2020-21 Catalog

Education (EDUC)

Courses

EDUC 375 (HMS 375) Community Based Participatory Research Methodology 3-4 Credits

The course provides an introduction to the core concepts of community based participatory research (CBPR) methodology applied to social science research to address public health issues. The course will equip students with strategies for developing community academic partnerships as well as to strengthen skills in research methods.
Attribute/Distribution: SS

EDUC 383 Supervised Research in Applied Psychology 1-3 Credits

Provides undergraduate junior and senior psychology majors a formal supervised research experience in applied psychology. Students are assigned for the semester to a research team led by a participating faculty member in the counseling psychology or school psychology programs in the College of Education.
Repeat Status: Course may be repeated.

EDUC 388 Statistical Computing 3 Credits

Use of one or more major statistical software packages. Principles of data coding, editing, integrity checking, and management. Emphasis on link between personal computers, mainframes, and other software.
Prerequisites: EDUC 408

EDUC 391 Educational Linguistics 3 Credits

Study of language form, language function, and language varieties, among other topics. By collecting and analyzing learner language, students will develop a solid foundation of the system of English, both as it exists and as it is used. Applying this linguistic knowledge to practice, students will learn how to identify learners' linguistic needs; to set priorities and to establish goals for ELLs; and to embed target language forms in authentic tasks.

EDUC 394 Special Topics In Education 3 Credits

Repeat Status: Course may be repeated.

EDUC 401 Globalization and Contextualization 3 Credits

The goal of the course is to clarify what globalization is and to consider the impact of globalizing ideas, structures, and cultures on education, and how educators and other stakeholders respond given their school’s or system’s unique global context. Through case studies and discussions with real-world school leaders, students explore ways that policies are “borrowed” and both educational cultures and structures are “institutionalized.”

EDUC 402 Developmental Psychology 3 Credits

Survey of theories and research concerning perceptual, cognitive, social, and personality development through infancy and childhood. Must have graduate standing.

EDUC 403 Research 3 Credits

Basic principles of research; techniques of gathering and analyzing data; design of studies in education. Emphasis on critical reviews of research reports representing various methodologies. Research report required.

EDUC 404 Globalization and Curriculum Implications 3 Credits

Investigates impact of globalization on curriculum and how curriculum has been utilized in nation building; how tensions between the global and the local are inherent in curriculum; and how curriculum is a site of construction of national and global identities. Global citizenship is one of the major curricula themes of the dynamic intersection between the global and the local. Several theoretical perspectives are presented; curricula are compared across nations to understand how globalizing curricula differs according to culture and language.

EDUC 405 Qualitative Research Methods 3 Credits

Foundations of qualitative design as research methodology for answering questions in education. Topics include history, philosophy, types, methods, applications, and critical reading of qualitative research reports. Emphasis on developing key researcher skills of gaining entrance, collecting, analyzing and interpreting data, establishing credibility, and writing and publishing results.

EDUC 406 Foundations of Social Emotional Learning 3 Credits

This course takes students from a beginning understanding of social and emotional learning (SEL) and its relevance for educators to an understanding of practices that can be used in schools to promote resilience, wellness, and positive developmental outcomes for all students. Students will examine how the research grounded in different theoretical traditions frames social and emotional wellness and will evaluate whether the practices identified in research can address the needs of specific student populations.

EDUC 408 Introduction to Statistics 3 Credits

Organization and description of data. Principles of statistical inference including hypothesis testing, interval estimation, and inferential error control. Emphasis on application.

EDUC 409 Analysis of Experimental Data 3 Credits

Emphasis on analysis of variance designs including one-way, factorial, nested, and repeated measures designs. Introduction to multiple regression and the analysis of covariance.
Prerequisites: EDUC 408

EDUC 410 Univariate Statistical Models 3 Credits

The univariate general linear model. Principles of expressing models and hypotheses about those models. Emphasis on similarity among the analysis of variance, multiple regression, and the analysis of covariance. Examples of nonstandard models and generalization to complex designs.
Prerequisites: EDUC 409

EDUC 411 Multivariate Statistical Models 3 Credits

The multivariate general linear model. Principles of expressing multivariate models and hypotheses about those models. Emphasis on similarity among the multivariate analysis of variance, multiple regression, and the analysis of covariance. Examples of non-standard models and generalization to complex designs.
Prerequisites: EDUC 410

EDUC 412 Advanced Applications of Psychometric Principles 3 Credits

Conceptual examination of exploratory and confirmatory factor analysis, cluster analysis, latent-trait modeling, and other advanced psychometric topics.
Prerequisites: EDUC 409 or EDUC 410 or EDUC 411 or SCHP 427 or CPSY 427

EDUC 413 Hierarchical Linear Modeling 3 Credits

This course is designed to introduce students to the theoretical underpinnings and basic applications of hierarchical linear modeling (HLM). At the end of the course, students will understand when HLM is the appropriate analysis of choice as well as be able to analyze multilevel data. Both cross-sectional and longitudinal nestedness will be considered. An understanding of regression analyses is essential for success in this course and is a prerequisite to this class.
Prerequisites: EDUC 410 or EDUC 411

EDUC 414 Structural Equation Modeling 3 Credits

Analysis and interpretation of a variety of structural equation modeling (SEM) procedures including path analysis, confirmatory factor analysis, factorial invariance, full structural equation models, and latent growth models. Understanding and critiquing both theoretical and applied literature relevant to SEM.
Prerequisites: EDUC 410 or EDUC 411

EDUC 419 Second Language Acquisition 3 Credits

Introduces theories of second language acquisition (SLA) and explores current research that addresses the psycholinguistic, affective, and sociocultural dimensions of learning a second language (L2), specifically as they relate to English Language Learners (ELLs). SLA theory is fundamental to ESL practitioners’ training in teaching and supporting ELLs effectively. Although this course has a theoretical focus, practical understanding of how to apply these theories in teaching will also be emphasized.

EDUC 420 Contemporary Issues in English Language Learner Education 3 Credits

Current educational, political, and social conditions that make learning English as a second language a matter of educational equity and social justice. Through a synthesis of the latest research and current educational trends, this course takes a critical look at the complexities of contemporary policies, school practices, and prevalent ideologies that both create and reinforce limited educational opportunities for ELLs.

EDUC 422 Pedagogy for Second Language Learning 3 Credits

Introduction to research-based principles and strategies that will promote second language acquisition (SLA) for ELLs. Knowing that schools cannot delay or water down content-learning until ELLs have acquired English, this course emphasizes infusing content and language learning both in and outside the general education classroom.

EDUC 423 Curriculum and Materials Design for English Language Learners 3 Credits

Design of curricula and materials to meet the needs of English language learners (ELLs). This course will guide students through the process of creating, adapting, and differentiating materials used in everyday teaching, while also giving students tools to develop curricula for their districts and schools. Students will engage in design and adaptation at many levels from curricula and courses, to assessments, lesson plans, and tasks.

EDUC 424 Practicum in Second Language Teaching 1-3 Credits

Culminating course for students pursuing the ESL Program Specialist Certificate. Throughout the practicum, students will apply the knowledge they have gained about ELL education, theory, and practice to teaching and supporting ELLs in K-12 classrooms. As they teach, students will enhance their professional expertise by evaluating, problematizing and reflecting on their praxis. In doing so, this practicum emphasizes teacher agency and the professional skills needed for self-directed, on-going growth as an ESL practitioner.

EDUC 431 Multi-Tiered I: Foundations 1 Credit

EDUC 451 Applied Principles of Cognitive Psychology 3 Credits

Basic principles and contemporary theories of cognitive psychology will be covered, especially regarding the application of these principles to education. Experimental research relevant to contemporary theories of cognitive psychology and the application of these theories in educational settings will be reviewed.

EDUC 456 Trauma and Resilience in Schools 3 Credits

This course is designed to provide educators and mental health trainees with a comprehensive exploration of psychological trauma and resilience; including the history and current theories in the field; the nature of trauma; how trauma and loss affects individuals and systems; grief reactions; learning and behavior and traumatic stress; and the development of trauma-responsive schools. Cultural-sensitivity, survivor-centeredness, and social justice efforts are emphasized within a trauma-informed care approach to prevention and practice.

EDUC 461 Single-Subject Research Design 3 Credits

Experimental designs for use with small N’s. Topics include design theory and application, experimental validity (internal, external, statistical conclusions and construct validity) and an overview of data analysis procedures.

EDUC 471 Diversity and Multicultural Perspectives 3 Credits

Examination of the influence of culture, gender, and disabilities on behavior and attitudes. Historical and current perspectives on race, culture, gender, sexual orientation, gender identity diversity, and minority group issues in education and psychology. Lecture/small group discussion. This course is restricted to graduate students in the College of Education.

EDUC 473 Social Basis of Human Behavior 3 Credits

Development of human behavior from a social psychological perspective. Emphasis placed on the impact of society upon school-age children and adolescents.

EDUC 474 Behavioral Neuroscience 3 Credits

Humans are biological creatures, and our behaviors and thoughts are influenced and constrained by our physiology. This course will describe how the function of the working brain contributes to our thoughts, feelings, and actions. We will also discuss the implications of a brain-based approach to issues of free will, responsibility, and identity.

EDUC 475 Clinical Psychopharmacology 3 Credits

This course will examine the principle concepts in pharmacology such as pharmacokinetics and pharmacodynamics, different neurotransmitter systems and our current understanding of their relationship to behavior, as well as pharmacological treatment of various psychological or psychiatric disorders. Additionally, we will explore the ethical issues and concerns associated with taking a bioreductive view of psychology, as well as issues relating to advance in new drug development.

EDUC 482 Practicum in University Teaching: Education 1-4 Credits

Mentored and guided co-teaching focused on the design, organization, pedagogy and assessment of university courses in Education. Students in this course will work with a faculty member to apply best practices in university teaching with feedback while co-teaching students in a course in the College of Education. Students taking the course must meet the college standards for participation and be approved by the program director and department chair. May be repeated for credit.
Repeat Status: Course may be repeated.

EDUC 486 Doctoral Qualifying Research Project 1-3 Credits

Design and implement research project under faculty supervision to meet requirements for doctoral programs.
Repeat Status: Course may be repeated.

EDUC 490 Thesis 1-6 Credits

EDUC 491 Advanced Seminars: (with subtitle) 1-6 Credits

Intensive study and discussion of a specialized area. Title will vary.
Repeat Status: Course may be repeated.

EDUC 493 Internship in: (with subtitle) 1-6 Credits

Opportunity for students to apply theory to practice in a variety of educational settings. Students will be supervised in the field and participate in seminars dedicated to addressing specific concerns and issues encountered during their experience. Consent of program director required.

EDUC 494 Field Work in: (with subtitle) 3 Credits

Identification of significant problems in an educational environment, review of the literature, and development of appropriate research plans.

EDUC 495 Independent Study in: (with subtitle) 1-6 Credits

Individual or small group study in the field of specialization. Approved and supervised by the major adviser.
Repeat Status: Course may be repeated.

EDUC 496 Doctoral Research Seminar 3 Credits

For doctoral students. Research design and application to various kinds of educational problems; data collection and analysis. Criticism and evaluation of student proposals.
Repeat Status: Course may be repeated.

EDUC 499 Dissertation 1-15 Credits

© 2020 All Rights Reserved