Educational Psychology (EPSY)

Courses

EPSY 100. Introduction to Human Development and Learning. 3 hours.

Examines basic concepts and theories in human development. Discusses relationships between biological, cognitive, social, and cultural aspects of development with learning across the lifespan. Course Information: Prerequisite(s): Consent of the instructor.

EPSY 210. Principles of Learning and Instruction Across the Lifespan. 3 hours.

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

EPSY 255. Child Development in Contemporary Society. 3 hours.

Examination of theories on child development that explain age-related differences in cognition, affect, and behavior, and how this relates to 0-14 year old children's learning and educational needs. Course Information: Prerequisite(s): ED 100 or PSCH 100 or EPSY 100; or consent of the instructor.

EPSY 256. Adolescent and Adult Development in Contemporary Society. 3 hours.

Overview of social, cognitive, and physiological development of adolescent and adult development. Examines the contexts and institutions that influence adolescent and adult development, with a particular interest in the urban context. Course Information: Prerequisite(s): EPSY 100 or consent of the instructor. Recommended background: EPSY 210 and EPSY 255.

EPSY 340. Self and Identity Development Across the Lifespan. 3 hours.

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

EPSY 360. Assessment in the Urban Elementary Classroom I. 2 hours.

Beginning concepts in the design, administration, and scoring of assessments useful in urban elementary classrooms for measuring different types of learning outcomes, from simple to complex. The focus will be on achievement assessments. Course Information: 2 hours. Extensive computer use required. Field work required. Thirty hours of fieldwork required. Prerequisite(s): EPSY 255; and junior standing or above and admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education. Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

EPSY 361. Assessment in the Urban Elementary Classroom II. 2 hours.

Continuing and advancing concepts of design, administration, and scoring of assessments useful in urban elementary classrooms for measuring different types of learning outcomes, from simple to complex. The focus will be on performance assessments. Course Information: 2 hours. Extensive computer use required. Field work required. Prerequisite(s): EPSY 255 and EPSY 360; and junior standing or above and admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education. Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

EPSY 363. Understanding and Applying Research in Human Development. 3 hours.

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

EPSY 380. Instructional Design and Training. 3 hours.

An introduction to the field of instructional design and training, current trends and issues impacting the field, and future directions and careers in the field. Topics include visual literacy, ADDIE, technology tools, and technology integration. Course Information: Extensive computer use required.

EPSY 396. Independent Study. 1-4 hours.

Students carry out independent study under the direction of educational psychology faculty member. Course Information: Prerequisite(s): Sophomore standing or above; and consent of the instructor.

EPSY 398. Directed Research in Human Development and Learning. 1-4 hours.

Students carry out directed research under the mentorship of educational psychology faculty member. Course Information: Satisfactory/Unsatisfactory grading only. May be repeated to a maximum of 16 hours. Prerequisite(s): EPSY 363 or equivalent course, and consent of the instructor. Recommended background: EPSY 100, 255, 256 and ED 100 or equivalent.

EPSY 400. Print-based Instructional Materials: Design and Development. 3 hours.

Focuses on the design and development process for creating and presenting print-based instructional materials for various learning contexts, to include basic analysis, design, layout, and development guidelines. Course Information: Extensive computer use required. Prerequisite(s): EPSY 380.

EPSY 405. Educational Assessment and Evaluation. 3 hours.

Design, administration and scoring of assessments and evaluations useful in educational contexts for measuring different types of learning, program and developmental outcomes, from simple to complex. Course Information: Prerequisite(s): EPSY 255; or junior standing or above; or consent of the instructor.

EPSY 413. Youth Development Colloquium. 1 hour.

Focuses on current issues and trends in the field of youth development. Course Information: Satisfactory/Unsatisfactory grading only. May be repeated. Prerequisite(s): Junior standing or above.

EPSY 414. Developing Programs for Youth in Urban Contexts. 3 hours.

Survey, evaluation, and development of models and programs designed to facilitate growth, development and learning for diverse youth. Specific focus will be on the urban context. Course Information: Previously listed as CI 416. Prerequisite(s): Consent of the instructor or enrollment in the Youth Development Program.

EPSY 415. Fieldwork in Youth Development in Urban Contexts. 3 hours.

Experience working with programs that foster the developmental needs of young people in urban contexts. Students will design, implement and evaluate programs that promote personal development and independent action among youth. Course Information: May be repeated to a maximum of 6 hours. Previously listed as CIE 415. Field work required. Prerequisite(s): Enrollment in M.Ed in Youth Development or consent of the instructor. Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

EPSY 416. Systematic Approaches to Program Quality. 3 hours.

An overview of theories and methods in exploring the system of program development, quality implementation, and evaluation. Relevant for those working in diverse settings and with diverse youth. Course Information: Recommended background: coursework in psychology or educational psychology.

EPSY 420. Social Development of Urban Children. 3 or 4 hours.

General principles of social development and how these principles need to be modified for this population of children. Course Information: Same as PSCH 420. 3 undergraduate hours. 4 graduate hours. Prerequisite(s): Admission to a graduate program in education or psychology; or consent of the instructor.

EPSY 426. Development, Health and Wellness: Conception to age 8. 4 hours.

Focuses on the developmental processes in cognitive, social/emotional, language, and physical domains. Special consideration will be given to the interaction:health, wellness, social, cultural, and interpersonal environments of children. Course Information: Previously listed as EPSY 526. Field work required. Prerequisite(s): EPSY 255 or the equivalent. Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

EPSY 429. Constructivist Approaches to Development: Piaget and Vygotsky. 3 or 4 hours.

Piaget's and Vygotsky's theories of development of knowledge. Empirical and logico-mathematical forms of knowledge. Thought and action. Thought and language. Course Information: Same as PSCH 429. 3 undergraduate hours. 4 graduate hours. Prerequisite(s): EPSY 255; or ED 422; or EPSY 426; or consent of the instructor or equivalent.

EPSY 430. Interactive Online Instruction: Design and Development. 3 hours.

Focuses on the design and development process for creating interactive e-learning for various learning contexts. Course Information: Extensive computer use required. Prerequisite(s): EPSY 380.

EPSY 440. Engaging Multimedia Instruction: Design and Development. 3 hours.

Focuses on the design and development of interactive instructional animations that may stand-alone or be integrated as part of a learning program. Course Information: Extensive computer use required. Prerequisite(s): EPSY 380.

EPSY 446. Characteristics of Early Adolescence. 3 hours.

Physiological, social, emotional and cognitive development of early adolescence. The relationship between these developmental characteristics and success in the middle grades. Course Information: Same as PSCH 423. Prerequisite(s): Admission to a program in psychology or education; or approval of the College of Education or consent of the instructor, EPSY 210 or EPSY 255 or ED 421 or ED 422.

EPSY 449. Early Childhood/Early Childhood Special Education: Perspectives, Policies and History. 3 hours.

Perspectives, policies, history, and foundations of Early Childhood Education and Early Childhood Special Education. Emphasis on the effects of changing economic, political, legal, social, and views of human development. Course Information: Same as SPED 449 and EDPS 449.

EPSY 450. Assessment and Evaluation of Learning Outcomes and Instructional Products. 3 hours.

Designed to develop knowledge and skills in systematically evaluating student learning and instructional technology product outcomes related to program goals and standards. Course Information: Extensive computer use required. Prerequisite(s): EPSY 380.

EPSY 451. Staff Management and Human Relations for Leaders in Early Childhood Education. 3 hours.

Designed for directors, supervisors and managers in early childhood programs. Focuses on the administrator's role in staff development and human relations, including recruitment, hiring, retaining, training, support and evaluation of personnel.

EPSY 452. Legal, Fiscal and Program Management for Leaders in Early Childhood Education. 3 hours.

Provides students with opportunities to learn and apply current theories of administration in order to improve their skills in managing early childhood education programs.

EPSY 453. Educational Programming and Community Relations for Leaders in Early Childhood Education. 3 hours.

Designed for directors and managers in early childhood programs. Focuses on development and implementation of a program philosophy, curriculum for typically and atypically developing children; and promoting a positive image to the public.

EPSY 461. Seminar and Fieldwork in Human Development and Learning. 3 hours.

The culminating course for students in the Child and Youth Development and Early Childhood Education concentration of the Human Development and Learning BA program. Students have opportunities to bridge theory and research with professional practice. Course Information: Field work required. Prerequisite(s): ECE 426 and ECE 427 and ECE 455 and ECE 456 or equivalent. For CYD concentration: EPSY 385, 420, 445, 414 or equivalent. Class Schedule Information: To be properly registered, students must enroll in one Lecture and one Practice.

EPSY 465. Understanding Students with High Incidence Disabilities. 3 hours.

Uses major theoretical frameworks of human development to examine the characteristics and development of students with high incidence disabilities, ages 3-21. Course Information: Same as SPED 465. Field work required. Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

EPSY 466. Language Development, Diversity, and Disabilities. 3 hours.

Theory and research on language development in children with disabilities, in the context of typical development. Models for language assessment and intervention. Course Information: Same as SPED 466.

EPSY 467. Understanding Students With Low Incidence Disabilities. 3 hours.

Explores characteristics and development of children and youth with low incidence disabilities, ages 3-21, as well as how schools address their instructional needs. Course Information: Same as SPED 467.

EPSY 482. Collaborating with Families, Community, and Professionals. 3 hours.

Explores the dynamics of professional collaboration with families, addressing characteristics, structures, and processes of collaboration for children and youth with and without disabilities. Course Information: Same as SPED 482. Previously listed as EPSY 582. Field work required. Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

EPSY 494. Topics in Educational Psychology. 1-4 hours.

Seminar on a pre-announced topic focusing on methodology, research and educational implications of recent models of learning, problem solving, and thinking. Course Information: May be repeated to a maximum of 12 hours. Prerequisite(s): Consent of the instructor.

EPSY 496. Independent Study. 1-4 hours.

Students carry out independent study under the direction of educational psychology faculty member. Course Information: Prerequisite(s): Junior standing or above; and consent of the instructor.