/or special education.

EPSY 3303H - Honors Educational Psychology Undergraduate Practicum

(3 cr; A-F or Audit; offered Every Spring; may be repeated for 6 credits; may be repeated 2 times)

Equivalent courses: EPSY 3303 (starting 04-SEP-18)

This culminating course familiarizes students with the principles and practice of applied psychology in educational and community settings. Through supervised fieldwork experiences in either research or practice settings, students will develop an understanding of ethical considerations in educational psychology and explore how psychological research can be used to advance the practice of psychology in applied settings. This course is designed for undergraduate students completing an Educational Psychology undergraduate minor or the Special Education major. The course meets for 120 minutes weekly, and students complete 90 hours of fieldwork (approximately 8-10 hours/week). Honors students will be involved in Directed Faculty Research conducted with an approved Educational Psychology faculty member. The research project will be used to direct the honors thesis. In addition, honors students will present their research at the Undergraduate Research Symposium Note: students in the special education major must complete fieldwork related to disabilities and/or special education.

EPSY 3613 - Foundations of Special Education I [DSJ]

(3 cr; A-F or Audit; offered Every Fall & Spring)

Equivalent courses: EPSY 5613 (starting 19-JAN-16, was EPSY 4613 until 02-SEP-14)

To review the foundations of special education, culminating in an understanding of the application of the IDEAL Problem Solving Model. The course will address concepts related to exceptionality; historical and legal foundations; problem solving and tools of inquiry; collaborative relationships with families, educational, and community professionals; support of students with disabilities in general education; characteristics of students with high and low incidence disabilities, and ethics. Teacher candidates will learn methods of formative assessment using curriculum-based measures (CBM) and practice analyzing data to make instructional decisions and inform early intervention for struggling students.

EPSY 3616W - Classroom Management and Behavior Analytic Problem Solving [WI]

(3 cr; Student Option; offered Every Fall & Spring)

Equivalent courses: EPSY 5616W (starting 07-SEP-21, was EPSY 5616 until 22-JAN-19)

Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class).

EPSY 3625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction

(2 cr; A-F or Audit; offered Every Fall)

Equivalent courses: EPSY 5625 (starting 07-SEP-21)

Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.

EPSY 3631 - Module 1: Introduction to Augmentative and Alternative Communication

(1 cr; A-F only; offered Every Fall, Spring & Summer)

Equivalent courses: EPSY 5631 (starting 02-SEP-14)

Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AA

EPSY 3701 - Practicum: Field Experience in General Education - Inclusive Classrooms

(1 cr [max 2]; S-N only; offered Every Fall & Spring; may be repeated for 2 credits; may be repeated 2 times)

Equivalent courses: EPSY 5701 (starting 28-MAY-13)

Field-Based Practicum. Observe and actively participate in an inclusive (with and without disabilities) general education classroom. An emphasis is placed on communication skills and reflective practice.

EPSY 3705 - Field Experience in Denmark: Exploring Community, Culture, and Education [GP]

(3 cr; A-F only; offered Every Summer)

Equivalent courses: EPSY 5709

The Department of Educational Psychology is on a mission to provide its students with opportunities to develop the multicultural competencies necessary to work effectively with children and families of all races, cultures, languages, and ethnicities. Through this seminar, students will experience cross-cultural teaching and learning through intense immersion in Danish schools and communities. In addition, as a minority culture in Copenhagen, students will learn from diverse perspectives expanding their respect for individual differences. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem-solving skills, and builds leadership skills for future professionals who aspire to work in Educational Psychology and related fields.

EPSY 3801 - The Science of Human Resilience and Wellbeing: Foundational Knowledge for Career and Life Success [SOCS]

(3 cr; A-F or Audit; offered Every Spring)

This course is for any undergraduate student interested in learning about and applying the theory and practice as it relates to resilience and wellbeing. This course integrates key cross-cutting, scientific findings from a range of psychological disciplines, including positive psychology, clinical psychology, developmental psychology, neuropsychology, and social psychology. Stated simply, resilience refers to the human capacity and ability to both survive and thrive in the face of life circumstances. Students will develop a deep understanding of the theoretical concepts of stress, resilience, and wellbeing, as well as specific resilience practices scientific research has shown enable people to better manage and bounce back from stressful situations and enhance their social, emotional, and behavioral functioning in career and personal aspects of life.

EPSY 3802 - Contemporary Issues in School Psychology

(3 cr; A-F only; offered Periodic Fall & Spring)

This survey-level course is designed to facilitate understanding of the intersections of psychological processes with current issues facing the U.S. schools and is targeted toward students interested in working with children and adolescents in school settings. Students will develop basic understanding of scholarship and professional opportunities in school psychology and related fields. The course is designed to overview how psychological processes impact students, teachers, educational staff, families, and school communities through use of data and research to inform school practices that promote safe and healthy school environments, support students? mental health, and meet the needs of unique learners. Lectures, discussions, and interactive activities will be used to facilitate learning.

EPSY 4001 - Teaching Students with Special Needs in Inclusive Settings

(1 cr; Prereq-Must be enrolled in either the initial teaching licensure program for music education or agricultural education students. All other initial teaching licensure candidates should enroll in 5015 and 5016.; A-F only; offered Every Spring)

Equivalent courses: was EDHD 4001 until 26-MAY-15

Historical perspectives, definitions/professional language, characteristics, needs, service delivery systems for each area of exceptionality.

EPSY 4604 - Transition From School to Work and Community Living for Persons With Special Needs

(3 cr; Student Option; offered Every Spring & Summer)

Equivalent courses: EPSY 5604 (starting 23-MAY-16)

Use of strategies/models for improving transition of youth from school to work and community living. Course content that specifically addresses all phases of student assessment, individualized transition planning. Parent, family, and student involvement in designing post school options. Community-based services (employment, residential living, social and recreational services, etc). Comprehensive interagency approaches.

EPSY 4605W - Collaborative Practices for the Special Educator [WI]

(3 cr; A-F only; offered Every Spring)

Equivalent courses: EPSY 5605W (starting 22-JAN-19, was EPSY 5605 until 22-JAN-19)

Skills/knowledge required to consult/collaborate with school personnel, families, other professionals to maintain effective educational support.

EPSY 4609 - Infants and Toddlers with Delays/Disabilities: Family-Centered Approaches to Early Intervention

(3 cr; A-F or Audit; offered Every Fall)

Equivalent courses: EPSY 5609 (starting 07-SEP-21)

This course was designed to provide pre-service and current teachers, as well as related service providers, with the knowledge and skills needed to understand the dynamic ecosystems of families with a child with disabilities. Students will be introduced to the major methods, philosophies, and current research that emphasize effective family-professional collaboration in planning and service delivery for infants and young children with disabilities. The focus is on a family-centered approach to assess and design educational plans and interventions, with a specific emphasis on relationship building and understanding the diverse perspectives on family life and developmental expectations.

EPSY 4614W - Assessment and Due Process in Special Education [WI]

(3 cr; A-F or Audit; offered Every Fall & Spring)

Equivalent courses: EPSY 5614W (starting 21-JAN-20, was EPSY 5614 until 16-JAN-18)

Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.

EPSY 4617 - Academic and Social Interventions for Students with Mild to Moderate Disabilitie

(3 cr; A-F only; offered Every Spring)

Equivalent courses: EPSY 5617 (starting 17-JAN-23, ending 03-SEP-13)

Use problem solving model to make data-based decisions regarding implementation and evaluation of instruction for students with academic and behavioral difficulties.

EPSY 4618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language

(3 cr; A-F or Audit; offered Every Fall)

Equivalent courses: EPSY 5618 (starting 06-SEP-22)

The purpose of this course is to prepare teachers of students at risk and with academic disabilities to address their specific learning needs in the area of reading and written language, using a data-based decision-making approach. Through course readings, lectures, discussions, cooperative group work, microteaching, and field experiences, students will gain knowledge and skills to address the needs of children with difficulties or disabilities that affect reading and writing, including children with dyslexia and dysgraphia.

EPSY 4657 - Interventions for Behavioral Problems in School Settings

(3 cr; A-F or Audit; offered Every Fall)

Equivalent courses: EPSY 5657 (starting 05-SEP-17)

Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.

EPSY 4681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions

(3 cr; Prereq-[3616W, 3625] or instr consent; A-F only; offered Every Spring)

Equivalent courses: EPSY 5681 (starting 07-SEP-21)

This course provides an opportunity to engage in in-depth learning related to a variety of specialized approaches and interventions designed to maximize developmental and educational outcomes for young children, birth to age 6, with disabilities and their families in home, community, and school-based settings. Early educators and early childhood special educators play a major role in the development, implementation, and evaluation of individualized programming and are called upon to provide services that are interdisciplinary, multicultural, family-centered, inclusive, developmentally appropriate, and effective. Thus, early childhood professionals must be knowledgeable of and proficient in their application of curricular adaptations and instructional strategies that address the needs of young children with a broad range of disabilities in a broad range of preschool settings.

EPSY 4994 - Faculty Directed Research in Educational Psychology

(1 cr [max 6]; Prereq-instr consent; A-F only; offered Periodic Fall, Spring & Summer; may be repeated for 20 credits; may be repeated 20 times)

Arranged independently with individual faculty members.

EPSY 5001 - Learning, Cognition, and Assessment

(3 cr; A-F only; offered Every Fall, Spring & Summer)

Equivalent courses: was EDHD 5001 until 26-MAY-15, EPSY 3119 (inactive)

In this course, you will learn about: Theories of child development and how they relate to approaches to instruction; Behaviorist, cognitive, and social cognitive learning theories; Approaches to instruction and assessment (teacher-centered vs. student-centered vs. assessment-centered); and Issues related to assessment and measuring student learning (validity, reliability, interpretation, etc.) by participating in assessment design (traditional, performance, formative) and interpretation.

EPSY 5015 - Teaching Students with Special Needs in Inclusive Settings

(1 cr; Prereq-Enrolled in a teacher initial licensure program; A-F only; offered Every Summer)

Equivalent courses: was EDHD 5015 until 26-MAY-15

Areas of exceptionality defined in federal/state regulations. Historical perspectives, definitions, etiology, characteristics, needs, and service delivery systems. Collaborating with special education personnel.

EPSY 5016 - Teaching Students with Special Needs in Inclusive Settings

(1 cr; Prereq-Enrolled in teacher initial licensure program; A-F only; offered Every Fall & Spring)

Equivalent courses: was EDHD 5016 until 26-MAY-15

Attending to constant transitions/development in which children/adolescents negotiate their road to adulthood. How to foster learning/positive development.

EPSY 5017 - Teaching Exceptional Students in General Education Classrooms

(2 cr; A-F or Audit; offered Every Summer)

This course will provide an overview of the areas of exceptionality defined in federal and state regulations. The focus of this course will be on historical perspectives, definitions, etiology, characteristics, needs, and service delivery systems for each area of exceptionality as well as the general educator?s role in collaborating with special education personnel in order to meet the needs of students with special needs.

EPSY 5101 - Intelligence and Creativity (Completely Online)

(3 cr; A-F or Audit; offered Every Fall, Spring & Summer)

Equivalent courses: EPSY 3101 (starting 07-SEP-10)

Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.

EPSY 5114 - Psychology of Student Learning

(3 cr; A-F only; offered Every Fall)

Equivalent courses: EPSY 3301 (starting 07-SEP-10)

This course is an introduction to the theories, data, and methods of Educational Psychology most relevant to understanding student thinking and learning. The first third of the course reviews those aspects of cognitive development that are foundational for education. The second third considers how cognitive psychology informs questions of learning, memory, knowledge, and transfer. With this background in place, the final third of the course will focus on the classroom: on instruction, motivation, individual differences, and group differences. The course concludes by considering the neural correlates of classroom learning.

EPSY 5116 - Education of the Gifted and Talented

(3 cr; Student Option No Audit; offered Every Spring)

Equivalent courses: was EPSY 5191 until 20-MAY-19

Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.

EPSY 5119 - Mind, Brain, and Education

(3 cr; Prereq-3301 or equiv; Student Option No Audit; offered Periodic Spring)

How educationally relevant skills/concepts develop in both typical/atypical children.

EPSY 5121 - Debugging Failure in Learning

(3 cr; Student Option; offered Fall Odd Year)

This course investigates the double-edge potential of failure to catalyze and thwart learning. The goal is to develop a multi-dimensional framework drawing on psychological, cognitive, interpersonal, and systemic perspectives that can be used in research to document, understand, problematize, and ultimately support students experiences with failure during learning. Central topics include causal attributions, play-based failures, counter storytelling, inequities, framing, and motivation. Course activities include reviews of experimental and observational research; reflections on video of students and instructors navigating moments of failure; and opportunities to develop research designs and/or analyze new data attending to failure.

EPSY 5122 - Programming Fundamentals for Social Science Research

(3 cr; Student Option; offered Every Fall)

What is computer programming, and how can it be used to improve your research? This course teaches the fundamental concepts and techniques of programming using the open-source Python 3 language, while emphasizing a variety of applications to social science research, including data analysis, visualization, task automation, and retrieving data from the internet through APIs and scraping. The course covers fundamental programming concepts, as well as software engineering topics such as writing robust code, testing, debugging, collaboration, version control, and working with file systems. The course is taught with an active, hands-on approach to programming, including class discussions and group work. It is designed to be accessible to students without any prior programming experience.

EPSY 5123 - Programming Workflows for Psychological Research

(3 cr; Prereq-Students should have taken an undergraduate- or graduate-level statistics course.; Student Option; offered Every Spring)

How can researchers use open-source programming to create a reproducible and flexible workflow? This course teaches programming and computer-based skills that are increasingly important methods in psychological research, like fundamental programming concepts, data wrangling in R, online experiments and surveys with JavaScript, version control with git, using the Open Science Framework, and writing reproducible reports with R Markdown. It emphasizes open science practices and readily implementable skills for a more streamlined and automated research workflow. The course is taught with an active, hands-on approach to programming, including class discussions and group work. It is designed to be accessible to students without any prior programming experience.

EPSY 5135 - Human Relations Workshop

(4 cr; Student Option; offered Every Fall & Summer)

Experiential course addressing issues of prejudice and discrimination in terms of history, power, and social perception. Includes knowledge and skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, effective leadership, judgment and decision-making, prejudice reduction, conflict resolution.

EPSY 5151 - Cooperative Learning

(3 cr; Student Option; offered Every Spring)

Participants learn how to use cooperative learning in their setting. Topics include theory and research, teacher's role, essential components that make cooperation work, teaching social skills, assessment procedures, and collegial teaching teams.

EPSY 5157 - Social & Developmental Psychology of Education

(3 cr; A-F only; offered Every Spring)

Social and developmental psychology provides the underpinnings for a range of methods for conducting research in real-world settings. They also lay conceptual foundations for understanding a range of social and developmental processes. The course will cover a full range of topics within social and developmental psychology, plus selected topics in personality psychology, and examine their implications for understanding and structuring educational and other professional settings. Discussions will include a strong focus on educator and practitioner applications of research. The course is a survey course of issues related to both social psychology and human development and, their application to applied settings. It is designed for graduate students from all fields with interests in social processes. Typically, each class period of the course will include a combination of lecture, class discussion, small group cooperative learning work, and videos.

EPSY 5200 - Special Topics: Psychological Foundations (Topics course)

(1 cr [max 4]; Student Option; offered Periodic Fall & Spring; may be repeated for 12 credits; may be repeated 3 times)

Focus on special topics in psychological and methodological concepts relevant to advanced educational theory, research, and practice not covered in other courses.

EPSY 5216 - Introduction to Research in Educational Psychology and Human Development

(3 cr; Prereq-5261 or intro statistics course; A-F or Audit; offered Every Fall)

Designing/conducting a research study. Reviewing literature, formulating research problem, using different approaches to gather data, managing/analyzing data, reporting results.

EPSY 5220 - Special Topics: Quantitative Methods (Topics course)

(1 cr [max 4]; Student Option; offered Periodic Fall, Spring & Summer; may be repeated for 30 credits; may be repeated 30 times)

Focus on special topics in methodological concepts involving theory, research, and practice in statistics, measurement, evaluation, and statistics education not covered in other courses.

EPSY 5221 - Principles of Educational and Psychological Measurement

(3 cr; Student Option; offered Every Fall & Spring)

Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.

EPSY 5243 - Principles and Methods of Evaluation

(3 cr; Student Option; offered Every Fall, Spring & Summer)

Equivalent courses: OLPD 5501 (starting 12-JUN-00, was EDPA 5501 until 17-JAN-12, was EPSY 5243 until 02-SEP-03, was EDPA 5501 until 12-JUN-00, was EPSY 5243 until 12-JUN-00, was EDPA 5501 until 07-SEP-99)

Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.

EPSY 5244 - Survey Design, Sampling, and Implementation

(3 cr; Prereq-[5221 or 5231 or 5261 or equiv], [CEHD grad student or MEd student]; Student Option; offered Every Fall)

Survey methods, including mail, phone, and Web-based/e-mail surveys. Principles of measurement, constructing questions/forms, pilot testing, sampling, data analysis, reporting. Students develop a survey proposal and a draft survey, pilot the survey, and develop sampling/data analysis plans.

EPSY 5245 - Advanced Survey Data Analysis for Categorical and Rating Scale Data

(1 cr; Prereq-5244, 5261; Student Option; offered Periodic Spring)

Practical course. Specific nature of survey data (typically categorical or ordinal). Appropriate data analytic methods.

EPSY 5246 - Evaluation Colloquium

(1 cr; S-N or Audit; offered Every Fall & Spring; may be repeated for 24 credits; may be repeated 24 times)

Equivalent courses: was OLPD 5524 until 18-JAN-22, was EDPA 5524 until 17-JAN-12, was EDPA 5524 until 04-SEP-01, was EDPA 5524 until 05-SEP-00, was EDPA 5524 until 18-JAN-00, was EDPA 5524 until 07-SEP-99

Informal seminar of faculty and advanced students interested in the issues and problems of program evaluation.

EPSY 5247 - Qualitative Methods in Educational Psychology

(3 cr; Prereq-Graduate student or Applied Psychology in Educational and Community Settings Minor; Student Option; offered Every Fall)

Introduction to qualitative methods of inquiry. Contrasting different research traditions (e.g., case study, phenomenology, ethnography, social interactionism, critical theory). Practice with field notes, observations, and interviewing. Use of NVIVO to track/code data.

EPSY 5261 - Introductory Statistical Methods

(3 cr; Student Option; offered Every Fall, Spring & Summer)

Equivalent courses: EPSY 5231 (inactive, starting 07-SEP-99), EPSY 5263 (inactive, starting 21-JAN-03), EPSY 3264 (ending 21-JAN-14, starting 22-JAN-02)

EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.

EPSY 5262 - Intermediate Statistical Methods

(3 cr; Prereq-3264 or 5261 or equiv; Student Option; offered Every Fall & Spring)

Application of statistical concepts/procedures. Analysis of variance, covariance, multiple regression. Experimental design: completely randomized, block, split plot/repeated measures.

EPSY 5272 - Statistics Teaching Internship

(1 cr [max 3]; Prereq-Grad student, instr consent; S-N only; offered Every Fall & Spring; may be repeated for 3 credits; may be repeated 3 times)

Supervised teaching experience.

EPSY 5400 - Special Topics in Counseling Psychology (Topics course)

(1 cr [max 4]; Student Option; offered Every Fall, Spring & Summer; may be repeated for 12 credits; may be repeated 3 times)

Theory, research, and practice in counseling and student personnel psychology. Topics vary.

EPSY 5401 - Counseling Procedures

(3 cr; Prereq-Upper div student; Student Option; offered Every Fall, Spring & Summer)

Emphasis on the counseling relationship and principles of interviewing. Case studies, role playing, and demonstration. For individuals whose professional work includes counseling and interviewing.

EPSY 5402 - Counseling History and Theories

(3 cr; A-F only; offered Every Fall; may be repeated for 4 credits)

Equivalent courses: was EPSY 8402 until 08-SEP-20

This course provides a broad introduction to professional counseling. Students will explore the major historical and contextual factors that have influenced the counseling field, with particular focus on theories and models of counseling practice. Roles and responsibilities of the professional counselor will also be discussed. Coursework will emphasize professional development via self-reflection, awareness of context and culture, and cultivation of counselor identity.

EPSY 5403 - Counseling Diverse Populations

(3 cr; A-F or Audit; offered Every Spring)

Equivalent courses: was EPSY 8403 until 03-SEP-19

This course addresses counseling implications for diverse individuals and families. Students will understand the impact of worldview and other factors such as ethnicity, culture, religious preference, socioeconomic status, gender identity, sexual orientation, and disabilities in community, higher education, and school settings. Students will examine their own worldviews as it relates to the topics discussed. Advocacy and social justice practices for working with diverse populations will also be addressed.

EPSY 5404 - Group Counseling

(3 cr; A-F or Audit; offered Every Spring)

Equivalent courses: was EPSY 8404 until 03-SEP-19

This course addresses foundations of group counseling that can be applied to multiple settings with a variety of diverse populations and age groups. Essential group leadership skills, types of groups, stages, planning, and evaluating groups will be covered. Additional topics include legal and ethical issues involved in group counseling, group dynamics, and therapeutic factors.

EPSY 5405 - Career Counseling

(3 cr; A-F or Audit; offered Every Fall)

Equivalent courses: was EPSY 8405 until 03-SEP-19, was EPSY 5431 until 18-JAN-00

This course covers career development theories, career counseling procedures and techniques, career assessment/interpretation, and career development programming across the lifespan. Career interventions and resources will be discussed that relate to diverse populations within school, community, and higher education settings.

EPSY 5406 - Ethics in Counseling

(3 cr; A-F only; offered Every Fall)

Equivalent courses: was EPSY 8406 until 03-SEP-19

This course will help students deeply explore the ethical standards and legal principles that must be referenced when making decisions in the practice of counseling. Students will learn how to apply the ethical standards and federal/state legal statutes to complex counseling cases. Ethical standards related to assessment, diagnosis, and practice are discussed in relation to counseling diverse populations in school, community, and higher education settings.

EPSY 5407 - Diagnosis and Treatment in Counseling

(3 cr; A-F only; offered Every Spring; may be repeated for 4 credits)

Equivalent courses: was EPSY 8407 until 08-SEP-20

Etiology, symptom patterns, and assessment/treatment for various psychological disorders. Models of diagnosis. Empirically validated psychological assessment and counseling methods. Attention to cultural competency in assessment, diagnosis, and treatment.

EPSY 5408 - Counseling Skills

(3 cr; A-F only; offered Every Fall)

This course introduces students to fundamental techniques and skills of professional counseling. Students will practice basic interviewing skills, with a focus on rapport-building and evidence-based counseling relationships. Specific techniques for facilitating exploration, insight, and change will also be covered. Finally, students will integrate knowledge of counseling models and basic skills through a series of videotaped counseling practice and self-reflection assignments.

EPSY 5409 - Trauma and Crisis Counseling

(3 cr; A-F only; offered Every Spring)

This course provides an overview of theories and skills commonly used by counselors working with clients in crisis. The first half of the course will cover assessment, impacts, and treatment of psychological trauma, including trauma-informed approaches to crisis situations. The second half of the course will cover specific types of crises commonly seen by counselors in a range of community and educational settings, with a focus on ethical and multiculturally-competent practice. There will be an emphasis on resiliency and self-care throughout the course.

EPSY 5414 - School Counselor Accountability, Advocacy, and Leadership

(3 cr; A-F only; offered Every Fall)

This course will equip school counselors-in-training with the knowledge and skills to develop intentional, data-driven school counseling programs. Focus will be given to evidence-based counseling interventions. Students will learn how to use data both in the development and evaluation of their school counseling program. Students will practice using data to advocate while also developing their leadership skills.

EPSY 5415 - Counseling Children and Adolescents

(3 cr; Prereq-Grad student or MEd student or K-12 [counseling endorsement or licensure] student; A-F or Audit; offered Every Fall & Summer; may be repeated for 4 credits)

Development, issues, and needs of children, kindergarten through high school ages. Counseling/developmental theory/strategies. Cultural diversity, legal/ethical issues in counseling children/adolescents.

EPSY 5416 - Introduction to Clinical Mental Health Counseling

(3 cr; A-F only; offered Every Fall)

This course will help students understand the foundations of the clinical mental health counseling profession. The major focus will be on developing a counselor identity and learning about the history and evolution of mental health counseling as a field.

EPSY 5417 - Counseling Research Practicum

(1 cr [max 2]; Student Option; offered Every Fall & Spring; may be repeated for 3 credits; may be repeated 2 times)

The purpose of this course is to enable students to develop applied research expertise consistent with their responsibilities as licensed professional counselors, licensed professional clinical counselors, higher education counselors, school counselors, career counselors, and professionals in other counseling-related fields. This is the first course in the 2-course Counseling Research Practicum sequence.

EPSY 5421 - Leadership and Administration of Student Affairs

(3 cr; Student Option; offered Periodic Fall & Spring)

Equivalent courses: was OLPD 5724 until 26-MAY-15, was EDPA 5724 until 17-JAN-12, was EDPA 5724 until 18-JAN-00, was EDPA 5724 until 07-SEP-99

Theoretical approaches, administrative structure, and evaluation methods used in college/university student affairs.

EPSY 5427 - Advanced Counseling Research Practicum

(2 cr; Prereq-Completion of EPSY 5417 for 2 credit hours; Student Option; offered Every Fall & Spring; may be repeated for 6 credits; may be repeated 3 times)

The purpose of this course is to enable students to gain further skills in developing applied research expertise consistent with their responsibilities as licensed professional counselors, licensed professional clinical counselors, higher education, school, and career counselors, and professionals in other counseling-related fields. This is the second of a 2-course Counseling Research Practicum sequence.

EPSY 5429 - Advanced Concepts in Clinical Mental Health

(3 cr; A-F only; offered Every Fall)

This course provides advanced counseling students with an opportunity to explore more deeply recent trends, new ideas, and contemporary issues in clinical mental health. Current research and practice around a variety of topics, such as identifying and counseling clients with substance use and co-occurring disorders, counseling clients with eating disorders, genetic counseling and the role of genetics in mental health, neurology, neuropharmacology, the role of counselors in referral and supporting clients under psychiatric care, and how counselors can work effectively on mental health teams, interface with other health and mental health professionals, and advocate for persons with mental health issues will be explored. Students will consider human diversity and counseling with clients from diverse backgrounds and perspectives, as well as the use of evidence-based and innovative practices in treatment within each of these areas of study.

EPSY 5432 - Foundations of Individual/Organizational Career Development

(3 cr; Student Option; offered Spring Even Year)

Equivalent courses: was OLPD 5033 until 05-SEP-17

Introduction to individual and organizational career development theory and practice. Examines critical issues in work patterns, work values, and workplaces in a changing global society, with implications for career planning, development, and transitions, emphasizing personal and organizational change. For nonmajors: serves students in adult ed, HRD, IR, college student advising, and other related fields.

EPSY 5435 - Introduction to School Counseling

(3 cr; Prereq-Ed Psych Counselor Ed grad student in school counselor prog or instr consent; A-F only; offered Every Fall; may be repeated for 6 credits; may be repeated 2 times)

Equivalent courses: was EPSY 8435 until 03-SEP-13

History/evolution of school counselor role in schools. Duties/demands of school counselor. Examine comprehensive guidance programming in K-12 schools. Issues in school counseling profession.

EPSY 5436 - Crisis Management and Consulting in Schools

(3 cr; Prereq-CSPP grad student in school counselor program or instr consent; A-F or Audit; offered Every Fall)

Equivalent courses: was EPSY 8436 until 03-SEP-13

Issues, topics, problems. Diversity in school counseling. Review, discussion, analysis of current literature. Students develop prevention, intervention, guidance programs for K-12 schools.

EPSY 5437 - Counseling Research Design

(3 cr; A-F only; offered Every Spring)

This capstone course is an integration of science and practice. Students will learn research design techniques that are relevant and accessible to counselors in full-time practice, counselor educators, counseling consultants, and others in the counseling professions. Students will develop knowledge and skills related to identifying evidence-based counseling practices, developing and measuring client outcomes, analyzing and using data in counseling, and understanding how to implement ethical and culturally relevant research, data interpretation, and reporting strategies. The bulk of coursework will be the development, presentation, and defense of a research proposal in students? areas of interest. Students will learn the importance of research in advancing the counseling profession, and will practice using multiple data sources to inform programs and services in schools, counseling agencies, and higher education settings.

EPSY 5439 - Case Conceptualization and Treatment Planning - Clinical Mental Health

(3 cr; A-F only; offered Every Spring)

This course introduces students to fundamental assessment, interviewing, case conceptualization, and treatment planning skills used by counselors in community and higher education settings. Students will have the opportunity to observe and practice intake interviews, to conceptualize clients from a culturally-informed, biopsychosocial perspective, and identify and communicate measurable treatment goals and effective interventions. Students will also work in groups to more deeply investigate and apply various approaches to case conceptualization and receive feedback from peers.

EPSY 5462 - Case Conceptualization and Treatment Planning -- Dual Licensure

(2 cr; Prereq-Graduate student in counselor education or a related field, or by instructor permission; Student Option; offered Every Fall; may be repeated 2 times)

This course introduces students to fundamental assessment, interviewing, case conceptualization, and treatment planning skills used by counselors in clinical mental health settings. Thus, it is appropriate for students in the school counseling track intending to pursue counseling licensure or work in a mental health capacity. Students will have the opportunity to observe and practice intake interviews, to conceptualize clients from a culturally-informed, biopsychosocial perspective, and identify and communicate measurable treatment goals and effective interventions. Students will also work in groups to more deeply investigate and apply various approaches to case conceptualization and receive feedback from peers.

EPSY 5463 - NCMHCE Test Prep

(1 cr; Prereq-Graduate student in counselor education or a related field, or by instructor permission.; Student Option; offered Every Spring; may be repeated for 2 credits; may be repeated 2 times)

In this course, students will work through case studies analyzing diagnosis, treatment planning, and interventions for clinical mental health. Participants will review significant theories, assessments, interventions, and review testing vignettes for the national exam. Students will be taught how to critically analyze case studies and vignettes to make educated decisions on how to handle various clinical situations.

EPSY 5481 - Practicum in School Counseling

(3 cr; A-F only; offered Every Spring)

This course is designed to support student growth in their development as a school counselor and to add to the training that they receive at their on-site placements. While enrolled in this course, students will be counseling clients in schools for the first time since entering this program. This class is designed to provide group supervision and support during their time on site. It is also designed to provide classroom instruction in areas that are relevant to the practice of school counseling. The course content will be delivered via class discussion, case presentations, tape review and online discussions. During the practicum, students will accrue a minimum of 100 hours, but will not exceed 200 hours at their practicum site. Faculty will collaborate biweekly with site supervisors to ensure that their needs are met and to provide support for the individual supervision that takes place on site.

EPSY 5482 - Practicum in Clinical Mental Health

(3 cr; A-F only; offered Every Summer)

This course is designed to support student growth in their development as a counselor and to add to the training that they receive at their on-site placements. While enrolled in this course, students will be counseling clients in various settings for the first time since entering this program. This class is designed to provide group supervision and support during their time on site. It is also designed to provide classroom instruction in areas that are relevant to the practice of counseling. The course content will be delivered via class discussion, case presentations, tape review, and online discussions.

EPSY 5483 - Internship I

(3 cr; A-F or Audit; offered Every Fall; may be repeated for 4 credits)

Equivalent courses: was EPSY 8503 until 08-SEP-20

Supervised practice in counseling with individuals and groups; emphasizes systematic evaluation of student?s counseling practice through direct observations, video, and audio tapes.

EPSY 5484 - Internship II

(3 cr; A-F or Audit; offered Every Spring; may be repeated for 4 credits)

Equivalent courses: was EPSY 8504 until 08-SEP-20

Intermediate supervised practice in counseling with individuals and groups; emphasizes ethical issues with systematic evaluation of student?s practice through direct observations, video, and audio tapes.

EPSY 5604 - Transition From School to Work and Community Living for Persons With Special Needs

(3 cr; Student Option; offered Every Spring & Summer)

Equivalent courses: EPSY 4604

Use of strategies/models for improving transition of youth from school to work and community living. Course content that specifically addresses all phases of student assessment, individualized transition planning. Parent, family, and student involvement in designing post school options. Community-based services (employment, residential living, social and recreational services, etc). Comprehensive interagency approaches.

EPSY 5605W - Collaborative Practices for the Special Educator [WI]

(3 cr; A-F only; offered Every Spring)

Equivalent courses: was EPSY 5605 until 22-JAN-19, EPSY 4605W

Skills/knowledge required to consult/collaborate with school personnel, families, other professionals to maintain effective educational support.

EPSY 5609 - Infants and Toddlers with Delays/Disabilities: Family-Centered Approaches to Early Intervention

(3 cr; A-F or Audit; offered Every Fall)

Equivalent courses: EPSY 4609

This course was designed to provide pre-service and current teachers as well as related service providers with the knowledge and skills needed to understand the dynamic ecosystems of families with a child with disabilities. Students will be introduced to the major methods, philosophies, and current research that emphasize effective family-professional collaboration in planning and service delivery for infants and young children with disabilities. The focus is on a family-centered approach to assess and design educational plans and interventions, with a specific emphasis on relationship building and understanding the diverse perspectives on family life and developmental expectations.

EPSY 5613 - Foundations of Special Education I [DSJ]

(3 cr; A-F or Audit; offered Every Fall & Spring)

Equivalent courses: was EPSY 4613 until 02-SEP-14, EPSY 3613

To review the foundations of special education, culminating in an understanding of the application of the IDEAL Problem Solving Model. The course will address concepts related to exceptionality; historical and legal foundations; problem solving and tools of inquiry; collaborative relationships with families, educational, and community professionals; support of students with disabilities in general education; characteristics of students with high and low incidence disabilities, and ethics. Teacher candidates will learn methods of formative assessment using curriculum-based measures (CBM) and practice analyzing data to make instructional decisions and inform early intervention for struggling students.

EPSY 5614W - Assessment and Due Process in Special Education [WI]

(3 cr; A-F or Audit; offered Every Fall & Spring)

Equivalent courses: was EPSY 5614 until 16-JAN-18, EPSY 4614W

Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.

EPSY 5616W - Classroom Management and Behavior Analytic Problem Solving [WI]

(3 cr; Prereq-For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.; Student Option; offered Every Fall & Spring)

Equivalent courses: was EPSY 5616 until 22-JAN-19, EPSY 3616W

Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class).

EPSY 5617 - Academic and Social Interventions for Students with Mild to Moderate Disabilities

(3 cr; A-F only; offered Every Spring)

Equivalent courses: EPSY 4617

Use problem solving model to make data-based decisions regarding implementation and evaluation of instruction for students with academic and behavioral difficulties.

EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language

(3 cr; A-F or Audit; offered Every Fall)

Equivalent courses: EPSY 4618

The purpose of this course is to prepare teachers of students at risk and with academic disabilities to address their specific learning needs in the area of reading and written language, using a data-based decision-making approach. Through course readings, lectures, discussions, cooperative group work, microteaching, and field experiences, students will gain knowledge and skills to address the needs of children with difficulties or disabilities that affect reading and writing, including children with dyslexia and dysgraphia.

EPSY 5623 - Ethics in Applied Behavior Analysis

(3 cr; A-F only; offered Every Fall, Spring & Summer)

This course explores ethical and professional considerations that pertain to the practice of applied behavior analysis as well as ethical and disciplinary standards of the profession. Specifically, this course examines the Professional and Ethical Compliance Code for Behavior Analysts. Emphasis will be placed upon ethical and professional conduct and legal issues relevant to BCBA level practitioners. Topics such as informed consent, due process, protection of confidentiality, and selection of least intrusive, least restrictive behavior change procedures will be discussed. This course will focus on ethical decision-making processes. Issues related to cultural and ethnic diversity and ethics in applied behavior analysis will also be explored.

EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction

(2 cr; A-F or Audit; offered Every Fall)

Equivalent courses: EPSY 3625

Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.

EPSY 5627 - Seminar: Advanced issues in Learning Disabilities

(3 cr; Prereq-Special Education graduate or licensure student or instr consent; A-F only; offered Periodic Fall & Spring)

Read, reflect, lead discussions related to issues in field of LD. Topics examined through relevant research in field of LD.

EPSY 5631 - Module 1: Introduction to Augmentative and Alternative Communication

(1 cr; A-F only; offered Every Fall, Spring & Summer)

Equivalent courses: EPSY 3631

Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.

EPSY 5632 - Module 2: Evidence-based Methods for AAC Assessment and Intervention

(2 cr; A-F only; offered Every Fall & Summer)

Evidence-based tools to conduct augmentative/alternative communication (AAC) assessments. AAC intervention plans. Data-driven strategies to evaluate progress.

EPSY 5637 - Core Practices in Special Education: Foundations of Special Education

(1 cr; Prereq-Enrolled in Special Ed MEd or Special Ed ILP MEd program with EBD Residency-Based subplan; S-N only; offered Every Fall)

This course is an online module designed to be taken the first semester of a 4-semester sequence in the Clinical EBD Licensure Program. All materials necessary for proficient completion of the course will be delivered via on-line course. There will be no additional readings associated with this online module.

EPSY 5638 - Core Practices in Special Education: IEP Writing

(1 cr; S-N only; offered Every Spring)

This course is an online module designed to be taken the second semester, in conjunction with the IEP Process course, of a 4-semester sequence in the Clinical EBD Licensure Program. All materials necessary for proficient completion of the course will be delivered via on-line course. There will be no additional readings associated with this online module.

EPSY 5641 - Foundations of Deaf Education

(3 cr; A-F only; offered Every Fall)

Philosophical foundations of deaf and hard of hearing (DHH) education. Engage in discussion, debates, and processes that have influenced deaf education, communication methodologies, and placement options in the US. Considered from the perspective of deaf and hard of hearing children, adults, and their families.

EPSY 5642 - Early Intervention for Infants, Toddlers and Families: Deaf and Hard of Hearing

(3 cr; Prereq-Preservice teacher in deaf education licensing program or instr consent.; A-F only; offered Every Summer)

Early identification and intervention with deaf and hard of hearing children including the development of ASL and English, Emergent Literacy in the homes and the role of Deaf Mentors. Emphasis on the importance of early exposure to fully accessible language and addressing the issue of language deprivation.

EPSY 5643 - Seminar: Identity, Culture and Diversity in Deaf Education

(2 cr; A-F only; offered Every Fall)

Reflecting on your own identity as a future teacher of the deaf and how to facilitate the identity development of your students. Having a deep understanding of the diversity of students and their families and how best to foster these relationships and communication. Synthesis of previously learned material into practice.

EPSY 5644 - Early Childhood Language and Literacy Development and Best Practices: Deaf and Hard of Hearing

(3 cr; Prereq-Preservice teacher in deaf education licensing program or instr consent; A-F only; offered Every Fall)

Perspectives and best practices related to the development of early language and literacy skills in ASL and English for deaf and hard of hearing children.

EPSY 5645 - Deaf Plus: Educating and Understanding Deaf Students with Disabilities

(2 cr; A-F only; offered Every Spring)

Building an understanding of the complex issues and best practices involved in educating deaf learners with disabilities. Working with families and service providers, identifying resources, understanding identification, placement, assessment and intervention strategies to modify curriculum to work with deaf students with varying disabilities.

EPSY 5646 - Best Practices Teaching Reading and Writing for School Age: Deaf and Hard of Hearing

(3 cr; A-F only; offered Every Spring)

Understanding and application of best practices for teaching reading/writing with DHH students in school age settings including incorporating bilingual strategies (making connections between ASL and English).

EPSY 5647 - Spoken Language Practices and Assistive Technology: Deaf and Hard of Hearing

(2 cr; Prereq-EPSY 5642, 5644; A-F only; offered Every Summer)

Study of the role and function of spoken English and Assistive technology in classrooms with students who are deaf or hard of hearing. Including understanding of speech and hearing mechanisms. Emphasis on application of spoken language practices in bimodal settings.

EPSY 5651 - Best Practices Teaching Content Areas: Deaf Education

(3 cr; A-F only; offered Every Spring)

The purpose of this course is to prepare future teachers of the deaf to understand and apply best practices for teaching students who are deaf and hard of hearing across curricular subject areas and emphasizes infusion of language and literacy into all content areas. This course is designed to be a highly practical ?how to? course that will prepare students to go into classrooms with an understanding of how to integrate content across curricula using bilingual strategies and how to adapt materials to meet the needs of deaf and hard of hearing students at various reading levels.

EPSY 5652 - Incorporating Academic ASL in the Classroom: Deaf and Hard of Hearing

(3 cr; A-F only; offered Every Fall)

Understanding/application of best practices incorporating Academic ASL in classrooms for students who are deaf or hard of hearing. Practice their own academic ASL skills while learning to facilitate their future students academic language. Demonstrating complex ASL across all subject areas using bilingual strategies and conceptually accurate signs.

EPSY 5653 - ASL/English Structure and Application

(3 cr; A-F only; offered Every Fall)

Understanding the structure and assessment of ASL and English in deaf and hard of hearing children and how to analyze each language. Students gain knowledge of the parts of each language, various assessments prepare future teachers to evaluate and facilitate the development of ASL and English. Readings drawn from both bilingual and Deaf education.

EPSY 5654 - Current Research, Issues Trends in Deaf Education

(1 cr; A-F only; offered Every Spring)

Examining current research, issue trends in Deaf Education to help prepare future teachers to develop an understanding of research and apply critical thinking to analyze new issues, problem solve, and consider participating in research to practice opportunities that may arise during their career in Deaf Education.

EPSY 5656 - Advanced Issues in Emotional Behavior Disorders

(3 cr; A-F or Audit; offered Every Fall)

Emphasis on children, youth, young adults. How emotional behavior disorders affects functioning in school/post-secondary life.

EPSY 5657 - Interventions for Behavioral Problems in School Settings

(3 cr; A-F or Audit; offered Every Fall)

Equivalent courses: EPSY 4657

Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.

EPSY 5659 - Foundations of Behavior Analysis

(3 cr; A-F only; offered Every Fall)

Behavior analysis is the science of behavior along a continuum of basic to applied learning processes, both operant and respondent. Applied behavior analysis (ABA) is concerned with the improvement and understanding of human behavior. It is the science in which strategies derived from the principals of basic behavior analysis are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for change (Cooper, Heron, & Heward, 2007). This course focuses on basic concepts and methodologies involved in behavior analysis, and their relation to other theories of learning and behavior. This course is designed for individuals interested in learning from the perspective of behavior analysis and individuals who are interested in learning theory as it applies to individuals with significant cognitive and language impairments. This course is also designed to prepare students for the Behavior Analyst Certification Board (BACB) exam.

EPSY 5661 - Introduction to Autism Spectrum Disorder

(3 cr; A-F only; offered Every Fall)

Knowledge/skills needed to promote learning/success for school age children with Autism Spectrum Disorder. Definition, etiology, and characteristics of ASD. Current research/issues. Collaborative problem solving, family-professional partnerships, educational programming.

EPSY 5663 - Assessment and Intervention for Individuals with Autism Spectrum Disorder

(3 cr; Prereq-5661, Special Ed grad, licensure student, ASD Certificate student, IDP major or instr consent; A-F only; offered Every Spring)

Selection/use of range of procedures, including non-biased, specific assessments to screen/identify children with autism spectrum disorder. Specific intervention strategies designed to teach beginning communication/social skills to children with Autism Spectrum Disorder (ASD).

EPSY 5681 - Educating Preschoolers with Disabilities: Specialized Approaches and Interventions

(3 cr; Prereq-[5616, 5625] or instr consent ; A-F only; offered Every Spring)

Equivalent courses: EPSY 4681

This course provides an opportunity to engage in in-depth learning related to a variety of specialized approaches and interventions designed to maximize developmental and educational outcomes for young children, birth to age 6, with disabilities and their families in home, community, and school-based settings. Early educators and early childhood special educators play a major role in the development, implementation, and evaluation of individualized programming and are called upon to provide services that are interdisciplinary, multicultural, family-centered, inclusive, developmentally appropriate, and effective. Thus, early childhood professionals must be knowledgeable of and proficient in their application of curricular adaptations and instructional strategies that address the needs of young children with a broad range of disabilities in a broad range of preschool settings.

EPSY 5699 - Experimental Teaching Seminar

(2 cr; A-F only; offered Every Fall & Spring)

Equivalent courses: was EPSY 5690 until 03-SEP-19

EPsy 5699 will be taken concurrently with the student teaching experience. Coursework will center around experimental teaching utilizing data-based instruction for affecting student growth academically. Students will demonstrate this understanding by planning and conducting a 3-to-5 lesson instructional sequence for a selected focus learner during their student teaching year. In addition, students will record their instruction and reflect on the effectiveness of their academic instruction.

EPSY 5701 - Practicum: Field Experience in General Education - Inclusive Classrooms

(1 cr [max 2]; S-N only; offered Every Fall & Spring; may be repeated for 2 credits; may be repeated 2 times)

Equivalent courses: EPSY 3701

Field-Based Practicum. Observe and actively participate in an inclusive (with and without disabilities) general education classroom. An emphasis is placed on communication skills and reflective practice.

EPSY 5702 - Applied Behavior Analysis: Supervision Seminar I

(1 cr; A-F only; offered Every Fall; may be repeated for 3 credits)

This course is designed to provide didactic instruction in supervision. Class meets weekly for one hour.

EPSY 5703 - Applied Behavior Analysis: Supervision Seminar II

(1 cr; A-F only; offered Every Spring)

This course is designed to provide didactic instruction in supervision. Class meets weekly for one hour.

EPSY 5704 - Field Experience in a Special Education School Classroom #1

(1 cr [max 2]; S-N only; offered Every Fall & Spring; may be repeated for 2 credits; may be repeated 2 times)

This course is for teacher candidates seeking licensure teacher in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license-specific), teachers, and related service professionals in Early Childhood Special Education (ECSE), elementary, middle, and/or high school and transition settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem-solving skills, and builds leadership skills for special educators. The courses below are part of a series of field experiences (prior to student teaching) that meet licensure requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). ? EPSY 5704: Field Experience in a Special Education School Classroom #1 ? EPSY 5705: Field Experience in a Special Education School Classroom #2 ? EPSY 5706: Field Experience in a Special Education School Classroom #3

EPSY 5705 - Field Experience in a Special Education School Classroom #2

(1 cr [max 2]; S-N only; offered Every Fall & Spring; may be repeated for 2 credits; may be repeated 2 times)

This course is for teacher candidates seeking licensure teacher in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license-specific), teachers, and related service professionals in Early Childhood Special Education (ECSE), elementary, middle, and/or high school and transition settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem-solving skills, and builds leadership skills for special educators. The courses below are part of a series of field experiences (prior to student teaching) that meet licensure requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). ? EPSY 5704: Field Experience in a Special Education School Classroom #1 ? EPSY 5705: Field Experience in a Special Education School Classroom #2 ? EPSY 5706: Field Experience in a Special Education School Classroom #3

EPSY 5706 - Field Experience in a Special Education School Classroom #3

(1 cr [max 2]; S-N only; offered Every Fall & Spring; may be repeated for 2 credits; may be repeated 2 times)

This course is for teacher candidates seeking licensure teacher in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license-specific), teachers, and related service professionals in Early Childhood Special Education (ECSE), elementary, middle, and/or high school and transition settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem-solving skills, and builds leadership skills for special educators. The courses below are part of a series of field experiences (prior to student teaching) that meet licensure requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). ? EPSY 5704: Field Experience in a Special Education School Classroom #1 ? EPSY 5705: Field Experience in a Special Education School Classroom #2 ? EPSY 5706: Field Experience in a Special Education School Classroom #3

EPSY 5707 - Practicum in Moderate to Severe Learning Disabiliites

(3 cr; S-N only; offered Every Fall & Spring)

Moderate/severe learning disabilities. Transfer of theoretical knowledge to practical application. Role of LD teacher in variety of settings.

EPSY 5708 - Practicum in Moderate to Severe Emotional/Behavioral Disorders

(2 cr; S-N only; offered Every Fall & Spring; may be repeated for 3 credits)

Moderate/severe emotional behavior disorders. Transfer of theoretical knowledge to practical application. Role of EBD teacher in variety of settings.

EPSY 5709 - Field Experience in Denmark: Exploring Community, Culture, and Education

(3 cr; A-F only; offered Every Summer)

Equivalent courses: EPSY 3705 (starting 15-MAY-23)

The Department of Educational Psychology is on a mission to provide its students with opportunities to develop the multicultural competencies necessary to work effectively with children and families of all races, cultures, languages, and ethnicities. Through this seminar, students will experience cross-cultural teaching and learning through intense immersion in Danish schools and communities. In addition, as a minority culture in Copenhagen, students will learn from diverse perspectives expanding their respect for individual differences. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this experience strengthens effective educational practices, promotes inquiry and problem-solving skills, and builds leadership skills for future professionals who aspire to work in educational psychology and related fields.

EPSY 5741 - Student Teaching: Academic and Behavioral Strategist

(3 cr [max 6]; Prereq-Special education licensure program or instr consent; S-N only; offered Every Fall & Spring; may be repeated for 6 credits; may be repeated 2 times)

Transfer of theoretical knowledge to practical application. Responsibilities of special education teacher in variety of settings.

EPSY 5742 - Student Teaching: Autism Spectrum Disorders

(6 cr; S-N only; offered Every Fall & Spring)

Transfer of theoretical knowledge to practical application. Role/responsibilities of special education teacher in settings of elementary/secondary age.

EPSY 5751 - Student Teaching for Deaf Education

(1 cr [max 6]; A-F only; offered Every Spring; may be repeated for 60 credits; may be repeated 10 times)

Students participate in educational programming for infants, children, and youth who are deaf or hard of hearing. On-site, directed experiences under supervision of master teachers of deaf/hard of hearing students.

EPSY 5761 - Student Teaching in Early Childhood Special Education Settings for Children Aged Three to Five Years

(3 cr; Prereq-Licensure candidate in Early Childhood/Early Childhood Licensure Program, completion of all other licensure requirements for ECSE, instr consent; completion of Birth-3 student teaching should be completed after age 3-5 student teaching when possible; S-N only; offered Every Fall & Spring; may be repeated for 6 credits; may be repeated 2 times)

Student teachers work closely with their cooperating teacher and University supervisor to design/implement programming for children in classrooms. Course includes a seminar with discussion, cooperative learning experiences, and some lectures.

EPSY 5762 - Student Teaching in Early Childhood Special Education for Children Aged Birth to Three Years

(3 cr; Prereq-Licensure candidate in Early Childhood/Early Childhood Licensure Program, completion of all other licensure requirements for ECSE, instr consent; completion of Birth-3 student teaching should be completed after age 3-5 student teaching when possible; S-N only; offered Every Fall & Spring; may be repeated for 6 credits; may be repeated 2 times)

Student teachers work closely with cooperating teacher and University supervisor to design/implement programming for families with children aged birth-to-three in their homes. Course includes seminar with discussion, cooperative learning experiences, and some lectures.

EPSY 5763 - Practicum in Special Education: Behavior Intervention Planning and Implementation

(2 cr; S-N only; offered Every Fall)

This course will be delivered within a clinical model of instruction where the instructor serves as a coaching guide and the candidates participate in a community of practice with their peers. It is expected that given the instructor's coaching and the interactions within the community of practice, that the candidate will complete the portfolio associated with this course and, as part of that completion, demonstrate proficiency in all competencies associated with this course in order to earn a passing grade. As such, there is not a didactic instruction component or assigned readings for this clinical model of instruction-based course.

EPSY 5765 - Practicum in Special Education: Instructional Planning and Delivery

(2 cr; S-N only; offered Every Fall)

This course will be delivered within a clinical model of instruction where the instructor serves as a coaching guide and the candidates participate in a community of practice with their peers. It is expected that given the instructor's coaching and the interactions within the community of practice, that the candidate will complete the portfolio associated with this course and, as part of that completion, demonstrate proficiency in all competencies associated with this course in order to earn a passing grade. As such, there is not a didactic instruction component or assigned readings for this clinical model of instruction-based course.

EPSY 5802 - History & Scientific Bases of Psychology

(3 cr; A-F only; offered Every Fall)

The course is designed to provide discipline-specific knowledge comprising the core of psychology. Accordingly, students will attain substantial knowledge in (1) history and systems of psychology, (2) affective, (3) biological, (4) cognitive, (5) developmental, and (6) social aspects of behavior.

EPSY 5849 - Multi-tiered Systems of Support in Early Childhood Education

(3 cr; A-F only; offered Spring Even Year)

This course explores how multi-tiered systems of support (MTSS) are applied in early childhood settings. The course features content on early childhood assessment, intervention, data-based decision making, treatment integrity and information on how to apply MTSS models with unique early childhood populations. This course focuses on educational settings for children ages birth to 5 and is intended primarily for educational psychology students (or students from related disciplines) interested in basic and applied information regarding evidence-based service delivery for young children. The course will explore the three primary components of MTSS frameworks: assessment, intervention and data-based decision making including review of assessments and intervention techniques for infants and preschoolers in various developmental domains. Enrolled students will engage in a variety of instructional strategies to learn the noted content including large and small group discussion, lectures, active learning opportunities to practice and build capacity for specified interventions, technology-based interactions to support intervention, assessment and databased decision making and cooperative learning opportunities to engage content using dynamic methods.

EPSY 5851 - Engaging Diverse Students and Families

(3 cr; Prereq-Honors senior or grad student; Student Option; offered Every Fall & Spring)

Theoretical, practical, scientific issues involved in school psychological practice/training/research. Theoretical/empirical bases for developing appropriate dispositions, practices, strategies. Illustrative lectures, discussions, group activities, case studies, presentations.

EPSY 5991 - Independent Study in Educational Psychology

(1 cr [max 8]; Prereq-instr consent; A-F or Audit; offered Every Fall, Spring & Summer; may be repeated for 20 credits; may be repeated 20 times)

Self-directed study in areas not covered by regular courses. Specific program of study is jointly determined by student and advising faculty member.

EPSY 8112 - Mathematical Cognition

(3 cr; Prereq-5114 or equiv; Student Option; offered Periodic Spring)

Cognitive science research. Papers investigating how adults/children understand fundamental mathematical concepts. Papers drawn from psychology, neuroscience, education literatures.

EPSY 8113 - The Psychology of Scientific Reasoning

(3 cr; Prereq-5114 or equivalent; Student Option; offered Periodic Spring)

Research at intersection of cognitive science, educational psychology, science education. What psychology tells us about how people think, reason, make decisions. Read empirical research that explores psychological processes that underlie scientific reasoning.

EPSY 8114 - Seminar: Cognition and Learning

(3 cr; Student Option; offered Periodic Fall & Spring; may be repeated for 9 credits; may be repeated 3 times)

Advanced study in critical analysis and application of contemporary psychological theory and research in cognition and learning for education.

EPSY 8115 - Psychology of Instruction and Technology

(3 cr; Prereq-A course in learning, instruction, or educational technology or consent of the instructor; Student Option; offered Spring Even Year)

Seminar including, but not limited to, learning and instructional theories, advanced and emerging technologies, and measurement and evaluation.

EPSY 8116 - Reading for Meaning: Cognitive Processes in the Comprehension of Texts

(3 cr; Student Option; offered Every Spring)

Cognitive processes that take place during reading comprehension/implications of these processes for instruction/assessment.

EPSY 8117 - Writing Empirical Paper and Research/Grant Proposals in Education and Psychology

(3 cr; Prereq-instr consent; Student Option; offered Every Fall)

Scientific writing skills. Focuses on logic/argumentation. Each student produces an empirical paper or research proposal. Breaks down the writing process into components: one component per week. Each week, students write a section of their paper/proposal and critique others'.

EPSY 8118 - Advanced Cognitive Psychology

(3 cr; Student Option; offered Every Fall)

This course is a graduate introduction to cognitive psychology. It is "advanced" in the sense that it focuses on higher-level cognition, and also in its emphasis on theories and models in addition to empirical results. Graduate students interested in cognitive psychology are invited to register for the course, regardless of disciplinary background.

EPSY 8119 - Video-Based Microlongitudinal Research in Learning

(3 cr; Student Option; offered Fall Even Year)

This course provides a hands-on, theoretically comprehensive introduction to the use of video in research on embodied, material, psychological, and cognitive facets of social interaction and human learning. Students in this course will review, practice, critique, and develop approaches to interaction analysis. The course covers theoretical foundations (e.g., discursive psychology, ethnomethodology, learning sciences, design-based research), data collection techniques (e.g., who controls the camera, how to record high quality video and audio), data analysis practices (e.g., stitching together multiple visual perspectives, multimodal transcription, sampling), and the formulation and documentation of research findings. Students will have opportunities to analyze instructor-supplied video data of classroom learning environments and/or work with their own video data.

EPSY 8121 - Play-based Learning

(3 cr; Student Option; offered Fall Even Year)

Play has been described as nature's implicit design for learning, and yet play is both notoriously difficult to define and often marginalized in formal schooling. To understand this situation, this course will draw on scholarship primarily from educational psychology and learning sciences perspectives, and secondarily from conversation analysis, game studies, and evolutionary psychology perspectives. The course will build toward an understanding of core features of play, including how rules structure play, how players inhabit roles, and what constitutes playfulness. Students will then apply this play framework critically in reflections on the design of play in learning environments, covering how play differs from games, how power operates within play, how to design for failure in play, and why play is a brittle social activity. The course is meant primarily for graduate students in the Department of Educational Psychology and within the College of Education and Human Development who have an interest in studying the role of play in learning and/or designing learning environments to nurture play. Students in this course will have opportunities to design for play, examine through qualitative methods video data of children playing during learning, and plan for how play might inform their research.

EPSY 8122 - Psychology of Misinformation

(3 cr; Student Option No Audit; offered Every Spring)

Misinformation has been identified as a major contributor to various events ranging from elections to climate change policy to the response to the COVID-19 pandemic. Belief in misinformation exerts a lingering influence on people?s reasoning after it has been corrected and contributes to decision-making and polarization. In this seminar, we will identify and explore the cognitive, social, affective, and computational factors that lead people to believe misinformation and the psychological barriers to knowledge revision after misinformation has been corrected. We will discuss the effectiveness of interventions to reduce the effects of misinformation as well as implications for information consumers and practitioners in various areas (e.g., education, public health, social media).

EPSY 8132 - Personality Development and Socialization

(3 cr; Prereq-Personality or child psych course; Student Option; offered Every Spring)

Major research and theoretical work. Developmental and educational influences on personality.

EPSY 8157 - Key Topics and Issues in Applying Social Psychology to Education

(3 cr; Student Option; offered Periodic Fall & Spring)

This course, designed for advanced graduate students, covers a number of classic and contemporary topics in social psychological theory, research, and methods, examining core theories and how they have persisted or changed over time and how those theories and approaches have been applied to research in and issues of education broadly conceived.

EPSY 8215 - Advanced Research Methodologies in Education

(3 cr; Student Option; offered Every Fall)

Quantitative research methods. Models of scientific inquiry. Role of theories/research design. Role of measurement error in quantitative data-based inference. Qualitative methods of inquiry. Quantitative/qualitative methodologies in methodologically-oriented studies in educational measurement, evaluation, stats.

EPSY 8216 - Seminar: Research Processes in Psychological Foundations of Education

(3 cr; Prereq-[5216, admitted to doctoral program in psych foundations] or instr consent; A-F or Audit; offered Periodic Fall & Spring)

Advanced examination of research processes in educational psychology. Invited faculty discuss specific research designs. Students refine/implement research projects and present them in class.

EPSY 8220 - Special Topics: Seminar in Quantitative Methods (Topics course)

(1 cr [max 6]; Student Option; offered Periodic Fall, Spring & Summer; may be repeated for 15 credits; may be repeated 15 times)

Seminars focus on specialized current topics in methodology in statistics, measurement, evaluation, and statistics education, including primary-source readings and in-depth exploration of advanced methodologies.

EPSY 8224 - Performance Assessment Design and Analysis

(3 cr; Prereq-5221, [5262 or 8261 or 8251 or equiv]; Student Option; offered Spring Even Year)

Conceptualization, design, implementation, analysis of performance assessments as employed in both small-scale (e.g., classrooms), large-scale (e.g., statewide, national testing programs), professional (e.g., teacher assessment, professional certification) settings.

EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating

(3 cr; Prereq-5221, [8252 or eqiv]; Student Option; offered Spring Even Year)

Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests.

EPSY 8226 - Applications of Item Response Theory Models

(3 cr; Student Option; offered Spring Even Year)

This course introduces item response theory (IRT) and its application in education, psychology, and social science. Fundamental concepts and assumptions of IRT are discussed. Several IRT models for dichotomous and polytomous item responses are introduced. Many applications of IRT models including equating, differential item functioning, and computerized adaptive testing will also be discussed.

EPSY 8227 - Educational Accountability Testing

(3 cr; Student Option; offered Spring Even Year; may be repeated for 4 credits)

Equivalent courses: was EPSY 5222 until 21-JAN-20

Introduction to methods of test-based educational accountability. Topics covered include the meaning of student and school accountability in both a U.S. and international context; methods for aligning assessments for accountability; assessment challenges associated with accountability testing of special populations and international samples; and critiques of past and current test-based accountability efforts. The course uses a combination of lecture, group discussion, and computer analysis sessions to acquaint students with the use of data in educational decision making for purposes of educational accountability at the individual student- and school-levels. Students will also become familiar with current areas of research in educational accountability.

EPSY 8251 - Statistical Methods in Education I

(3 cr; Prereq-[EPSY 5261 or equiv] or undergrad statistics course; Student Option; offered Every Fall, Spring & Summer)

Equivalent courses: EPSY 8261 (inactive, starting 20-JAN-15)

Statistical Methods in Education I is the first course in an entry-level, doctoral sequence for students in education. This course covers estimation and hypothesis testing with a particular focus on ANOVA and an introduction to multiple linear regression. Prepares students for EPSY 8252/8262.

EPSY 8252 - Statistical Methods in Education II

(3 cr; Prereq-[8251, 8261 or equiv]; Student Option; offered Every Fall & Spring)

Equivalent courses: EPSY 8262 (inactive, starting 20-JAN-15)

Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models.

EPSY 8264 - Advanced Multiple Regression Analysis

(3 cr; Prereq-[8252 or equiv], regression/ANOVA course, familiarity with statistical analysis package; Student Option; offered Every Fall)

General linear model used as context for regression. Matrix algebra, multiple regression, path analysis, polynomial regression, standardized regression, stepwise solutions, analysis of variance, weighted least squares, logistic regression.

EPSY 8265 - Factor Analysis

(3 cr; Prereq-[8252 or equiv or instr consent]; Student Option; offered Every Fall)

Factor analytic techniques/applications. Component, common factor, confirmatory analysis. Factor extraction, estimating number of dimensions. Rotation, factor scores, hierarchical factor analysis.

EPSY 8266 - Statistical Analysis Using Structural Equation Methods

(3 cr; Student Option; offered Periodic Spring)

Quantitative techniques using manifest/latent variable approaches for analysis of educational/social science data. Introduction to structural equation modeling approaches to multiple regression, factor analysis, path modeling. Developing, estimating, interpreting structural equation models.

EPSY 8267 - Applied Multivariate Analysis

(3 cr; Prereq-[8252 or equiv], familiarity with matrix algebra, knowledge of a computerized statistics package; Student Option; offered Spring Even Year)

Use/interpretation of results from several multivariate statistical techniques. Matrix algebra, variance/covariance, Hotelling's T2, GLM, MANOVA, MANCOVA, discriminant analysis, canonical correlations, dimensionality, principal components, latent composites, distance, hierarchical clustering.

EPSY 8268 - Hierarchical Linear Modeling in Educational Research

(3 cr; Prereq-[8252 or equiv]; Student Option; offered Every Fall)

Conceptual framework of hierarchical linear models for nested data, their application in educational research. Nature/effects of nested data, logic of hierarchical models, mixed-effects models. Estimation/hypothesis testing in these models, model-checking, nonlinear models.

EPSY 8271 - Statistics Education Research Seminar: Studies on Teaching and Learning Statistics

(3 cr; Student Option; offered Periodic Fall & Spring; may be repeated for 9 credits; may be repeated 3 times)

Introduction to classic/current research related to teaching/learning of statistics. Research from psychology, education, and statistics. Students focus on a particular research question and review the literature related to that question.

EPSY 8282 - Statistical Analysis of Longitudinal Data

(3 cr; Prereq-[8252 or equiv]; Student Option; offered Every Fall)

Traditional/modern approaches to analyzing longitudinal data. Dependent t-test, repeated measures ANOVA/MANOVA. Linear mixed models, multilevel models, generalized models.

EPSY 8283 - Research Synthesis and Meta-Analysis

(3 cr; Prereq-EPSY 8252 or equiv; Student Option; offered Fall Odd Year)

Meta-analysis is a methodology for conducting quantitative literature reviews in which the outcomes of empirical research studies are aggregated and their variation studied. This course will cover topics on problem formulation, sampling, variable coding, data analysis, and presentation of results in meta-analytic research.

EPSY 8290 - Special Topics: Seminar in Psychological Foundations (Topics course)

(1 cr [max 6]; Prereq-instr consent; Student Option; offered Periodic Fall & Spring; may be repeated for 15 credits; may be repeated 15 times)

Students formulate research designs. Learning and cognition, social psychology, measurement, and statistics.

EPSY 8295 - Evaluation Problems

(1 cr [max 6]; Student Option; offered Every Fall, Spring & Summer; may be repeated for 24 credits; may be repeated 24 times)

Equivalent courses: was OLPD 8595 until 20-JAN-15, was EDPA 8595 until 17-JAN-12, was EDPA 8595 until 21-JAN-03, was EDPA 8595 until 05-SEP-00, was EDPA 8595 until 07-SEP-99

Independent study of an issue in theory or practice of program evaluation.

EPSY 8296 - Quantitative Methods in Education Internship (independent study)

(1 cr [max 3]; Prereq-EPsy MA or PhD student, QME track; S-N only; offered Periodic Fall, Spring & Summer; may be repeated for 9 credits; may be repeated 3 times)

Equivalent courses: was EPSY 8299 until 20-MAY-19

Practical experience in applying concepts and skills in measurement, statistics, and evaluation in a real-world setting under supervision of a research professional.

EPSY 8300 - Special Topics in Educational Psychology (Topics course)

(1 cr [max 4]; Student Option; offered Every Fall & Spring; may be repeated for 9 credits; may be repeated 9 times)

Issues or related coursework in areas not normally available through regular curriculum offerings.

EPSY 8333 - FTE: Master's

(1 cr; Prereq-Master's student, adviser and DGS consent; No Grade Associated; offered Every Fall, Spring & Summer; 6 academic progress units; 6 financial aid progress units)

(No description)

EPSY 8400 - Topics: Counseling and Student Personnel Psychology (Topics course)

(1 cr [max 3]; Student Option; offered Every Fall & Spring; may be repeated for 9 credits; may be repeated 9 times)

Current issues in counseling and student personnel psychology, or related coursework in areas not normally available through regular curriculum offerings.

EPSY 8411 - Advanced Counseling Research

(4 cr; Prereq-Ed psy PhD student with CSPP subprog or instr consent; A-F or Audit; offered Every Fall)

Focus on critically reviewing counseling research, qualitatively and quantitatively integrating research, and designing valid research.

EPSY 8412 - Seminar: Advanced Counseling Theory and Ethics

(4 cr; Prereq-Ed psy PhD student with CSPP subprog or instr consent; A-F or Audit; offered Every Spring)

Comparative analysis of theoretical models and methods used in contemporary counseling and psychotherapy; ethical standards and models of ethical decision making for professional roles.

EPSY 8413 - Personality Assessment of Adolescents and Adults

(3 cr; Prereq-[8407 or PSY 5604H or PSY 8111 or PSY 8112], doctoral student, instr consent; A-F only; offered Every Spring)

Assessment interviews, objective personality assessments (e.g., MMPI-2), projective tests (e.g., Thematic Apperception Test), and assessment report writing.

EPSY 8431 - Master's Research Seminar: CSPP

(3 cr; Prereq-5261 or equiv, 5221 or equiv, EPsy MA student with CSPP subprog or instr consent; A-F or Audit; offered Every Spring; may be repeated for 4 credits)

Survey of research methods, data-based decision making, basic research design skills, and research simulation.

EPSY 8444 - FTE: Doctoral

(1 cr; Prereq-Doctoral student, adviser and DGS consent; No Grade Associated; offered Every Fall, Spring & Summer; 6 academic progress units; 6 financial aid progress units)

(No description)

EPSY 8501 - Counseling Pre-Practicum

(3 cr; Prereq-[CSPP or genetic counseling] grad student; A-F or Audit; offered Every Fall)

Overview of basic helping skills through demonstration, in-class practice.

EPSY 8502 - Field Placement in Counseling and Student Personnel Psychology

(2 cr; Prereq-8501 or instr consent; S-N or Audit; offered Every Fall & Spring)

Students participate under supervision in practitioner activities within a counseling work environment.

EPSY 8509 - Supervision Practicum: CSPP

(1 cr [max 2]; Prereq-[Ed psy PhD student with CSPP subprog] or instr consent; Student Option; offered Every Fall & Spring; may be repeated for 6 credits; may be repeated 6 times)

Doctoral students meet weekly with master's prepracticum or practicum students for didactic supervision activities. Specific activities determined by master's prepracticum or practicum instructor. Doctoral students meet weekly with master's prepracticum or practicum instructor and other doctoral student supervisors for consultation/supervision.

EPSY 8512 - Internship: CSPP

(1 cr [max 12]; Prereq-EdPsy PhD student with CSPP subprog; S-N only; offered Every Fall, Spring & Summer; may be repeated for 12 credits; may be repeated 12 times)

Supervised internship in counseling psychology.

EPSY 8521 - Practicum in Student Affairs and Student Development

(1 cr [max 4]; Prereq-EdPsy MA or PhD student with CSPP subprog or instr consent; A-F or Audit; offered Every Fall & Spring; may be repeated for 8 credits; may be repeated 8 times)

Supervised practice in university and college student development offices.

EPSY 8522 - Counseling Practicum: Advanced

(3 cr; Prereq-[Grad EPsy PhD student with CSPP subprog] or instr consent; instructor consent required after 2 repeats; A-F only; offered Every Fall & Spring; may be repeated for 12 credits; may be repeated 4 times)

Advanced skills practicum in counseling, counseling psychology, or student development.

EPSY 8600 - Special Topics: Special Education Issues (Topics course)

(1 cr [max 3]; Student Option; offered Periodic Fall & Spring; may be repeated for 9 credits; may be repeated 3 times)

Current trends (e.g., schoolwide discipline, models of collaboration, and diversity) investigated by formulating research projects. Students write a media piece describing an issue and its impact on the community.

EPSY 8602 - Advanced Topics in Special Education Research

(3 cr; Prereq-Completion of EPsy 8701, 8702, and 8694 or equivalent coursework; doctoral Student in Special Education or a related academic area, or permission of instructor; A-F only; offered Every Fall & Spring; may be repeated for 12 credits; may be repeated 4 times)

This course will offer sections on varying topics focused on research, policy, practice, and related issues in special education and disability services for advanced graduate seminars. The course is intended to allow enrolled students to conduct in-depth and focused review and analysis of scholarship in a contemporary area of special education, and to provide each student the opportunity to develop in-depth understanding of a specific topic within this area. This is a seminar course, with a combination of faculty-presented, student-presented, and group discussion content. Course topics will include an overview of relevant theoretical models, research methods, empirical and other findings, and areas of emerging interest, scholarship, policy, and practice.

EPSY 8612 - Seminar: Students with Academic Difficulties

(3 cr; A-F or Audit; offered Every Fall & Spring)

Survey, analysis, and application of relevant theories and research related to current issues. Students in course develop skills in scholarly inquiry, writing, and debate.

EPSY 8651 - Seminar on Social and Emotional Disabilities

(3 cr; A-F or Audit; offered Every Fall & Spring)

Review and critical analysis of current trends and future directions of education of students with social and emotional disabilities.

EPSY 8666 - Doctoral Pre-Thesis Credits

(1 cr [max 6]; Prereq-Doctoral student who has not passed prelim oral; no required consent for 1st/2nd registrations, up to 12 combined cr; dept consent for 3rd/4th registrations, up to 24 combined cr; doctoral student admitted before summer 2007 may register up to four times, up to 60 combined cr; No Grade Associated; offered Every Fall, Spring & Summer; may be repeated for 12 credits; may be repeated 2 times)

Doctoral Pre-Thesis Credits

EPSY 8694 - Research in Special Education

(3 cr; Student Option; offered Every Fall & Spring)

Design and implementation of research related to the unique developmental characteristics of exceptional learners.

EPSY 8701 - Doctoral Core Seminar: Special Education I

(3 cr; Prereq-EdPsy PhD student with spec ed subprog or instr consent; A-F or Audit; offered Every Fall; may be repeated for 6 credits; may be repeated 2 times)

Required for students with a family/life span focus on social development, behavioral interaction, and cultural interactions.

EPSY 8702 - Doctoral Core Seminar: Special Education II

(3 cr; Prereq-8701 or instr consent; A-F or Audit; offered Every Spring; may be repeated for 6 credits; may be repeated 2 times)

Required for students focusing on communication/language/academics.

EPSY 8706 - Single Case Designs in Intervention Research

(3 cr; Student Option; offered Every Fall)

Design and analysis of single-case experiments to examine effects of interventions on individual behavior in school, home, and community.

EPSY 8707 - Principles of Behavior Analysis and Learning

(3 cr; Prereq-[Grad student, foundational course in [learning or psychology]] or instr consent; A-F only; offered Every Fall)

Historical development of behavioral science. Thinking about learning/behavior, applying principles to common human experiences. Scholarly leadership skills.

EPSY 8708 - Functional Behavior Assessment

(3 cr; Prereq-[Grad student, one [learning or psychology] course] or instr consent; A-F only; offered Every Spring)

Applications of principles of behavior. Historical/contemporary approaches. Functional analysis. Treatment of challenging behavior/learning problems.

EPSY 8709 - Sp Ed Issues - Language & Early Literacy Dev., Assmnt, & Intervention for Young Children

(3 cr; A-F only; offered Fall Even Year)

This seminar course will address contemporary issues in theory, assessment, and interventions to promote language and early literacy development for young children (typically, those not yet age-eligible to enroll in kindergarten) at risk for later reading delays. The course will review and analyze relevant theoretical models, basic research related to these theories, and applied research in assessment and intervention, particularly research conducted in the past five years as well as emerging issues of research and practice.

EPSY 8772 - Seminar in Early Intervention

(2 cr; Student Option; offered Every Fall & Spring)

Explores research from diverse disciplines related to education of infants, toddlers, and preschool children with disabilities and their families. Discusses practical application of this research.

EPSY 8777 - Thesis Credits: Master's

(1 cr [max 18]; Prereq-Max 18 cr per semester or summer; 10 cr total required [Plan A only]; No Grade Associated; offered Every Fall, Spring & Summer; may be repeated for 50 credits; may be repeated 10 times)

(No description)

EPSY 8800 - Special Topics in School Psychology (Topics course)

(1 cr [max 4]; Student Option; offered Periodic Fall & Spring; may be repeated for 9 credits; may be repeated 9 times)

Issues or related coursework in areas not normally available through regular curriculum offerings.

EPSY 8811 - Assessment in School Psychology I: Foundations of Academic Assessment

(3 cr; A-F or Audit; offered Every Fall)

Theories and models of psychoeducational assessment of children and adolescents within home, school, and community. Conceptual and empirical foundations of eco-behavioral assessment that lead to efficient but comprehensive assessment of children presented from problem-solving perspective.

EPSY 8812 - Assessment in School Psychology II: Intellectual and Social-Emotional Domains

(3 cr; Prereq-Grad ed psy major with school psy subprog or instr consent; A-F or Audit; offered Every Fall)

Builds on EPsy 8811. Emphasizes gathering data on a child's intellectual and social-emotional functioning and educational progress.

EPSY 8813 - Introductory Practicum in School Psychology

(2 cr; A-F only; offered Every Fall & Spring; may be repeated for 4 credits; may be repeated 2 times)

Students complete a variety of learning activities intended to foster familiarity with the school environment and role of the school psychologist including school observations and formal and informal assessment techniques. All measures complement other facets of assessment presented in EPSY 8811 and 8812.

EPSY 8815 - Behavioral and Social Emotional Prevention and Intervention

(3 cr; Prereq-8821, 8811, 8812; A-F or Audit; offered Periodic Fall & Spring)

Theories and research-based practices underlying prevention and intervention practices to support students? behavioral, social, and emotional development. Applied projects and assignments in practicum placements.

EPSY 8816 - Academic Prevention and Intervention

(3 cr; A-F or Audit; offered Every Fall & Spring)

Theories and research-based approaches to prevention, instruction, and intervention practices to support students? cognitive and academic development in core curricular domains. Applied projects and assignments in practicum placements.

EPSY 8817 - Problem Analysis and Consultation in School Psychology

(3 cr; A-F or Audit; offered Every Spring)

Practical application of problem analysis and consultation models with school staff, parents, and students. Theories, approaches, and barriers to research-based indirect services in school psychology. Applied projects and assignments in practicum placements.

EPSY 8818 - Intermediate Practicum in School Psychology

(2 cr; Prereq-concurrent registration is required (or allowed) in 8815 or concurrent registration is required (or allowed) in 8816; A-F only; offered Every Fall & Spring; may be repeated for 4 credits; may be repeated 2 times)

Students complete a variety of learning activities intended to foster familiarity with the role of the school psychologist including formal and informal assessment techniques, academic and social-emotional interventions, and consultation. All interventions and consultation activities are linked to didactic portions of EPSY 8815, 8816, 8817.

EPSY 8819 - Emotion & Childhood Psychopathology

(3 cr; A-F only; offered Every Spring)

This seminar is designed to provide an overview of historical and current perspectives on emotion and childhood psychopathology, including current diagnostic and classification systems, with emphasis on specific disorders. The course will focus on disorders that are typically observed by psychologists working in schools and other applied settings.

EPSY 8821 - Issues in School Psychology

(3 cr; A-F or Audit; offered Every Fall & Spring)

School psychology as professional field of specialization in psychology/education. Historical, theoretical, and research basis of school psychology. How school systems operate. Common roles/functions of school psychologists. In-class discussion, didactic/field-based assignments.

EPSY 8822 - Research in School Psychology

(3 cr; A-F only; offered Every Fall & Spring; may be repeated for 12 credits; may be repeated 4 times)

Integrative, developmental series of discussions/activities about research in school psychology. Instruction/discussion regarding consumption, synthesis, conduct, dissemination of school psychology research.

EPSY 8823 - Ethics and Professional Standards in School Psychology

(3 cr; Prereq-8821; A-F or Audit; offered Every Fall & Spring)

Ethics, law, and current educational issues applied to study/practice of school psychology. Ethical principles, state/federal laws governing educational practices. How mandates are applied to work of school psychologists in general/special populations (e.g., special education, ESL, ethnic/racial minorities). Students apply learning as researchers and practicing school psychologists in schools.

EPSY 8831 - Comprehensive School Practicum in School Psychology

(3 cr; A-F only; offered Every Fall & Spring; may be repeated for 6 credits; may be repeated 2 times)

Supervised school field placement requiring assessment, consultation, prevention, and intervention activities.

EPSY 8832 - Advanced Practicum in School Psychology

(3 cr; A-F only; offered Every Fall, Spring & Summer; may be repeated for 6 credits; may be repeated 2 times)

Supervised field placement individualized to student interests and training goals. May require variety of assessment, consultation, prevention, and intervention activities.

EPSY 8841 - Practicum: Instruction and Supervision in School Psychology

(3 cr; A-F or Audit; offered Every Fall, Spring & Summer; may be repeated for 6 credits; may be repeated 2 times)

Didactic training/supervised experience teaching. Knowledge/skills in strategies for effective classroom instruction/supervision in individual/small group instruction. Construct teaching portfolio.

EPSY 8842 - Internship: School Psychological Services

(1 cr [max 10]; Prereq-Grad ed psy major with school psy subprog, instr consent; S-N or Audit; offered Every Fall, Spring & Summer; may be repeated for 99 credits; may be repeated 10 times)

Advanced field placement. Full-time supervised experience for one year or part-time for no more than two years.

EPSY 8843 - Internship - School Psychology

(1 cr; Prereq-instr consent; S-N only; offered Every Fall & Spring; 6 academic progress units; 6 financial aid progress units; may be repeated for 4 credits; may be repeated 4 times)

Advanced field placement. Full-time supervised experience for one year or part-time for no more than two years.

EPSY 8849 - Assessment in Early Childhood

(3 cr; Prereq-[8811, 8812] or equivalent in related programs; A-F or Audit; offered Spring Even Year)

Training psychologists/researchers in use of various assessment tools, including observational assessment strategies, for children birth-age 7. Intended primarily for graduate level practitioners-in-training interested in applied information on assessment/intervention services.

EPSY 8850 - Doctoral Seminar in School Psychology: Research, Training, Practice, Policy Issues, and Action Plans

(2 cr [max 3]; Prereq-[[Grad student in school psychology, coursework in school psychology] or advanced PhD student from related department], instr consent; A-F only; offered Periodic Fall & Spring; may be repeated for 15 credits; may be repeated 5 times)

Critical issues in school psychology, led by students or visiting professionals. Outside reading/research. Scientific findings/implications for training, practice, policy, and research. Students create professional-development plan.

EPSY 8888 - Thesis Credit: Doctoral

(1 cr [max 24]; Prereq-Max 18 cr per semester or summer; 24 cr required; No Grade Associated; offered Every Fall, Spring & Summer; may be repeated for 100 credits; may be repeated 10 times)

(No description)

EPSY 8905 - History and Systems of Psychology: Landmark Issues in Educational Psychology

(3 cr; Prereq-Ed psy PhD student; Student Option; offered Spring Odd Year)

Critical issues in learning and cognition, statistics and measurement, counseling, school psychology, social psychology of education, and special education.

EPSY 8993 - Directed Study: Educational Psychology

(1 cr [max 10]; Prereq-instr consent; A-F or Audit; offered Every Fall, Spring & Summer; may be repeated for 20 credits; may be repeated 20 times)

Arranged independently with individual faculty members.

EPSY 8994 - Research Problems: Educational Psychology

(1 cr [max 6]; Prereq-instr consent; A-F or Audit; offered Every Fall, Spring & Summer; may be repeated for 18 credits; may be repeated 18 times)

Research methodology, techniques, and literature. Students participate in formulating/executing research proposal.

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