EPS - Educational Psychology

Candidates examine research-based principles, concepts, and educational practices supporting human learning and development in school contexts. This examination includes opportunities to apply concepts to teaching and learning scenarios in P-12 classrooms by analyzing case examples or video segments representing learning principles or core practices that promote student learning and healthy, productive classroom communities. Topics include cognitive and metacognitive learning, social-emotional learning, role of context and in the learning process, effective classroom environments, assessment, and teacher professional learning. This is an advanced standing course that may count toward both, baccalaureate and master’s degrees. Pre-requisite(s): None. Co-requisite(s): None. 3 quarter 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

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

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

Participants in the course examine contemporary research on cognition, learning, and assessment and use this research to analyze diverse student needs and design learning environments (including effective technologies) to address these needs. Special attention is devoted to cognitive, metacognitive, motivational, social, developmental, and individual difference dimensions of student learning. Pre-requisite(s): None. Co-requisite(s): None. 2 quarter hours