Educational Psychology Courses
EDUC 2130 – Exploring Learning and Teaching (3)
Explore key aspects of learning and teaching through examining your own learning processes and those of others, with the goal of applying your knowledge to enhance the learning of all students in a variety of educational setting and contexts. Corequisite(s): EDUC 2090, 2110 and EDUC 2120.
EDUF 3131 – Assessment for Differentiated Instruction (3)
The purpose of this course is to provide advanced preparation in a variety of evidence-based, best practice assessment techniques for differentiating learning. The course will provide pre-service P-5 teacher candidates with the knowledge and skills to create, implement and interpret developmentally appropriate valid and reliable traditional and alternative forms of assessment, as well as standardized assessments. Differentiation principles will be utilized for developing assessments, interpreting assessment data, and planning instruction. Prerequisite(s): Admission to Teacher Education Program.
EDUF 7130 – Learning Theories and Applications (3)
This course examines the principles and theories of learning that serve as a basis for educational models, practice, and assessment. Special emphasis is given to recent empirical findings and to practical applications of theory to a variety of educational settings.
EDUF 7140 – Learning, Cognition, and Curriculum (3)
This three-hour course examines principles and theories of human cognitive processes on education and determines how this knowledge can be best applied to the development of skills for instruction and assessment of students. Individuals will explore political, social, economic, and cultural contexts of monitoring and evaluating the implementation of a standards-based curriculum and develop an understanding of transformative curriculum leadership that empowers teachers and helps them to accomplish emancipatory teaching and learning.
EDUF 8131 – Theories of Adolescence (3)
The rapidly changing world of today’s adolescents and the ever-changing nature of the field of adolescence will be examined from three perspectives: theory, research and contemporary social forces. This course will be eclectic in its orientation. Rather than adopting one theoretical position, various views will be discussed. Similarities and differences among theories will be examined, in addition to an analysis of strengths, weaknesses, and contributions of each, as well as the implications for educating, guiding and working with adolescents.
EDUF 8133 – Interaction and Learning (3)
Examine views of learning which emphasize the importance of interaction, authenticity and the social construction of knowledge. Students will also explore instructional practices and assessment issues consistent with these perspectives. Relevant theories, research, and practical implications will be examined for each perspective addressed. Perspectives and practices which will be explored may include, but are not limited to, constructivism, situated cognition, the social formation of mind, cooperative learning, and authentic assessment.
EDUF 8134 – Models of Motivation (3)
Critically examines how contemporary models of motivation are utilized to improve the delivery of instruction. Special emphasis is placed on the theoretical principles, empirical research and educational strategies involved in the design and implementation of motivational models.
EDUF 8135 – Thinking and Problem Solving (3)
Examines current conceptions and models of critical thinking and creative problem solving as they relate to learning and instruction. Emphasis will be given to how instructional practices can positively affect students’ thinking skills and dispositions for learning and to methods designed to increase students’ awareness and control of their thinking processes. In addition, the course will evaluate the effectiveness of current programs designed to teach critical thinking and problem solving strategies across the curriculum and within specific content areas.
EDUF 8136 – Theories of Human Development (3)
Examines theories of human development, with a focus on infancy to adolescence. Major theoretical perspectives pertaining to several aspects of development, such as cognitive, social, moral, emotional and personality development, will be considered. In addition, students will gain an understanding of the value of theories in general, as well as the particular characteristics of a good theory, in order to critically evaluate these theories in light of empirical research evidence.
EDUC 8230 – Curriculum Design and Evaluation (3)
Examines multiple theoretical bases and practical processes by which curriculum planning, design and evaluation decisions can be made. Students will have an opportunity to devise and critique their own plans for developing curriculum projects using one or more of these planning perspectives and processes. Prerequisite(s): Ed.D. admission, Ed.S. admission, or permission of advisor and instructor.
Last updated: 8/2/2021