BazookaCow19/class-info huggingface dataset:
EPOL 581: Knowledge, Learning and Pedagogy Investigates a variety of pedagogical paradigms, including didactic, authentic and critical pedagogies. Develops the concept of a pedagogical repertoire, as a way of interpreting the ways in which learners engage in a variety of "knowledge processes" or task types. The course focuses on approaches to literacy teaching and learning, but course participants can address parallel examples from other discipline areas and across all levels of education. As a counterpoint, it also reflects on the practicalities of learning knowledge-making in informal as well as consciously designed learning environments. 4 graduate hours. No professional credit.
EPOL 582: New Media and Literacies Introduces the 'Multiliteracies' theory of literacy learning, recognizing that contemporary communications are increasingly multimodal, connecting written text with oral, visual, gestural, tactile and spatial modes. The course will explore current trends in literacy instruction, not only in language arts or composition classes, but academic literacies across all curriculum areas and all levels of learning. This reflects an expansive view of literacy in which reading and writing includes media objects such as video, datasets, and infographics. 4 graduate hours. No professional credit.
EPOL 586: General Field Research Seminar This course will guide doctoral students as they develop a broad and critical understanding of their general field of doctoral study. Students will conduct a synthesized and critical review of the general field literature, which will become part of their dissertation. This course may meet the doctoral requirement of the General Field Qualifying Examination. 4 graduate hours. No professional credit. Approved for S/U grading only. May be repeated in separate terms for up to 8 hours. Prerequisite: To be taken by EPOL doctoral students upon completion of graduate course work. See advisor for guidance.
EPOL 587: Special Field Research Seminar This course will guide doctoral students as they develop a broad and critical understanding of their special field of doctoral study. Students will conduct a synthesized and critical review of the special field literature, which will become part of their dissertation.This course may meet the doctoral requirement of the Special Field Qualifying Examination. 4 graduate hours. No professional credit. Approved for S/U grading only. May be repeated in separate terms up to 8 hours. Prerequisite: To be taken by doctoral students upon completion of graduate course work. See advisor for guidance.
EPOL 590: Advanced Graduate Seminar Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. 4 graduate hours. No professional credit. May be repeated in the same and separate semesters to a maximum of 12 hours, if topics vary.
EPOL 591: Thesis Seminar Designed to take students through the entire process of proposal development, this course is intended for masters or doctoral students who are ready to prepare a thesis or dissertation proposal. Students will learn to use a systematic and comprehensive approach to develop the research proposal and how each step in the research process is related. 4 graduate hours. No professional credit. Approved for Letter and S/U grading.
EPOL 595: Independent Study Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. 1 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated with approval.
EPOL 597: Clinical Experience Administration Direct experience in the study of educational problems of concern to administrators; features an action component whereby the student is provided with opportunities for assuming responsibility for decision making in a live or simulated setting; each student works under the supervision of a professor, and where possible and appropriate, a practicing administrator. 0 to 12 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated in separate terms to a maximum of 12 hours. Prerequisite: Restricted to students admitted to the General Administrative or Superintendent Endorsement program and must have completed at least 16 hours of EAL required courses, or consent of instructor.
EPOL 599: Thesis Research Individual direction of research and thesis writing. 0 to 16 graduate hours. No professional credit. Approved for S/U grading only. May be repeated with approval.
EPSY 201: Educational Psychology Explores fundamental issues of development, learning, instruction, and assessment. This course articulates how people learn, how they are influenced by cultural and social contexts, how to assess learning and its outcomes, and how best to teach and motivate people to achieve. Educational psychologists improve learning in a broad range of settings: homes, classrooms, work environments, and communities.
EPSY 202: Exploring Cultural Diversity Introduction to cultural diversity and social justice issues through interdisciplinary readings, discussion, and experiential activities. The course involves a 1-hour lecture and 2-hour lab/discussion section each week. The lecture focus is on raising awareness of key issues, concerns and concepts, providing accurate information on diverse groups, and relating theories and models to critical incidents of social oppression in everyday life. The lab/discussion sections follow a group dialogue and experiential activity format, and focus on relating the readings and lecture material to personal experiences and active learning activities.
EPSY 203: Social Issues Group Dialogues Provides students with opportunities to converse on specific diversity and social justice topic areas offered as separate sections under the course heading. Each section uses a structured dialogue format to explore intergroup and intragroup differences and similarities within historical and contemporary contexts. Specific focus will be on participants sharing their experiences and perspectives related to the specific dialogue topic. The dialogue format uses active learning exercises in addition to weekly readings, journal assignments, and topic based dialogues. May be repeated in the same term to a maximum of 2 hours. May be repeated in separate terms to a maximum of 6 hours. Prerequisite: Consent of the instructor.
EPSY 220: Career Theory and Practice Various behavioral science theories will be covered (e.g., person-environment interaction, decision-making, group dynamics, stereotype threat, personality traits). Discussions of research findings to applied career practices will also be included. Students will develop a working-knowledge of these theories through interactive lectures, guided class discussions, case-based readings, and group activities that require them to think critically and flexibly about theory in order to generate solutions for real-world problems. Additional fees may apply. See Class Schedule. On request, students will be required to participate in a total of 6 hours of experiments outside of class.
EPSY 222: Language & Culture of Deaf Communities Same as SHS 222. See SHS 222.
EPSY 395: Independent Study Study of problems not considered in other courses; designed for students who excel in self-direction and intellectual curiosity. May be repeated. Prerequisite: Minimum GPA of 3.5; demonstrated writing and research potential as evaluated by advisor, and consent of advisor and consent of staff member who supervises the work.
EPSY 400: Psychology of Learning in Education Study of the psychology of human learning as it applies to instruction, educational issues, and educational problems. 3 undergraduate hours. 2 or 4 graduate hours. Taking 4 credit hours requires consent of the instructor and the completion of a substantive scholarly project. Undergraduate and graduate work load will be commensurate with the requirements. 2 hours for Latin and Spanish Certification, Elementary Edm Music and GSLIS. Prerequisite: EPSY 201 or equivalent.
EPSY 401: Child Language and Education Provides an overview of current knowledge about children's acquisition of linguistic and communicative competence together with a consideration of the educational import of this developmental process. 3 undergraduate hours. 2 or 4 graduate hours. Taking 4 hours of credit requires consent of the instructor and completion of a substantive scholarly project. Undergraduate and graduate work load will be commensurate with the requirements. 3 hours of ECE Undergraduate certification and 2 hours for ECE graduate certification, Elementary Ed, Music certification and GSLIS. Prerequisite: EPSY 201 or EPSY 236; or equivalent.
EPSY 402: Sociocultural Influence on Learning Provides a general overview of the relationship of language, culture, and society to the teaching-learning process; gives broad exposure to research and theory concerned with the effects of sociocultural factors on cognition, perception, and motivation; also considers the effects of such factors on classroom interaction. 3 undergraduate hours. 2 or 4 graduate hours. Taking 4 hours of credit requires consent of the instructor and the completion of a substantive scholarly project. 2 hours for Elementary Education and Music certification. Prerequisite: EPSY 201 or EPSY 236; or equivalent.
EPSY 405: Personality and Soc Dev Same as PSYC 465. See PSYC 465.
EPSY 408: Learning and Human Development with Educational Technology Sets out to provide an understanding of theories of learning and development and how these theories relate to educational technology. It has two components. The first is theoretical, in which we attempt to develop an overall frame of reference, locating approaches to the psychology of learning in terms of large paradigm shifts, from 'behaviorism' to 'brain developmentalism' to 'social cognitivism'. The second component is practical, in which we will use these theoretical concepts to 'parse' a technology-mediated learning environment for its underlying presuppositions. 3 undergraduate hours. 4 graduate hours.
EPSY 419: Counseling Psychology Pre-Practicum Study of basic helping skills and professional ethics in professional psychology. The course links theory with practice, as students engage in the exploration of new helping skills and learn to analyze their developing counseling style and performance; includes an examination of relevant ethical standards and counseling theories, and their application in a multicultural context. Discussion and experiential activities are supplemented by films, videotapes, and case studies. Primarily for counseling psychology graduate students, though other students in programs with a mental health focus may be admitted with the consent of the instructor if space is available. 2 to 4 undergraduate hours. 2 to 4 graduate hours. May be repeated to a maximum of 8 hours. Prerequisite: Junior standing.
EPSY 420: Theories of Psychotherapy Study of counseling and psychotherapeutic processes and theories in relation to social and cultural developments. Coverage of major models and theories as well as current and historical trends and a review of counseling skills will be included. Same as PSYC 420. 4 undergraduate hours. 4 graduate hours. Prerequisite: PSYC 238 or equivalent.
EPSY 430: Early Adolescent Development Examines early adolescent development, covering biological, cognitive, and social transitions. Topics include identity, autonomy, peer and family relationships and the role of schooling and the media. 3 undergraduate hours. 3 or 4 graduate hours.
EPSY 456: Human Performance and Cognition in Context Theories and findings from cognitive science and related disciplines concerning human information processing mechanisms and capacities are covered, with an emphasis on how understanding people's perceptual and cognitive strengths and limitations can inform decisions about teaching/training strategies and designing technological environments to suit people's needs and abilities. Same as IE 445 and PSYC 456. 3 undergraduate hours. 4 graduate hours. Prerequisite: PSYC 100 or PSYC 103 or consent of instructor.
EPSY 470: Introduction to Evaluation Theory Introduction to the major conceptual constructs and theories of evaluation; emphasis on the critical defining components of evaluation, particularly its role in program and policy development, and on critical distinctions among evaluation theories; provides grounding for further study of both evaluation theory and methods. 4 undergraduate hours. 4 graduate hours.
EPSY 480: Educational Statistics Designed for terminal value for professional training of students not intending to pursue advanced graduate work, and for introductory value for students continuing graduate study in education; descriptive statistics, introduction to correlation and regression, the normal curve, statistical inference, and the presentation and interpretation of statistical data in educational literature. 4 undergraduate hours. 4 graduate hours.
EPSY 485: Assessing Student Performance Designed especially for secondary education students, this course introduces basic concepts and practices of assessment, measurement, and evaluation as they are used in school settings. The course covers current trends and issues in assessment including large scale standardized testing practices and cultural issues in assessment. Students become familiar with using assessment and evaluation data to inform instructional decisions. Same as CI 485. 3 undergraduate hours. 4 graduate hours. Prerequisite: Students should be concurrently enrolled in CI 403. Admission to the secondary teacher education program.
EPSY 487: Principles of Language Testing Same as EIL 460, FR 460, GER 460, ITAL 460, PORT 460, and SPAN 460. See EIL 460.
EPSY 490: Developments in Educational Psychology Foundational theories and practices of educational psychology, including learning and development. 2 or 3 undergraduate hours. 2 or 4 graduate hours. Approved for letter and S/U grading. May be repeated to a maximum of 8 hours. Undergraduate and graduate work load will be commensurate with the requirements.
EPSY 491: Educational Psychology Field Instruction Individual instruction designed to help the advanced student apply basic principles of education or psychology in institutional settings. Each student is assigned to a school, community agency, or other applied settings for a supervised field experience in some aspect of educational psychology. 4 to 16 undergraduate hours. 4 to 16 graduate hours. Approved for letter and S/U grading. May be repeated to a maximum of 16 hours if topics vary; no more than 8 hours may be taken in any given term. Prerequisite: Master's degree in educational psychology or equivalent, and consent of instructor.
EPSY 492: History and Systems of Psychology A seminar on the history of psychology within a social and cultural context and its theoretical systems, and their relations to contemporary psychology. An awareness of the roots and context of one's own views as well as understanding and appreciation of others' views will be fostered. There will be some focus on encouraging self-study of the history of one's own theoretical orientation. 4 undergraduate hours. 4 graduate hours. Prerequisite: EPSY 420, or equivalent.
EPSY 508: Display/Interpretation of Data Provides instruction in representing and communicating data accurately and clearly using visual displays (e.g., graphs, tables and figures). Examines the most appropriate ways to visually display the results of data analyses so that they are clear, accurate and unambiguous. Drawing on both contemporary techniques and publication standards, it will address topics including audience, context, precision, visual metaphor, data display tools and best practices.
EPSY 510: Counseling Psych/Ethics ProSem Introduction to and critical examination of applied issues within the discipline of counseling psychology. A review of (a) the historical development of counseling psychology, (b) psychologists' professional code of ethics, and (c) major psychotherapy theories and interventions. Issues of race, class, gender, and diversity more broadly are integrated throughout the course.
EPSY 520: Counseling Psychology Practicum Intensive supervised experiences in applied educational psychology; use of a wide variety of diagnostic and observational techniques and treatment. Students may take more than one section. Approved for letter and S/U grading. Prerequisite: Master's degree in educational psychology or equivalent; consent of instructor.
EPSY 521: Group Counseling Study of the principles of group process and their application in institutional and other settings; includes a review of the historical development of group processes and study of pertinent research; discussion and experiential activities are supplemented by films, videotapes, and case studies. Prerequisite: EPSY 510 or consent of instructor.
EPSY 550: Methods of Educational Inquiry Same as CI 550, ERAM 550, and SPED 550. See CI 550.
EPSY 551: Seminar in Cognitive Science Same as PSYC 514, ANTH 514, CS 549, LING 570, and PHIL 514. See PSYC 514.
EPSY 553: Global Issues in Learning Same as EPOL 523 and EPS 553. See EPOL 523.
EPSY 555: Advanced Educational Technologies for Engagement and Interactive Learning This course examines technologies that seek to promote and sustain engagement in learning, both in formal and informal settings. Topics covered include educational games, artificial intelligence, virtual environments, mobile devices, affective computing, pedagogical agents, narrative learning environments, and more. A highly interdisciplinary approach is taken by blending theory and evidence from psychology and education with discussions of technological advances. Students in the class will be expected to work in teams to design and implement a prototype for a problem of their own choosing. Same as CI 555 and INFO 555. 4 graduate hours. No professional credit.
EPSY 575: Mixed Method Inquiry This advanced course addresses the theory and practice of mixing inquiry methodologies in program evaluation and applied research. Topics include selected roots of mixed inquiry, various stances on mixing philosophical traditions while mixing methods, conceptualizations of mixed method design and analysis, and challenges of mixed method practice. Students should have basic familiarity with experimental or survey (quantitative) with and constructivist or interpretivist (qualitative) social science. Familiarity with other social science frameworks (e.g., critical theory, feminism, action science) is also highly desirable. Same as SPED 575. 4 graduate hours. No professional credit. Approved for Letter and S/U grading. Prerequisite: EPSY 574 or EPSY 580; EPSY 577 or EPSY 578; or equivalents; or consent of instructor.
EPSY 578: Qualitative Inquiry Methods Introductory course addressing the practice of qualitative inquiry. Topics include developing inquiry questions appropriate for qualitative studies; designing qualitative studies; generating data via interviews, observations, document analyses; analyzing and interpreting qualitative data; judging the quality of inquiry; representing and reporting qualitative inquiry; addressing ethical and political issues in the conduct of qualitative inquiry.
EPSY 579: Structural Equation Modeling Structural Equation Modeling (SEM) is a general class of multivariate techniques that models relationships between latent variables and observed variables (“measurement models”) and relationships among latent variables (“structural models”) simultaneously. Students will learn the theoretical background of SEM as well as the techniques using programming language R. Topics covered in this class include mediation/moderation model; confirmatory factor analysis; model fit evaluation; multi-group SEM; latent growth modeling; MTMM model; and SEM with categorical variables. 4 graduate hours. No professional credit. Prerequisite: EPSY 580 and EPSY 581; or Equivalents.
EPSY 580: Statistical Inference in Education Intermediate statistical methods in education; includes probability theory, distribution theory, interval estimation, hypothesis testing, regression and correlational analysis, and analysis of variance. Prerequisite: EPSY 480 or equivalent.
EPSY 582: Advanced Statistical Methods Advanced topics in analyses of variance and covariance, and principles of experimental design; brief introduction to multivariate analysis, including rudiments of matrix algebra. Prerequisite: EPSY 580, PSYC 407, or equivalent.
EPSY 584: Multivar Anlys in Psych and Ed Same as PSYC 594 and SOC 584. See PSYC 594.
EPSY 585: Theories of Measurement I Provides a conceptual framework of classical test theory (e.g., true scores, error of measurement, composite measures) and alternatives to the classical model (e.g., generalizability theory, latent trait theory). Students will learn the techniques and theory of classical test theory and apply the methods to educational and psychological assessments. Topics covered include reliability, validity, generalizability, dichotomous Item Response Theory (IRT), test construction and design, item bias and fairness, Differential Item Functioning (DIF), scaling, linking, and equating. Same as PSYC 595. Prerequisite: EPSY 581 and EPSY 582; PSYC 406 and PSYC 407; or equivalents.
EPSY 590: Advanced Seminar in Educational Psychology Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary. Prerequisite: Consent of instructor required.
EPSY 591: Field Study and Thesis Seminar Assists doctoral candidates in planning field studies and thesis problems. Students are expected to present their studies at each of four stages: (1) the inception, delimitation, tentative design stage; (2) the proposed design stage; (3) the revised design stage; and (4) the final design stage. Students are expected to analyze critically all presentations. Prerequisite: Limited to students who have been admitted for doctoral study.
EPSY 595: Independent Study Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student; and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. Approved for both letter and S/U grading. May be repeated with approval. Prerequisite: Approval of study outline by adviser and the department chairperson prior to enrollment.
EPSY 599: Thesis Research Individual direction of research and thesis writing. Approved for S/U grading only. May be repeated.
ERAM 550: Methods of Educational Inquiry Same as CI 550, EPSY 550, and SPED 550. See CI 550.