Courses
This list includes courses in Human Development, Learning, Cognition & Instruction and Inquiry Methodology. In the following information, if a course has a prerequisite(s), it is indicated by "P:" in the beginning of the course description.
Human Development, Learning, Cognition & Instruction
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.
P512: Gerontology I--Multidisciplinary Perspective (3 credits)
An overview of areas involved in the study of aging, including physiological aspects, psychological aspects, sociological aspects, and sociopolitical issues. Includes major theoretical approaches to aging and current research in each area listed above, as presented by experts from these various disciplines.
P513: Gerontology II--Multidisciplinary Perspectives (3 credits)
This course examines changes in the lifestyle of elderly persons as well as the adjustments made by this group to external and internal environments. Strengths and weakness in the family and community, as they enhance or inhibit the lifestyle of elderly persons, are investigated. Students are encouraged to reexamine their lifestyle in relation to the aged person.
P514: Life Span Development: Birth to Death (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 are included.
P515: Child Development (3 credits)
Major theories and findings concerning human development from birth through the elementary years as they relate to the practice of education are dealt with. Topics include: physical development, intelligence, perception, language, socioemotional development, sex role development, moral development, early experience, research methods, and sociodevelopmental issues relating to education.
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 and Aging (3 credits)
This course covers adult development from the early adult years through the final stages of life. Topics include life-span development theories and research methods, age changes in cognitive processes, intellectual functioning and personality, physiological changes, psychopathology associated with aging, death and dying, and planning for delivery of services to the adult and the aged.
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.
This course explores theoretical positions in the areas of learning and cognition, with emphasis on their relevance for the design of classroom learning situations.
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.
P591: Cognitive Assessment and Intervention (4 credits)
(must be taken concurrently with P595)
Historical and current theories of intellectual functioning. Supervised practice in the use and interpretation of major individually administered measures of cognitive behavior. Emphasis on ethical test use in a diverse society and linking assessment results to cognitive behavioral and self-monitoring interventions for children and adolescents.
P592: Academic Assessment and Intervention (4 credits) (must be taken concurrently with P595)
P: P591 or consent of the instructor. Major approaches and procedures for individual assessment and intervention with students experiencing academic difficulties. Supervised practice with curriculum-based and norm-referenced instruments in general achievement areas, adaptive behavior, and early childhood assessment. Emphasis placed on linking assessment and classroom intervention for students with disabilities and culturally diverse populations.
P595: Practicum in School Psychology (1-3 credits)
P: Consent of instructor. This course consists of supervised, intensive field experiences.
P596: Internship in School Psychology I (2-6 credits)
P: Consent of instructor. Supervised, intensive field experiences.
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.
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.
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.
P660: Ecological Psychology (3 credits)
The focus here is on theory and research concerning environment and behavior. Ecological, environmental, and ecosystem models and opportunities for naturalistic research and field studies are explored.
P680 Ethical, Legal, and Professional Issues in School Psychology (1-3 credits)
P: Consent of instructor. This course is for majors in School Psychology and deals with the roles of the school psychologist, organization and administration of psychological services in public schools, working with teachers, and diagnostics.
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)
P682 Developmental Psychopathology of Childhood and Adolescence (3 credits)
Emphasis on a developmental approach to understanding psychopathology of childhood and adolescence. Students will learn about emotional, behavioral, developmental, and educational problems of children and adolescents over time, their stability and change, and risk and protective factors. Discussion of current research and practical applications are included.
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.
P691: Personality Assessment and Intervention (3 Credits)
P: Y527, P565 or equivalent, Psychology P736, consent of instructor, and graduate standing in School Psychology or Counseling Psychology. This course focuses on the administration, scoring, interpretation of selected projective and objective personality and behavioral measures, observation, behavioral assessment, interviewing, and related techniques. The emphasis is on relating assessment to educational and therapeutic interventions. The course also includes supervised practice.
P692 Seminar in Therapeutic Interventions with Children (3 credits)
P: 540 or equivalent, and consent of instructor. Course work in counseling and/or personality theory is recommended. The emphasis here is on behavioral intervention techniques with children having behavioral/emotional problems, play therapy and related techniques and on school consultation.
P695: Practicum in Personality and Behavioral Assessment (1-2 credits)
P: P691 and consent of instructor. Supervised experience in conducting personality and behavioral assessments of children and/or adults in various settings, such as schools, mental health settings, and hospitals. This course may be repeated.
P696: Practicum in Therapeutic Interventions with Children (1-2 credits)
P: P692 and consent of instructor. Supervised experience in therapeutic interventions with children in mental health settings, schools, etc. with an emphasis on behavioral techniques, counseling, therapy, and consultation. This course may be repeated.
P697: Advanced Practicum in School Psychology (1 credit)
P: Consent of instructor. For advanced doctoral students in school psychology. Experience in providing psychological and educational services to children and youth, parents, teachers, and others at advanced, more independent level. Also will provide some supervision to less experienced students. May be repeated.
P699: Internship in School Psychology II (1-2 credits)
P: Advanced standing in School Psychology Ph.D. program, consent of instructor. Supervise, one-year intensive field experience. Minimally, one-half time in work directly related to public schools. Remainder my be in settings primarily designed for providing services to children and families.
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.
Inquiry Methodology
Y500: Computer Laboratory for Educational Statistics (0-1 credit)
This laboratory course is designed to accompany courses in educational statistics. Use of statistical software, interpretation of analysis results, and conceptual discussion of statistical concepts and principles are included in this laboratory. The management and use of large data sets may be included in some laboratory offerings.
P501: Statistical Method Applied to Education (3 credits)
An introduction to statistical methods needed for basic data analysis in education. Includes an introduction to distribution of variables, measures of central tendency, variability, hypothesis testing, and correlation techniques. Emphasis is placed on theoretical and computational skills.
P507: Assessment in Schools (3 credits)
Introductory assessment course for teachers and school administrators. Topics include principles of assessment, formal and informal classroom assessment instruments and methods, formative and summative assessment, interpretation and use of standardized test results, social and political issues in assessment, use of student data bases in schools.
Y502: Intermediate Statistics Applied to Education (3 credits) (must be taken concurrently with Y500)
P: Basic mathematical and algebra skills, and knowledge of research concepts as might be learned in an introductory statistics or research course. Review of descriptive statistics; correlation and regression; multiple regression; inferential statistics (e.g. t-test, analysis of variance, one-and two-way factorial designs); analysis of covariance; and categorical data analysis (e.g. chi-square).
Y510: Action Research I (3 credits)
An introduction to the basic philosophy and methods of action research. Students will design an action research project and write a proposal. In this class, you will learn how to conduct action research. You will learn to select an area of focus, collect data, organize, analyze and interpret data, and take action based on your finding. You will plan an action research study and write a formal proposal for that study.
Y520: Strategies for Educational Inquiry (3 credits)
Introductory course intended to orient beginning graduate students to the conduct of social science inquiry in general and educational inquiry in particular and to acquaint them with key terms and generally accepted procedures in qualitative and quantitative inquiry.
Y527: Educational Assessment and Psychological Assessment (3 credits)
P: Y501/ Y520. Introduction to theoretical foundations for assessing educational and psychological constructs, with application to standardized tests; methods for estimating reliability and validity; and techniques for scale construction, including attitude, personality, interest, and aptitude.
Y530: Topics in Computer Analysis of Educational Data (1-3 credits)
P: Y502 or equivalent. Use of computers in educational research. Topics include operating systems, file generation and management, screen editing, packaged statistical programs, batch and interactive operation, libraries of statistical procedures, microcomputer applications, and library-related computing research tools.
Y535: Evaluation Models and Techniques (3 credits)
P: Y520 or equivalent. An overview of evaluation as an inquiry process, including a discussion of the history of evaluation and the state of the art. Frameworks and models for planning evaluation studies are discussed and applications are demonstrated. Criteria for evaluation studies, steps for writing evaluation proposals and reports, and techniques for the collection of information are discussed. This course is similar to J660. Credit may not be earned in both courses.
Y590: Independent Study in Inquiry Methodology (1-3 credits)
Individual research or study with an Inquiry faculty member, 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, Y590 should not be used for the study of material taught in a regularly scheduled course.
Y603: Statistical Design of Educational Research (3 credits) (must be taken concurrently with Y500)
P: Y502 or consent of instructor. Distribution of random variables; estimation; statistical hypotheses; analysis of trend data; analysis of variance (between/within group treatments, simple factorial, split plot, mixed, nested), and other higher dimensional analysis.
Y604: Multivariate Analysis in Educational Research (3 credits) (must be taken concurrently with Y500)
P: Y502 or equivalent. Multivariate normal distribution, multivariate correlational analysis, covariance matrix, testing hypotheses of covariance matrices, principal components and factor analysis, canonical correlations and variables, multiple discriminant functions, generalized distance functions.
Y611: Qualitative Inquiry in Education (3 credits)
P: Y520, or H510, or consent of instructor. Examination of qualitative approaches to educational inquiry (e.g., case study, naturalistic inquiry, educational anthropology, educational connoisseurship and criticism). Exploration of methods for collecting and analyzing qualitative data, criteria for field studies, and approaches to writing up field studies.
Y617: Psychometric Theory (3 credits)
P: Y502, or Y527, and consent of instructor. Development of theory of complex psychometric procedures, including derivation of reliability and validity indices, and statistical techniques for advanced test analysis.
Y620: Seminar in Research Design (3 credits)
Y635: Methodology of Educational Evaluation (3 credits)
P: Y520, Y535, or consent of instructor. Multidisciplinary methods for organizing, collecting, and processing evaluative information; presentation of problems in evaluation methods of inquiry and use of methods from other disciplines to alleviate these problems. Emphasis will be on the transfer of appropriate methods and techniques to evaluation problems.
Y650: Topical Seminar in Educational Inquiry Methodology (variable title) (1 - 3 credits)
Y750: Topical Seminar in Educational Inquiry Methodology (variable title) (3 credits)
P: Nine hours of pertinent 500 and 600 level Inquiry courses. Study of selected advanced methodological topics encountered in educational research and exploration of recent developments in Inquiry methods.
Y795: Dissertation Proposal Preparation (3 credits)
This course is for the development of a dissertation proposal in program areas in education which do not currently offer such a course. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.
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.
An attempt is made to keep information current and accurate. However, please verify details with The Department of Counseling and Educational Psychology cep@indiana.edu