This course is designed to be an in-depth overview of research and theory on learning and cognition, social and personal development, individual differences, motivation and assessment of student learning. Particular attention will be given to the application of these topics to classroom settings.
Human growth and development from conception through senescence, focusing on cognitive, affective, social and psychomotor development throughout the life span.
A survey of classical and contemporary theory and research related to human cognition. Topics include the study of learning processes, memory and higher cognitive functions.
An examination of research and theory associated with current hot topics. Hot topics may include debates about such things as direct instruction vs. discovery learning, the value of moral education, the importance of creativity, or theories of intelligence. Students help select topics for study and debate.
Overview of the fundamentals for creating experiments and data analysis for experiments in psychology.
Special Notes
Previous coursework in statistics; Consent of Instructor.
The course will provide educators with the skills needed to evaluate, explain, and apply assessment and testing data to inform classroom instruction and education decisions.
Intended to educate clinicians about the various medications that are often used in the treatment of mental illness and the mechanisms that allow them to work.
This course offers an overview of neuroscience research targeted at educators. Topics covered will include background on brain structure and function, neural communication and drug effects, attention, emotion, motivation, learning, language. Disorders commonly found in the classroom will be highlighted throughout.
This course is designed to conduct an in-depth introduction into the scientific literature across a range of contemporary subtopics in the field of addiction. It is intended to give students a broad, yet comprehensive, overview of the research and theoretical perspectives on drug and alcohol addiction. Students will have an opportunity to learn about the diagnostic criteria used to classify substance disorders, and will apply this information to journal article readings and projects. The course is taught as a seminar, with interactive dialogue, presentations, mini-lectures, and videos.
Social cognitive neuroscience (SCN) studies the implicit and explicit cognitive and emotional processes and their underlying brain mechanisms that contribute to our understanding of others' mental states (and our own as well). This course will examine a set of core Social Cognitive Neuroscience subtopics in order to gain a graduate level introduction to this burgeoning field.
Philosophical perspectives and major theories and systems are reviewed as they contributed to the development of contemporary psychology. Course required for state psychology board licensing eligibility.
Scheduled on an irregular basis to explore special areas in psychology and carries a subtitle for each offering. Check department office for topics currently planned.
Introduction to basic concepts in psychology research, including experimental design, non-experimental methods, statistical analysis and researchers' ethical responsibilities.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Physical, social and emotional development of children from conception through puberty, stressing normal development and major development theories.
This course covers research and theory on culture and its relationships with and applications to areas of educational psychology including development, cognition, assessment and school achievement, motivation, and individual differences.
Students will investigate what it means to be properly motivated, why individuals often develop problematic motivational patterns, and how proper motivation can be fostered.
Practices, issues and research in college teaching. Instructional models and methods, course planning, cognition, testing and grading, student-teacher interaction and ethics.
Examines professional, philosophical, theoretical issues and trends across the discipline. Students practice and receive feedback regarding written and oral communication skills.
Work with faculty member on professional endeavors such as research, writing, course planning or public service. Requires 3 hours per week for each credit. S/U graded.
Examine major areas of social psychology e.g., aggression, altruism, cooperation, attitude change, and impression management; learn about observation and other data-collection techniques. Possible laboratory observations.
Classical measurement theory and methods. Topics include instrument development and analysis, derivations of reliability and validity formulae, test fairness, standards, and norming.
Item response theory and methods. Topics include item analysis, logistic models, and individual prediction and classification.
An applied perspective on learning sciences and instruction, including behavioral, information-processing, cognitive load, situated, meaningful, motivational, constructivist, and social cognitive learning views and their relation to instructional design.
Assumes basic knowledge of cognitive and instructional theory. Focuses on research in development, cognition and instruction, subject matter, and social and cultural contexts of learning.
For Graduate students wishing to develop advanced competency. Periodically, seminar may focus on topic reflecting instructor's interest area or on developing a student's inquiry.
Pursue original research into learning and cognitive processes under the guidance of a faculty member. Arranged to reflect faculty and students' interests.
For graduate students wishing to develop a competency in psychological and educational measurement. The seminar will focus on an advanced topic in contemporary measurement and assessment.
Full-or part-time assignment in a field-based setting under supervision. Students work a minimum of 3 hours per week for each hour of credit. S/U graded.
Each student will collaborate in research with a psychology professor. The research topic and nature of involvement are determined by consultation between student and professor. S/U graded.
Supervised experience in diagnostics of neuropsychological deficits. Individual and group supervision emphasizing behavioral interview and psychometric data. S/U graded.
Specialized topics or contemporary issues. Topics vary.
For Master's students in psychology as an approved alternative to the written comprehensive examination. Students will enroll with major advisor to develop research proposal, conduct project and report results. S/U graded.
Recommended in place of M.A. project, especially for students applying to doctoral programs. S/U graded.
Introduction to doctoral study. Students will be taught foundational skills in research, writing, participation in professional communities, and other areas. Students will study faculty research and "big ideas" associated with such research.
Covers topics and skills regarding professional development related to navigating career paths in academia and industries. Students practice and receive feedback regarding job applications and interview skills. S/U graded.
Doctoral students must earn 4 hours as partial fulfillment of requirements for the doctorate. Check with the Graduate School regarding appropriate procedures and formats. S/U graded.
Must earn 12 hours as partial fulfillment of requirements for the doctorate. Dissertation must be approved by and defended before the dissertation committee. S/U graded.
To permit a graduate student to continue making progress in a degree program. S/U graded.