EPS - Educational Psychology

This course explores child and adolescent development and learning in school/classroom, family, and community contexts. Special attention is paid to how features of these contexts mediate positive social-emotional, linguistic, and cognitive/academic student learning outcomes. Candidates will have opportunities to learn and practice using various tools and strategies to explore classroom and individual learning processes. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

The course is specially designed for the education major. Prospective teachers engage in understanding and developing a psychological view of the classroom. Social, emotional and cognitive influences that shape the educational experiences of both students and the teacher are examined in light of recent research. Individual perspective is emphasized through readings, written assignments and discussions. Educational Psychology for Teachers is required for admission to National College of Education and has concurrent enrollment with ELE 200 Elementary Education Practicum I. Prerequisite: Elementary Education major (minimum Sophomore standing) and one developmental psychology course. 3 quarter hours

This course introduces human development from birth through adolescence, with a special focus on development from birth through eight years old. Emphasis is placed on the physical, neurological, cognitive, linguistic, social, emotional, moral, spiritual, and cultural development of children, particularly the young child. Emphasis will be on the typically developing child; however, various developmental patterns will be explored. Contemporary issues related to the care and education of young children will be critically examined relative to the developmental domains. As part of this course students will be required to complete a case study involving 10 to 16 hours of observation. Prerequisite(s): None. 3 semester hours

This course examines psychopathology in childhood and adolescence as it impacts cognitive and social-emotional functioning in school and family contexts. Candidates will critically examine evidence- based knowledge about etiology, essential features, and effective prevention and intervention strategies for psychopathologies from an integrated diversity, genetic, neurophysiological, psychogenetic, and social perspective. Medical, psychosocial, and response to intervention models of prevention and intervention will be addressed. Prerequisite(s): EPS 511 or admission to the School Psychology program. 3 semester hours

This course focuses on the structure, organization and operation of the educational system with an emphasis on P-12 schools. Students examine how systems and organizational theories interface on the macro and micro levels within and between the education system and external social systems. The course is designed for students in the school counseling program who need to understand educational systems as they develop the leadership skills required for designing and implementing universal, small group, and individual interventions within the school setting. Pre-requisite(s): Admission to the Master of Science in Counseling, School Counseling concentration or the School Counseling Certificate program, or consent of the department. Co-requisite(s): None. 2 semester hours

Candidates learn information from evidence-based foundational psychological theories and research that address human development and how people learn and apply this knowledge to the design of teaching and learning experiences in P-12 classrooms. Cognitive and social-emotional development and learning processes of P-12 learners are examined. Candidates learn how to use high-leverage practices and habits of mind that promote ongoing learning and mental health in schools and acquire skill in creating safe, supportive, and productive classroom climates. Pre-requisite(s): None. Co-requisite(s): None. 2 or 3 semester hours

Candidates learn how to build and sustain classroom communities that foster rapport, learning, and motivation for all learners. By applying principles of culturally responsive pedagogy and motivation, candidates will examine how school and classroom environments support and/or inhibit learning, motivation, and a sense of membership. Candidates will also identify, evaluate, and implement classroom and school-community based practices as they design a comprehensive plan to develop a culturally responsive classroom environment. Prerequisite(s): Consent of instructor, Graduate level status in National College of Education and admittance into Masters of Urban Teaching program. 2 semester hours

In this course candidates learn to interpret and apply various data-driven instruction frameworks used in school settings. Some frameworks include the use of national assessment data, state assessment data, various individual school level data available to teachers, and classroom assessment data. Candidates also design their own framework for data informed instruction. Focus is on advanced studies in data-based decision making. Candidates research, display, and practice classroom data analysis in the areas of curriculum design, academic intervention, behavior intervention, attendance intervention, and student achievement. Prerequisite(s): Admission to MED program or permission of instructor. 1-3 semester hours

In this course students examine general systems theory as applied to short-term family intervention strategies. Students critically evaluate current research and theories on which various forms of therapy are based. Short-term models of therapeutic interventions applicable for educational settings will be examined. Prerequisites: admitted school psychology student, EPS 520, EPS 562D, EPS 562E, EPS 562F, or consent of instructor. 3 semester hours

Using Systems Theory as an integrating paradigm, this course is designed to deepen participants’ awareness of how they affect and are affected by others in different group situations. Personal assessment is continuous throughout the course as students examine different ways of working effectively in groups as both leader and group member. Topics include an analysis of leadership style, cross-cultural communication, and an assessment of organizational climate in the context of early childhood programs. Opportunities are provided for participants to apply the concepts of organizational theory, group dynamics, and models of leadership in their respective educational settings. Pre-requisite(s): None. Co-requisite(s): None. 0.5 - 3 semester hours

Students explore ways of working effectively in groups as a member and as a facilitator. Building on theoretical bases of social psychology and group dynamics, participants examine the functioning of groups in classrooms, schools and their own M.Ed. groups. A purpose is to deepen students' self-awareness, how they affect and are affected by others in group situations, and how member and leader roles interconnect. Participants explore issues of diversity within their M.Ed. groups, within their schools and classrooms. Even with groups that appear homogeneous, differences are acknowledged and processed. Forming and sustaining group life are enhanced through on-line interactions. Prerequisite(s): Admission to the M.Ed. graduate field-based program.

The purpose of this course is to encourage participants to bring a critical perspective to the study of major theories of human development and learning with particular attention paid to how such theories help teachers understand the contemporary issues and problems facing their students. Participants will use field experiences and classroom application to sharpen their critical understanding of the place of such theories in their professional work. Prerequisites: Admission to the M.Ed field-based program.

Students will learn an ecological assessment approach designed to prevent and remediate learning problems in a multi-tiered problem-solving model. Building on a foundation of measurement basics, students will learn interviewing regarding instruction, observing student- teacher instructional interactions, and basics of Curriculum-Based Measurement (CBM) for purposes of universal screening and progress monitoring. School Psychology students must take this course concurrently with EPS563A School Psychology Practicum I. Prerequisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program; ESR 502, EPS 540 or equivalent. 2 semester hours

Candidates examine different models and methods of assessing cognitive abilities in children and adolescents. Emphasis is placed upon practicing the administration and scoring procedures of measures commonly used to assess individual cognitive ability and processing in educational settings. Candidates develop an understanding of the questions these measures address and the integration of these measures with other tools. Candidates critically examine the nondiscriminatory use of these tools with diverse populations. Prerequisite(s): ESR 502 or equivalent. Admission to the School Psychology Program. 2 semester hours

School psychology students will engage in readings, discussion, and observations of evidence-based interventions for working with families in schools and within the community. Students will learn and gain experience in observing families, interviewing parents, and obtaining strategies for conducting parenting programs. Coursework will be distributed over the NLU academic year. Emphasis is placed on integrating theory and concepts from a developmental perspective of social, emotional, behavioral, cognitive, and academic domains into effective family programs. Issues of working with families of diverse cultural, linguistic, and socio-economic status are explored. Prerequisite(s): Admittance into the School Psychology Program. 1-3 semester hours (May be repeated twice up to 3SH)

The course emphasizes a multi-tiered service delivery model for social emotional learning and data-based decision making. Students will learn foundational cognitive and behavioral principles that affect teaching and learning in the tiered school environment with an emphasis on data collection for problem identification and developing behavior intervention plans. Students will conduct functional behavioral assessments, employing both interviewing and observational skills. Based on the assembled information and team problem solving process, students will design and implement a behavior support plan. Students in the School Psychology Program must take this course concurrently with EPS 562C. Prerequisite(s): EPS 500, EPS 541 or the equivalent. Co-requisite(s): EPS 562C. 2 semester hours

This course provides an overview of school psychology practice, with an emphasis on the contemporary role as a contributor to a school community's implementation of evidence-based practices to improve achievement and social-emotional outcomes for all students. A course keystone is the identification of discrepancies between ideal, equitable practices and actual school practices with respect to desirable social outcomes. Students take this course concurrently with EPS 563B School Psychology Practicum I to enable integration of concepts and actual school practices. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program. Co-requisite(s): EPS 563B. 2 semester hours

In this course candidates deepen and extend their teaching practice through an examination of contemporary research on student cognition and learning in domains central to their practice. The focus is on how students acquire knowledge and skill within academic disciplines and the nature of the learning environment that supports their academic growth. Course materials emphasize metacognitive learning and the role representational tools such as concept mapping can play in the learning process. Emphasis is also placed upon assessments for learning and their potential to foster self-directed learning. Prerequisite(s): Human Development Course and/or Introductory Educational Psychology course; or consent of instructor. Co-requisite(s): none. 1-2 semester hours

This is the first of a two-course series in mental health prevention and intervention in the schools. The course is designed to examine the need for social and emotional learning (SEL) in the school-wide environment and implement empirically-based SEL skills within the whole school and classroom climates. The course is sensitive to diverse cultural and economic environments promoting early promotion and school-wide mastery of SEL skills. There is a field experience connected with this course. Prerequisite(s): EPS 500. 3 semester hours

This is the second of a two-course series in mental health prevention and intervention in the schools with a focus on social and emotional learning in the school environment. The course is designed to examine the need for social and emotional learning (SEL) in the school-wide environment and implement empirically-based SEL skills within the whole school and classroom climates. This course yields a specific focus on the use of empirically validated SEL interventions with tier two students within a small group and/or individual intervention focus. The course focuses on the use of group and individual consultation with individual and/or groups of both teachers and parents with a focus on coaching, modeling and teaching SEL skills. The course is sensitive to diverse cultural and economic environments promoting early promotion and school-wide mastery of SEL skills. There is a field experience connected with this course. Prerequisite(s): EPS 500; EPS 543. 3 semester hours

Students examine contemporary research on cognition, learning, and academic achievement relevant to planning and problem solving student learning needs in diverse school and classroom contexts. Discussion focuses on research based learning principles that help to inform the design of effective learning environments. Special attention is devoted to cognitive, metacognitive, motivational, social, developmental, and individual difference dimensions of learning. Students analyze the relationship between research based principles and contemporary curricula, instructional practices, and assessment tools. Students extend their understanding by interviewing teachers and observing instruction in diverse classrooms. Fifteen hours of classroom observation is required. Prerequisite(s): Basic course in human development, Graduate admission to NCE. 3 semester hours

Students will learn about evidence-based reading, math, and writing instruction as they relate to curricula material construction kindergarten through grade 12. Students will analyze and implement curricula materials used as part of a tiered service delivery model in schools. Assessment and evaluation for the purposes of instructional planning will be emphasized. Prerequisite(s): Admittance into the School and Educational Psychology Program. 3 semester hours

This is the first course in a three course sequence examining theories and practices of school-based consultation. Through the series of three courses, candidates will explore school based consultation models, the role of consultation in prevention, intervention, social justice, and problem solving. Candidates will acquire and practice consultation skills in a school setting. In the first course of the sequence, the focus will be on collaborative communication skills and the beginning stages of problem solving. Candidates are expected to participate in ongoing group and individual university-based supervision in conjunction with this course. Prerequisite(s): Admissions into the School Psychology Program, or permission of the School Psychology Program Coordinator. Co-requisite(s): This course must be taken concurrently with EPS 563B, School Psychology Practicum II. 2 semester hours

This is the second course in a three course sequence examining theories and practices of school-based consultation. Through the series of three courses, candidates will explore school based consultation models, the role of consultation in prevention, intervention, social justice, and problem solving. Candidates will continue to practice consultation skills in a school setting. In the second course of the sequence, the focus will be on problem analysis, instructional assessment, and intervention design, implementation, and evaluation. Candidates are expected to participate in ongoing group and individual university-based supervision in conjunction with this course. Prerequisite(s): Admission into the Psychology Program, EPS 561A or equivalent course, or permission of the School Psychology Program Coordinator. Co-requisite(s): This course must be taken concurrently EPS 563B, School Psychology Practicum II. 2 semester hours

This is the third course in a three course sequence examining theories and practices of school-based consultation. Through the series of three courses, candidates will explore school based consultation models, the role of consultation in prevention, intervention, social justice, and problem solving. Candidates will continue to practice consultation skills. In the third course, the focus will be on systems-level consultation, and working on school teams. Candidates will participate in one or more school-based teams at their practicum sites. Students are expected to participate in ongoing group and individual university-based supervision in conjunction with this course. Prerequisite(s): Admission into the School Psychology, EPS 561A, EPS 561B or equivalent courses, or permission of the School Psychology Program Coordinator. Co-requisite(s): This course must be taken concurrently with EPS 563B. 2 semester hours

This practicum series provides a variety of structured observational experiences in cooperating schools for school psychology students. Over a three quarter period, students shadow a school psychologist, observe and interview various school professionals concerning their goals for various activities, and reflect upon and analyze in-depth a sample of these practices. An emphasis is placed upon understanding appropriate practices in culturally diverse contexts. Individual and group supervision is provided by NLU faculty and approved field-based supervisors. Prerequisites: admitted school psychology student, EPS 562A must be taken concurrently with EPS 540; EPS 562B must be taken concurrently with EPS 541; EPS 562C must be taken concurrently with EPS 539. 1 semester hour

This practicum series provides a variety of structured observational experiences in cooperating schools for school psychology students. Over the three quarter period, students shadow a school psychologist, observe and interview various school professionals concerning their roles and practices, observe a variety of classroom practices, interview teachers regarding their goals for various activities, and reflect upon and analyze in-depth a sample of these practices. An emphasis is placed upon understanding appropriate practices in culturally diverse contexts. Individual and group supervision is provided by NLU faculty and approved field-based supervisors. Prerequisites: admitted school psychology student, EPS 562A must be taken concurrently with EPS 540; EPS 562B must be taken concurrently with EPS 541; EPS 562C must be taken concurrently with EPS 539. 1 semester hour

This practicum series provides a variety of structured observational experiences in cooperating schools for school psychology students. Over a three quarter period, students shadow a school psychologist, observe and interview various school professionals concerning their roles and practices, observe a variety of classroom practices, interview teachers regarding their goals for various activities, and reflect upon and analyze in-depth a sample of these practices. An emphasis is placed upon understanding appropriate practices in culturally diverse contexts. Individual and group supervision is provided by NLU faculty and approved field-based supervisors. Prerequisites: admitted school psychology student, EPS 562A must be taken concurrently with EPS 540; EPS 562B must be taken concurrently with EPS 541; EPS 562C must be taken concurrently with EPS 539. 1 semester hour

This course supports a year-long practicum that provides a variety of structured observational experiences in cooperating schools for school psychology candidates. Over a three-quarter period, candidates are assigned to work with a school psychologist in a school setting to observe school practices and participate in school psychology professional practices. An emphasis is placed upon understanding best practices in a multi-tier services and supports model including Response to Intervention (RtI) in schools with diverse populations. Prerequisite(s): Admission to the Ed.S or Ed.D. School Psychology Program. 1 semester hour. (May be repeated twice up to 3SH).

This practicum series is designed for students seeking state certification in school psychology. Over a three-quarter period, students work in schools with practicing school psychologists and other educators in a variety of experiences consistent with their future professional role. An emphasis is placed upon promoting evidence-based practices in a preventive approach including early intervention for those students who need it. In addition to weekly field- based supervision, students participate in weekly on- campus faculty supervision for additional understanding, feedback, and targeted applied learning. Prerequisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program; EPS 530; EPS 532; EPS 540; EPS 545; EPS 539; EPS 563A. Co-requisite(s): None. 1-3 semester hours

School psychology candidates will participate in a supervised practicum providing them with opportunities to plan, market, and implement a training program for families in collaboration with schools and other community agencies. Students will learn how to facilitate implementation of an evidence-based training program that emphasizes working collaboratively, effectively, and sensitively with families of diverse cultural, linguistic, and socioeconomic backgrounds. Students will use The Incredible Years Program Series or another evidence-based series focused on strengthening parenting competencies and fostering parent involvement in schools to promote children’s academic, social and emotional competences and reduce conduct problems. Prerequisite(s): Admittance into the School Psychology Program or by permission of instructor. Co-requisite(s): EPS 535. 1-3 semester hours. (May be repeated twice up to 3SH).

This practicum series is designed for students seeking state certification in school psychology. Over a three-quarter period, students work in schools with practicing school psychologists and other educators in a variety of experiences consistent with their future professional role. An emphasis is placed upon promoting research-based practices in a preventive approach including early intervention for those students who need it. In addition to weekly field-based supervision, students participate in weekly on-campus faculty supervision for additional understanding, feedback, and targeted applied learning . Pre-requisite(s): Admission to the Ed.S or Ed.D. School Psychology Program; SPY 520, SPY 534, SPY 508, SPY 524, SPY 538, SPY560. Co-requisite(s): None. 1-3 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

The School Psychology internship is a 10 to 12-month (1500 hour) full-time experience in broad areas of school psychology, under the supervision of university, field- based, and peer-group supervisors. Consistent with NASP best practice guidelines for internship, interns are expected to have sufficient breadth and depth of experiences within domains as specified by NASP and ISBE. Consistent with the NASP Blueprint III, interns are expected to achieve competency in at least one domain upon completion of the internship. Upon successful completion of EPS 590 and the field-based internship experience, students will be eligible to apply for state certification as a school psychologist. Prerequisite(s): Completion of all courses required in the EDS School Psychology Program. Co-requisite(s): Internship experience at a field-based site. 2 semester hours each for 3 terms (total = 6 semester hours)

The purpose of this course is to provide the opportunity to explore professional school psychology practice issues from the perspective of three sources of influence, (a) the law, (b) professional ethics, and (c) evidence-based practices. These sources of influence will be examined from the perspective of schools with diverse needs and resources. Prerequisite(s): Admission to the School Psychology Program; EPS 540; EPS 530; EPS 531; EPS 532; EPS 541; EPS 539; EPS 563A or equivalent. Co-requisite(s): Concurrent enrollment in EPS 563B. 1 semester hour (May be repeated twice up to 3 SH)

1-4 semester hours

1-3 semester hours

The course examines cultural, socioeconomic, and ethnic variables that impact service delivery in school psychology. Through readings, discussions, inquiry, and field activities, students will examine cultural factors underlying human development and gain an understanding and appreciation of cultural and ethnic differences among individuals, groups, and families. Students will enhance their ability to apply their knowledge in the area of multiculturalism to their personal lives as well as their professional work. Prerequisite(s): Admission to the School Psychology Doctoral Program or permission of Program Director. 3 semester hours

This course explores systems and methods of integrating multi-tiered support services including social, emotional, and behavioral evidence based interventions (EBI) to support learning in schools. Focusing on integrating academic and social-emotional service delivery within levels or tiers, the course highlights the role of leadership in building systemic change through team collaboration and use of empirically-based practices in a school-wide Response to Intervention (RtI). Topics of study include direct and indirect mental health services for children, families, and schools to promote learning, prevent and respond to problems, and cultivate family-school collaborative services. The course also addresses systemic challenges of diversity including cultural, ethnic, linguistic, gender, and socioeconomic factors. Prerequisite(s): Admission to the School Psychology Doctoral Program. 3 semester hours

This course examines interactive dynamics of families and schools that lead to the construction of collaborative family/school partnerships. These family/school partnerships are designed to enhance learners' cognitive and social-emotional growth and learning and to promote mutual family/school involvement in the process of quality schooling for children. The influence of diverse family and school characteristics, resources, beliefs, attitudes, and values will be examined for their contributions to building collaborative home/school relationships. Evidence-based theoretical and research approaches will be explored and applied to the process of building meaningful family/school collaborations. Prerequisite(s): Doctoral standing or permission of Program Director. 3 semester hours

This course examines the complex influences of cultural, socioeconomic, gender, language, and class variables on learning and development of all individuals. Students will critically examine the theory and research literature on topics such as sociocultural education, identity, language, transnationalism, differentiated instructions, social relations, and beliefs about self and "the other." Students will also explore theories and research that probe questions critical to understanding aspects of social and educational environments that are conducive for learning and development of individuals from multicultural, multilingual, and multiclass backgrounds. Prerequisite(s): EPS647, admission to the doctoral program, or permission of Program Director. 3 semester hours

Students will learn historical perspectives regarding the shift in school service delivery systems from reactive and segregated models based on presumptions of disability to proactive, early intervening and inclusive systems based on educational need. Students will learn the principles of multi-tiered services as well as how they are delivered across the United States within the knowledge base about school change. Prerequisite(s): Admission to the School Psychology Doctoral Program; EPS 540; EPS 530; EPS 531; EPS 532; EPS 541; EPS 539; EPS 563A, EPS 563B or equivalent. 3 semester hours

The purpose of this course is to offer advanced doctoral students both didactic and experiential training in the area of supervision, with specific attention to supervision of educational and psychological services in schools. Students will develop self-awareness of their needs and competencies as supervisors while learning about theoretical models with a focus on developmental models, research, and ethical and professional issues in supervision. Students will act as supervisors for less experienced students engaged in practicum work and will receive metasupervision (supervision of supervision) from the course professor within a vertical supervision process, as well as from peers during small group supervision. Prerequisite(s): EPS 562D, EPS 562E, and EPS 562F or equivalent. Co-requisite(s): EPD 692. 1-3 semester hours (May be repeated twice up to 6 hours.)

The School Psychology doctoral internship is a 12-month (1500 hour) full-time experience in broad areas of school psychology, under the supervision of university, field-based and peer-group supervisors. Consistent with NASP best practice guidelines for internship, interns are expected to have sufficient breadth and depth of experiences within domains as specified by NASP and ISBE. Consistent with the NASP Blueprint III, interns are expected to achieve competency in at least one domain upon completion of the internship. Some students may choose to complete the internship through the Illinois School Psychology Internship Consortium (ISPIC). Upon successful completion of EPD 690B and the field-based internship experience, students will be eligible to apply for state certification as a school psychologist. Prerequisite(s): Successful completion of all program courses, the comprehensive examination, and proposal of the doctoral dissertation. 2 semester hours. May be repeated 3 times up to 8SH.

The School Psychology DoctoralPracticum is a three consecutive term experience which emphasizes doctoral level skills designed to deepen the leadership role of school psychologist as participant in school-wide and tiered data-driven problem solving process. Students learn to apply assessment and intervention skills in areas of academic and social-emotional learning as required within two domains of the National Association of School Psychologists (NASP) Standards. This practicum experience is associated with three core doctoral courses offered in first year of doctoral studies. This practicum experience is a total of 600 practicum hours and 6 semester hours of credit. Prerequisite(s): Completion of Ed.S. coursework in School Psychology. 2 semester hours. (May be repeated twice up to 6 SH).

This set of seminars addresses special topics in School Psychology that affect systemic decision making; emerging ideas in teaching and learning as they relate to the design of various school environments; emerging ideas in the promotion of social emotional learning; the role of assessment in the learning process; family school partnerships and the on-going development of the school psychology professional. Prerequisite(s): Admission to the School Psychology Doctoral Program. 2 semester hours