Courses

This list includes courses in Educational Psychology, Human Development, Inquiry Methodology, and Learning Sciences. In the following information, if a course has a prerequisite(s), it is indicated by "P:" in the beginning of the course description.

• Learning and Developmental Sciences
• Related Inquiry Courses

An attempt is made to keep information current and accurate. However, please verify details with The Department of Counseling and Educational Psychology email: cep@indiana.edu

Learning and Developmental Sciences

• Tips for Planning your Schedule
• Tentative Department Schedules
• P506: Topical Workshop in Educational Psychology (1-3 credits)
  • These workshops involve individual and group study of selected topics in the field of Educational and School psychology. They are designed to give practicing teachers and administrators hands-on ideas and techniques to help them deal effectively with various educational issues. Recent workshop topics include: Motivation, and Alternative Instructional Strategies.
• P510: Psychology in Teaching (2-3 credits)
  • Basic study of psychological concepts and phenomena in teaching. An analysis of representative problems and of the teacher's assumptions about human behavior and its development. This course is intended for current and prospective classroom teachers who are working toward a Master's degree.
• P513: Gerontology: Multidisciplinary Perspectives (3 credits)
  • An online course in fall and in the classroom in spring focusing on demographics, historical and cultural aspects of aging, biological and social theories of aging, physical, cognitive, personality changes in old age, physical and mental health in old age, relationships in old age, and death. Implications for social policy are emphasized. 
• P514: Life Span Development (3 credits)
  • A survey course of human development from infancy through old age, emphasizing the life span perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational implications for all life stages from birth to death. This course is required for the MS counseling students.
• P515: Child Development (3 credits)
  • Major theories and findings concerning human development from birth through the elementary years as they relate to educational and clinical practice. Topics include: physical development, intelligence, perception, language, cognitive development, socioemotional development.
• P516: Adolescent Development (3 credits)
  • Characteristics of growth and development in adolescents, including physical, psychological, social, cognitive, and emotional, are studied with particular reference to relevance for the practitioner and potential for future research. Contemporary issues, such as drug and alcohol abuse, sexuality, and vandalism, are examined. Minority and handicapped youths' problems are studied.
• P517: Adult Development & Aging (3 credits)
  • An online course focusing on development from early, middle and late adulthood. Topics include: developmental research methods, racial and ethnic diversity in adult development, relationships in adulthood, work, leisure, and retirement, changes across adulthood in health, sensory, cognitive, and personality functioning, coping in adulthood, mental health interventions, and communicating with the elderly.
• P518: Social Aspects of Aging& Aging Families (3 credits)
  • An online course focusing on the social, familial, resource needs, and sissures of older indviduals, and responses of public health and social systems. Critically analyze current social events related to issues in aging using theroy and research.
• P526: Theory and Method in Educational Psychology (2-3 credits)
  • This course explores the major conceptual systems and methodologies that shape educational, school, and counseling psychology. It is a required course for students majoring in these areas.
• P540: Learning and Cognition in Education (3 credits)
  • This course explores theoretical positions in the areas of learning and cognition, with emphasis on their relevance for the design of classroom learning situations.
• P544: Applied Cognition and Learning Strategies (3 credits)
  • This course is a survey of applied cognitive psychology, including information processing, schema theory, cognitive and metacognitive learning strategies, reading comprehension, mnemonic devices and other study skills, expert novice research, technology-related learning supports, process and protocol analysis, problem representation and problem solving in math, and new assessment tools and measures.
• P545: Educational Motivation (3 credits)
  • This course examines motivation both as a person variable (why are some students more motivated than others?) and as a situational variable (which classroom practices seem to increase motivation?). Theories, contexts, and intervention strategies are discussed.
• P550: Cognition and Semiotics (3 credits)
  • A survey of theory and research in cognitive science, with emphasis on the relation between semiotic systems of representation and cognition is made in this course.
• P565: Personality, Socialization, and Education (3 credits)
  • Perspectives of personality and socialization theories and theorists as they relate to human development, personality assessment along with current research emphases are focused upon here. Educational implications for classroom teaching and learning, parenting, and counseling/therapy are also explored.
• P566: Social Psychology in Education (3 credits)
  • P: P525 or consent of instructor. This course explores the application of social-psychological concepts and principles in education: role theory, attitude theory and measurement, attitude formation and change, leadership, group dynamics, social perception, communication and interaction, organizations, theory and methodology in social psychology.
• P570: Managing Classroom Behavior (3 credits)
  • An analysis of pupil and teacher behaviors as they relate to discipline.  Attention is given to the development of such skills as dealing with pupil's problems and feelings, behavior modification, reality therapy, assertiveness in establishing and maintaining rules and group processes.  Designed for teachers, administrators and pupil personnel workers.
• P571: Proseminar in Learning Science (1 credit)
  • Presentations by learning science faculty and students as well as invite speakers from throughout the world.  Students enroll each semester until the accumulate 5 credit hours.  Students will discuss and write critiques of presentations as well as make a presentation.
• P572: Theory and Method in Learning Science (3 credits)
  • The major philosophies, methodologies, and conceptual systems that shape the learning sciences.
• P573: Learning Science Apprenticeship I (3 credits)
  • Across two semesters, students work in research laboratories of learning science faculty and meet weekly as a group to reflect, discuss, and collaborate.  Students will write a research proposal for their use in Learning Science Apprenticeship II.
• P574: Topic Seminar in Learning Science (1-3 credits)
  • Special topic seminars by learning science faculty or visiting scholars.  Potential topics include higher education pedagogy, embodied cognition, gaming/simulation in problem solving.
• P590: Independent Study in Educational Psychology (1-3 credits)
  • Here individual research or study with an Educational Psychology faculty member, is arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, P590 should not be used for the study of material taught in a regularly scheduled course.
• P600: Topical Seminar in Learning, Cognition & Instruction (3 credits)
  • P: Previous graduate course work in learning or instructional psychology. This course is a seminar involving an intensive analysis of the research and theory on selected current topics in learning, cognition and instruction, as well as implementation issues in an educational environment. Recent topics include: children's thinking; interactive technologies for learning; issues in creativity research, theory and application.
• P622: Social Development (3 credits)
  • P: 12 hours of graduate coursework. Social development from birth to young adulthood. Topics include: attachment relationship; self-concept and understanding of others; temperament and personality; parent-child relationships; sibling relationships; friends and peer relationships; and the development of aggressions. Implications of theory and research for educators and clinical practitioners are emphasized.
• P623: Advanced Child Development (3 credits)
  • P: P515 or equivalent. This course is a seminar for doctoral students in issues of human development covering infancy, preschool, and elementary school ages. Emphasis is placed on the educational implications of development. Readings include current theory and research articles.
• P624: Brain Research Applied to Educational and Clinical Practice (3 credits)
  • P: 12 hours of graduate course work. Research in developmental neuropsychology applied to educational practice and to clinical practice in school psychology and counseling psychology. Topics include: the interaction of biology and experience; child maltreatment and brain development; implications of brain research in the development of attention, memory, self regulation, language, reading, mathematics, temperament, emotions/depression, attachment, and aggression.
• P625: Family Processes and Child/Adolescent Development (3 credits)
  • P: 12 hours of graduate course work. Areas of family process are examined in relation to child and adolescent development. These include the parenting subsystem (attachment, styles, beliefs, practices, and corporate punishment), the marital subsystem (conflict, divorce, remarriage), and the family system. The effects of child temperament, culture, and poverty will be emphasized. Implications of theory and research for educational and clinical practice will be emphasized.
• P633: Capturing Learning in Context (3 credits)
  • Examines theories and methods for capturing, supporting, and assessing knowing and learning as it occurs in context, in order to build theory while refining practice.  Each student will carry out and document knowing and learning in at least one context using at least two different methods to research learning.
• P640: Thinking and Learning in Social Contexts (3 credits)
  • P: P525, P530, P540, P550, or equivalent. Examines social contexts literature relevant to creating effective learning environments and guiding learner psychological development. The emphasis is on socio-cultural theories of mind and learner centered psychology. Topics may include social interaction and classroom discourse, cooperative learning, scaffolded instruction, cognitive apprenticeships, intersubjectivity, and problem based learning.
• P650: Topical Seminar in Educational Psychology (variable title)(1-3 credits)
  • This course consists of an intensive advanced study of research and theory on selected topics.
• P674  Advanced Topical Seminar in Learning Sciences.
  • P: 574 or 12 hours of graduate coursework. Topical seminar for doctoral students in Learning Sciences.  Possible topics include higher education, pedagogy, embodied cognition, gaming/simulation, and problem solving.  (1 – 3 credits)
• P690: Independent Study in Educational Psychology (1-3 credits)
  • P: 36 hours of graduate credit. This course is taken by students interested in doing reading and/or research under the guidance of an Educational Psychology faculty member.
• P681.  Psychology of Cultural Diversity:  Equity & Opportunity in Public Education.
  • P:  12 hours of graduate course work in psychology or permission of instructor.  Addresses the history and context of racial and socioeconomic disparities in public education and methods for addressing theses inequities.  Data on racial test score gap and minority overrepresentation in special education are studied.  Several educational subsystems are considered as possible sources of educational inequity, including curriculum, discipline practices and teacher expectations.  The course includes examination of the history and influence of race and racism in the US, the concept of white privilege, and an exploration of role-specific strategies for improving equity in public education.  (3 credits)
• P795: Dissertation Proposal Preparation (1-3 credits)
  • This course is for the development of a dissertation proposal in Educational Psychology. Students must have the consent of a dissertation director, or prospective director to enroll. They should be finished or nearly finished with program course work.
• P799: Doctoral Thesis in Educational Psychology (1-15 credits)
  • Credit in this course may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

Related Inquiry Courses

• H510: Foundations of Educational Inquiry (3 credits)
  • Examination of the nature and purpose of educational inquiry with a focus on topics in social science epistemology.
• H601: Historical Inquiry in Education (3 credits)
  • Methodology of historical inquiry in education, including selection and definition of topics, collection and verification of data, interpretation of evidence, and the art of historical writing.
• J660: Seminar in the Evaluation of School Programs (3 credits)
  • P: Y520, Y535, or consent of instructor. Explores the theoretical principles and field practices involved in the evaluation of educational programs. Students will conduct a program evaluation during the semester. The course may have a topical focus in a given semester.