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ENGL 762 - Seminar: 19th Century English Literature
May be repeated to a maximum of 9 semester hours when topic varies.
Credits: 3
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ENGL 764 - Seminar: English Literature, 1880-1920
May be repeated to a maximum of 9 semester hours when topic varies.
Credits: 3
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ENGL 765 - Seminar: 20th Century English Literature
May be repeated to a maximum of 9 semester hours when topic varies.
Credits: 3
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ENGL 776 - Seminar: American Literature to 1830
May be repeated to a maximum of 9 semester hours when topic varies.
Credits: 3
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ENGL 777 - Seminar: 19th Century American Literature
May be repeated to a maximum of 9 semester hours when topic varies.
Credits: 3
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ENGL 783 - Seminar: 20th Century American Literature
May be repeated to a maximum of 9 semester hours when topic varies.
Credits: 3
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ENGL 799 - Doctoral Dissertation
May be repeated to 60 semester hours.
Credits: arranged
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ENVS 509 - Water Quality
Crosslisted as BIOS 509X and GEOL 509X. Survey of microbiological and chemical parameters affecting water quality and their associated public health aspects. Topics include microbial detection methods, waterborne disease, organic and inorganic parameters, drinking water, wastewater treatment plants, source water, and risk assessment. Lectures, laboratories, and a field trip.
Credits: 4
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EPFE 500 - Social Foundations of Education
Social forces influencing education; educational traditions as reflections of diverse cultures; the school and cultural change; educational issues and sources of cultural conflict in the United States.
Credits: 3
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EPFE 501 - Research Methods in the Philosophical, Historical, and Social Foundations of Education
Emphasis on interpretive, normative, and critical perspectives in planning, conducting, and writing research studies in education.
Credits: 3
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EPFE 505 - Foundations of Language-Minority Education
Examination and analyses of the historical and social contexts of language-minority education in the United States, with emphases on bilingual education and the instruction of English as a second language in elementary, middle, and high schools.
Credits: 3
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EPFE 510 - Philosophical Foundations of Education
Emphasis on the distinct nature of philosophic inquiry functioning within a sociocultural setting in the construction of educational theory.
Credits: 3
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EPFE 511 - Philosophical Analysis of Current Educational Thought
Philosophical methods used in analyzing, refining, and criticizing educational theory and ideology in a multicultural society.
Credits: 3
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EPFE 515X - Social Theory Applied to Education
Crosslisted as EPS 515. Investigation of social theory and brief survey of its origins in psychology, educational studies based on this approach, and relevant contributions from the social sciences.
Credits: 3
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EPFE 520 - Historical Foundations of Education
History of education in Western society. Major educational figures, theories, institutions, and developments emphasized and interpreted in their cultural contexts.
Credits: 3
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EPFE 521 - Historical Foundations of Education in the United States
History of education in the United States. Interrelation of diverse cultures and educational figures, theories, and developments.
Credits: 3
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EPFE 526X - Foundations of Psychedelic Studies in Education
Crosslisted as EPS 526. An exploration of psychological, social, historical, philosophical, and anthropological implications of psychedelics for educational practice and policy.
Credits: 3
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EPFE 530 - Comparative/International Education
Survey of purpose, methodology, and research trends in comparative/international education. Implications of comparative research for American educational practice.
Credits: 3
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EPFE 540 - Education for Social Justice
Crosslisted as EPS 540X. Social and psychological forces which influence human relationships and have implications in educating for social justice and the diminution of forces of aggression, fear, and violence.
Credits: 3
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EPFE 555 - Sociology of Classrooms
Sociological analysis of teaching and learning in America’s elementary and secondary school classrooms. Particular attention is given to processes of differentiation, stratification, socialization, social organization as well as social relationships in the classroom.
Credits: 3
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EPFE 557 - Sociology of Urban Education
Sociological analysis of urban schooling and reform; political, economic, and social forces influencing urban education; culture and climate of urban schools; urban community-school relationships.
Credits: 3
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EPFE 586 - Internship in Educational Foundations
Students learn to apply foundations principles in a practical setting. Instruction supervised by a foundations of education professor. May be repeated to a maximum of 9 semester hours.
Credits: 1-9
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EPFE 590 - Workshop in Education
Designed for teachers, supervisors, counselors, and administrators to study contemporary issues and problems of the public school. Content varies to provide the opportunity to study current problems. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes
PRQ: Acceptance by the director of the workshop.
Credits: 1-3
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EPFE 592 - Special Topics in Foundations of Education
Study of special topics, announced in advance, in foundations of education. May be repeated to a maximum of 9 semester hours when subject varies.
Credits: 1-3
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EPFE 597 - Independent Research in Foundations of Education
Independent research at the master’s degree level under faculty supervision. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes
PRQ: Admission to master’s degree program and consent of faculty member who will direct research.
Credits: 1-3
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EPFE 699A - Master’s Thesis
Open only to students who elect to write a thesis for the M.S.Ed. degree. Student enrolls with the faculty member directing the thesis. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes
PRQ: Consent of department. Recommended: ETR 520.
Credits: 1-6
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EPFE 699B - Master’s Project
Culminating experience. Enrollment by special arrangement with the student’s major adviser. May be repeated to a maximum of 6 semester hours. S/U grading.
Prerequisites & Notes
PRQ: Consent of department.
Credits: 1-6
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EPFE 703 - Seminar: Gender Issues in Educational Thought
Study of gender in educational thought with emphasis on epistemological, ethical, and critical arguments. Consideration of the respective implications of theories for gender-specific education and development.
Credits: 3
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EPFE 707X - Human Development and Educational and Social Policy
Crosslisted as EPS 707. Interplay among societal issues, human development research and theory, and social policy. Methods for initiating, developing, and implementing social and educational policy in a variety of institutional settings.
Credits: 3
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EPFE 710 - Seminar in Philosophical Investigation
Philosophic exploration of various educational doctrines and theories operating in a sociocultural context. May be repeated to a maximum of 9 semester hours.
Credits: 2-3
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EPFE 712 - Ethics and Education
Study of educational policy and pedagogy from the perspective of theories in ethics. Critical analysis of the relationship of education to philosophic discussions of pertinent ethical issues related to education in a multicultural society.
Credits: 3
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EPFE 715 - Foundations of Educational Policy
Critical analysis of the generation, implementation, and outcomes of educational economics and history used to investigate the dynamics of policy formation and the relationship between educational policy and social trends.
Credits: 3
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EPFE 720 - Seminar in European Educational Thought
European educational theories that have influenced Western culture. Educational ideas of selected theorists examined in their cultural contexts. Attention to current issues and problems from a critical historical perspective.
Credits: 3
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EPFE 721 - Seminar in American Educational Thought
Individuals, theories, and developments in American educational history examined in their historical, philosophical, social, and cultural contexts through discussion and research. Attention to how major educational theorists and intellectual movements are connected to the wider cultural environment.
Prerequisites & Notes
PRQ: Admission to Ed.S. or doctoral program, or consent of department.
Credits: 3
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EPFE 722X - Adult and Higher Education in Social Context
Crosslisted as CAHA 722. Critical analysis of the relationships existing between adult and higher education and its various social contexts. Clarification of present and future purposes and practices of adult and higher education in light of trends in social science research.
Credits: 3
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EPFE 723 - History of Higher Education
Critical analysis and interpretation of historical developments in American higher education from the colonial to modern periods. Emphasis on key institutions, episodes, people, and social trends illustrating the continuities, complexities, and changes in community colleges, colleges, and universities.
Credits: 3
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EPFE 725 - History of Women’s Education in the United States
Survey of women’s education in the context of the main currents of United States history. Educational leaders, theories, institutions, and developments analyzed in multicultural contexts.
Credits: 3
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EPFE 730 - Seminar in Comparative/International Education
Selected topics focusing on theoretical frameworks, relevant research, and implications for educational policy and practice.
Credits: 3
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EPFE 740 - Seminar in Professional Educational Organizations
Case studies of educational organizations, their history, purposes, and functions. Appraisal of the impact of these groups on past, present, and future educational trends. May be repeated to a maximum of 3 semester hours.
Credits: 1-3
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EPFE 745 - Interpretive Methods in Educational Research
Crosslisted as EPS 745X and ETR 745X. Emphasis on structuralist, poststructuralist, and semiotic theories and techniques in education to develop systematic hands-on interpretive projects.
Prerequisites & Notes
PRQ: ETR 525 or EPS 524 or consent of department.
Credits: 3
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EPS 501 - Psychological Foundations of Education
Psychology as it relates to and provides foundations for educational practice. Constructive analysis of the principal areas, theories, experimentation, and conclusions in psychology with focus on such topics as motivation, learning, thinking, problem solving, self-regulation and the social context.
Credits: 3
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EPS 504 - Psychology of Education in the Elementary and Middle School Years
Application of psychological principles to teaching elementary and middle school. For students pursuing a Master of Arts in Teaching degree.
Credits: 3
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EPS 505 - Issues in Human Development in the Elementary Through High School Years
Cognitive, socioemotional, and physical development of children and adolescents within their families, schools, and sociocultural contexts. Focus on relationships between these aspects of student development and their implications for educational approaches and teaching within a school setting. Designed for students needing K-12 educator licensure. Documented clinical experience or supervised participation in schools is required either prior to or concurrent with this course.
Credits: 3
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EPS 506 - Theories and Research in Child Behavior and Development
Analysis of theory and research concerning the nature of child development and the implications of such for classroom teachers and other professionals who work with childhood populations.
Credits: 3
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EPS 507 - Issues in Human Development and Learning in the Middle School and High School Years
Cognitive, socioemotional, and physical characteristics of youth and their implications for educational practices with respect to student learning and performance in middle school and high school. Designed for students seeking educator licensure in grades 5-12 only.
Prerequisites & Notes
CRQ: Clinical experience or supervised participation in schools.
Credits: 3
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EPS 508 - Theories and Research in Adolescent Behavior and Development
Analysis of theory and research concerning the nature of adolescent development and the implications of such for classroom teachers and other professionals who work with adolescent populations.
Credits: 3
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EPS 510 - Adult Educational Psychology
Study of educational and psychological theories of adult development and aging with emphasis on the evaluation of contemporary research in adult cognitive development.
Credits: 3
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EPS 511 - Moral Development and Character Education
Advanced seminar focusing on critical analysis of theoretical perspectives, research, and educational practices related to moral development.
Prerequisites & Notes
PRQ: EPS 506, EPS 508, or EPS 510, or consent of department.
Credits: 3
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EPS 512 - Educator, Family, Community: Relations and Resources
Theoretical and empirical perspectives on how relationships among teachers, families, and communities influence the learning and school adjustment of children and adolescents as well as the roles of teachers, parents, and community agencies. Models and methods for facilitating positive relationships among teachers, parents, and students. Resources for the education of children within families and communities.
Credits: 3
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EPS 513 - Creativity and Learning
Preservice and inservice training for elementary and secondary teachers in the nature of creativity, the creative process, the creative person, and cultivation of the creative personality. Addresses the assessment of creative processes and products. Emphasis on the creative process as it relates to education and schools.
Credits: 3
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EPS 515 - Social Theory Applied to Education
Crosslisted as EPFE 515X. Investigation of social theory and brief survey of its origins in psychology, educational studies based on this approach, and relevant contributions from the social sciences.
Credits: 3
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EPS 518 - Motivation in the Classroom
Application of current motivation theories and research for understanding and fostering student motivation to learn in the classroom.
Credits: 3
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EPS 519 - The Middle School Child
Examination of the match between characteristics of early adolescents (10-14 years) and characteristics of middle school programs. Biological, cultural, psychological, and social forces affecting the development of young adolescents. Focus on the role of the teacher, school, and community in helping the adolescent to deal with the impact of changes in these types of forces.
Credits: 3
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EPS 523 - Application of Psychological Research to Educational Practice
Interpretation and application of research concerning human development, learning, and motivation to improve practices in schools and other organized learning environments. Design and evaluation of educational practices based on psychological theory and research, analyzing and selecting developmental assessments, observing student learning and motivation during instructional activities, and communicating with practitioners about research.
Credits: 3
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EPS 524 - Ethnographies in Human Development and Learning within Educational Settings
Ethnographies in diverse educational settings (e.g., classroom, school, family) with emphasis on human development across the life span and cultures. Ethnographic research relevant to learning and development such as negotiating entry, collecting data through interview and participant-observation, writing field notes, developing and identifying research questions, and generating valid and critical hypotheses and conclusions.
Credits: 3
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EPS 526 - Foundations of Psychedelic Studies in Education
Crosslisted as EPFE 526X. An exploration of psychological, social, historical, philosophical, and anthropological implications of psychedelics for educational practice and policy.
Credits: 3
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EPS 532X - Evaluation of Teachers and Teaching
Crosslisted as ETR 532. Examination of major components of a comprehensive system for evaluating teachers and teaching and the related issues and teacher effectiveness literature.
Credits: 3
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EPS 535 - Examining Educational Psychology Evidence for Educational Practices
Examination of a number of practices in education from a psychological perspective, with focus on weighing the best available evidence. Topics may include methods of grouping students for instruction, individual differences in learning, student academic support activities, and student achievement. Evaluation of evidence in order to make informed decisions regarding effective practices in education.
Prerequisites & Notes
PRQ: Graduate course work in educational psychology and research methods, or consent of department.
Credits: 3
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EPS 540X - Education for Social Justice
Crosslisted as EPFE 540. Social and psychological forces which influence human relationships and have implications in educating for social justice and the diminution of forces of aggression, fear, and violence.
Credits: 3
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EPS 550X - Classroom Management
Crosslisted as TLCI 550. Applications of motivation and management principles and procedures to maintain a positive learning environment in classrooms.
Credits: 2
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EPS 553 - The Gifted Student
Characteristics of the gifted. Emphasis on identification, growth and development, creativity, motivation, guidance, and evaluation of the gifted.
Credits: 3
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EPS 554 - Procedures for Educating the Gifted
Current practices, trends, and issues in curriculum development and instructional methods for the gifted. Procedures as they relate to cognitive functions, factors of intellect, and creative expression.
Prerequisites & Notes
PRQ: EPS 553 or consent of department.
Credits: 3
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EPS 587 - Practicum in Gifted
Supervised field experience in special education programs in schools, institutions, and other facilities for gifted students. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes
PRQ: Admission to Graduate School and consent of department.
Credits: 1-10
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EPS 590 - Workshop in Educational Psychology
Designed for teachers, supervisors, counselors, and administrators to study contemporary issues and problems of the public school. Content varies. May be repeated to a maximum of 12 semester hours.
Credits: 1-3
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EPS 592 - Seminar in Educational Psychology
Review and analysis of current issues and research in educational psychology. May be repeated to a maximum of 9 semester hours when subject varies.
Credits: 3
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EPS 597 - Independent Research
Independent research at the master’s degree level under faculty supervision. May be repeated to a maximum of 18 semester hours but no more than 6 hours can be applied to a degree.
Prerequisites & Notes
PRQ: Consent of faculty member who will direct research.
Credits: 1-6
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EPS 614 - Instructional Psychology
Crosslisted as PSYC 614X. Models and theories of instructional psychology as related to contemporary research in cognition.
Prerequisites & Notes
PRQ: EPS 713, a course in cognitive psychology, or consent of department.
Credits: 3
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EPS 679 - Cultural Perspectives on Human Development
Crosslisted as ANTH 679X and PSYC 679X. Cultural perspectives on parenting, home-school relations, psychological development, and education. Case materials drawn from western and non-Western societies.
Credits: 3
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EPS 699A - Master’s Thesis
Enrollment by special arrangement with student’s major adviser. May be repeated for a maximum of 6 semester hours. S/U grading.
Credits: 1-6
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EPS 699B - Master’s Project
Culminating experience. Enrollment by special arrangement with student’s major adviser. May be repeated for a maximum of 6 semester hours. S/U grading.
Credits: 1-6
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EPS 701 - Professional Practices in Educational Psychology
Examination of the historical and systemic roots of educational psychology; relationships among educational psychology, education, and other behavior sciences; career options and professional practices; and current initiatives and future directions within the discipline.
Credits: 3
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EPS 705 - Advanced Seminar in Child Development
Critical analysis of child development theories with application to contemporary educational issues and problems.
Credits: 3
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EPS 706 - Research on Human Development in Educational Settings
Examination and analysis of recent research in human development framed in sociocultural theory and research. Focus on development of skills for conducting research in human development and learning applicable to all educational settings.
Credits: 3
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EPS 707 - Human Development and Educational and Social Policy
Crosslisted as EPFE 707X. Interplay among societal issues, human development research and theory, and social policy. Methods for initiating, developing, and implementing social and educational policy in a variety of institutional settings.
Credits: 3
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EPS 708 - Advanced Research Seminar in Adolescent Development
In-depth examination of selected research methods and topics in adolescent development. Particular focus on student research and secondary analysis of existing data sets pertaining to various dimensions of adolescent development within educational contexts. Background in adolescent development recommended.
Credits: 3
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EPS 710 - Seminar in Lifespan Human Development
The study of human development and learning from a lifespan perspective pertinent to cognitive, emotional, physical, and social development. Implications for educators.
Credits: 3
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EPS 713 - Advanced Educational Psychology
Detailed analysis of modern learning theories and practices as they relate to education. Detailed investigation of major research in educational psychology focusing on learning and cognition.
Credits: 3
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EPS 715 - Education and Human Cognitive Processing
Implications of human cognitive processing and memory research techniques and their application to learning situations.
Credits: 3
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EPS 716 - Learning Research Practicum
Extended study of learning theory and individual research focusing on specific and persistent problems of design, translation, and interpretation of learning research for educators. May be repeated to a maximum of 6 semester hours.
Prerequisites & Notes
PRQ: EPS 713 or consent of department.
Credits: 3
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EPS 718 - Research Seminar in Motivation and Education
Critical analysis of current motivation theories and research in educational settings. Emphasis on issues of research design and interpretation for educators.
Credits: 3
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EPS 723 - Design of Research on Human Development and Learning in Educational Settings
Development of proposals for studies of human development, learning, and motivation within educational settings. Acquisition of skills to analyze research critically, develop research questions, select appropriate designs and methods, and create or adapt instruments to assess learner development.
Prerequisites & Notes
PRQ: ETR 522 and EPS 523, or consent of department.
Credits: 3
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EPS 739 - Fieldwork Methods in Educational Research
Crosslisted as ETR 739X. Emphasis on studying examples of educational fieldwork and actual hands-on research.
Prerequisites & Notes
PRQ: ANTH 560 or ETR 525, or consent of department.
Credits: 3
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EPS 745X - Interpretive Methods in Educational Research
Crosslisted as EPFE 745 and ETR 745X. Emphasis on structuralist, poststructuralist, and semiotic theories and techniques in education to develop systematic hands-on interpretive projects.
Prerequisites & Notes
PRQ: ETR 525 or EPS 524 or consent of department.
Credits: 3
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EPS 770X - Writing for Publication in Educational Psychology and Special Education
Crosslisted as SESE 770. Planning, producing, and submitting manuscripts for publication. Includes analysis of professional journals and articles published in them with different types of publications addressed and analyzed, including review, research, and theoretical position papers.
Credits: 3
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EPS 771X - Writing Grant Proposals in Education
Crosslisted as SESE 771. Reviewing and writing competitive grant proposals. Identifying funding sources (federal, state, private) that match one’s interests and expertise. Analysis of components of different types of grants, including research, demonstration, special project, technology, and personnel preparation grants.
Credits: 3
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EPS 786 - Internship
Work individually or in small groups in a practical situation under the guidance of a staff member of that setting and a university supervisor. Open only to doctoral students, or by consent of department. May be repeated to a maximum of 12 semester hours. S/U grading.
Credits: 1-12
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EPS 792 - Advanced Research Seminar in Educational Psychology
Students design and conduct a study dealing with a problem in educational psychology. It may be a pilot study related to the doctoral dissertation. May be repeated to a maximum of 12 semester hours.
Prerequisites & Notes
PRQ: Master’s degree.
Credits: 3
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EPS 797 - Independent Research
Independent research at post-master’s degree levels under faculty supervision. May be repeated to a maximum of 18 semester hours but no more than 6 hours can be applied to a degree.
Credits: 1-6
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EPS 799 - Doctoral Research and Dissertation
Students are required to register for a minimum of 3 semester hours per term unless an exception is granted by the department. May be repeated for additional credit to a maximum of 24 semester hours. S/U grading.
Prerequisites & Notes
PRQ: Candidacy for the doctoral degree and consent of chair of doctoral committee.
Credits: 1-15
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ETR 501 - Proseminar in Educational Research and Evaluation
Current issues and topics in research presentation, manuscript preparation, data presentation, and information retrieval, emphasizing technology-oriented applications. Examination of historical and future trends, ethical/legal issues in educational research and evaluation, and exploration of career options in the field. May be repeated up to 3 credit hours.
Credits: 1-3
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ETR 519 - Applied Educational Research
Application of context-based research methods to problems in education. Focus on research issues in educational and applied settings and the formulation of feasible applied/action research plans to inform educational decision-making.
Credits: 3
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ETR 520 - Introduction to Research Methods in Education
Introductory course in empirical methods of research in education; evaluating published research; planning a research study; developing skills in problem identification; identifying methods for data collection and research design; and preparing a research proposal.
Credits: 3
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ETR 521 - Educational Statistics I
Techniques necessary for understanding, analyzing, and interpreting data. Concepts and applications of basic descriptive methods, correlation, and simple linear regression. Introduction to probability theory and sampling. Discussion of various inferential tests of means, correlations, proportions, variances, and one-factor analysis of variance.
Credits: 3
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ETR 522 - Educational Statistics II
Concepts and techniques necessary for intermediate inferential methods. Analysis of variance (factorial, repeated measures, and nested designs), analysis of covariance, multiple regression, and multiple comparison procedures.
Prerequisites & Notes
PRQ: ETR 521 or PSYC 604 or SOCI 575, or consent of department.
Credits: 3
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ETR 524 - Assessing Students with Special needs
Nondiscriminatory assessment procedures for identifying and enhancing educational outcomes for students with special needs.
Prerequisites & Notes
PRQ: SESE 240 or consent of department.
Credits: 3
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ETR 525 - Qualitative Research in Education
Introduction to the role of qualitative research in education, with emphasis on actual, handson research. Basic principles and focus of qualitative research will be discussed. Research methods will include case studies, ethnography, and interpretive research.
Credits: 3
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ETR 526 - Advanced Technologies in Qualitative Research
Use of e-mail and Web-based data gathering techniques, digital video, transcription approaches, computer-based transcription analysis programs, and electronic dissemination for data collection and analysis.
Prerequisites & Notes
PRQ: EPS 524 or ETR 525 or consent of department.
Credits: 3
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ETR 528 - Educational Assessment
Conceptual examination of theoretical foundations for assessment in education: classroom, diagnostic, placement, problem-solving. Emphasis on appraising assessment methods through reliability, validity, usability, and normative data consideration.
Credits: 3
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ETR 529 - Principles of Educational Measurement
Study of psychometric properties of assessments used in the field of education, with emphasis on theory and calculation of reliability and validity indices from a classical test theory perspective.
Credits: 3
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ETR 530 - Test Construction and Evaluation
Modern concepts of evaluation; preparation and use of teacher-made tests. Techniques of item analysis and concepts of reliability and validity. Procedures for assessing relatively intangible outcomes, through observational and judgmental techniques.
Credits: 3
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