| source University of Illinois at Urbana-Champaign (X) |
level |
department Educational Psychology (X) |
Approved for both letter and S/U grading. May be repeated.
Score: 9.952801 Details | Listing | Web page
Course affords students an opportunity to consider important topics impacting current educational practices. Students select six scholarly presentations from an approved list. The presentations are delivered by outstanding visiting and resident scholars in education and related disciplines. Three times during the term, students gather to consider the issues raised by the presentations. Course expectations include: attending six presentations, attending the three course discussion meetings, reading the course text and selected publications, and developing written reflections based on presentations attended. May be repeated to a maximum of 8 hours.
Score: 9.952801 Details | Listing | Web page
Basic undergraduate course in psychology of education for prospective teachers; materials and principles from the various areas of psychology (mental hygiene, psychology of learning, etc.) applied to the practical problems of teaching. Includes limited voluntary participation as a subject in experiments. Prerequisite:
Score: 9.952801 Details | Listing | Web page
Introduction to cultural diversity and social justice issues through interdisciplinary readings, discussion, and experiential activities. The course involves a 1-hour lecture and 2-hour lab/discussion section each week. The lecture focus is on raising awareness of key issues, concerns and concepts, providing accurate information on diverse groups, and relating theories and models to critical incidents of social oppression in everyday life. The lab/discussion sections follow a group dialogue and experiential activity format, and focus on relating the readings and lecture material to personal experiences and active learning activities.
Score: 9.952801 Details | Listing | Web page
Provides students with opportunities to converse on specific diversity and social justice topic areas offered as separate sections under the course heading. Each section uses a structured dialogue format to explore intergroup and intragroup differences and similarities within historical and contemporary contexts. Specific focus will be on participants sharing their experiences and perspectives related to the specific dialogue topic. The dialogue format uses active learning exercises in addition to weekly readings, journal assignments, and topic based dialogues. May be repeated in the same term to a maximum of 2 hours. May be repeated in separate terms to a maximum of 6 hours. Prerequisite: Consent of the instructor.
Score: 9.952801 Details | Listing | Web page
Addresses the fundamental use of information and information technology in knowledge creation and learning, with a specific focus on the use of computers, new media, and related digital technologies within formal and informal learning environments. The paramount goal is the reconceptualization of learning practices and environments and how these will impact students, teachers, schools, and society at large. Major areas of interest covered include new learning theories, educational informatics, ubiquitous learning, collective intelligence and social networking, creativity, and universal design for knowledge creation. Applicable to any student interested in the principles of learning, knowledge, and education. Students will need access to a laptop computer.
Score: 9.952801 Details | Listing | Web page
Design and implementation of an innovative life planning process; a participatory experience that includes a survey of theories, models, and research on life and career planning and that encourages systematic skill identification, values clarification, and the development of job search strategies.
Score: 9.952801 Details | Listing | Web page
Same as
Score: 9.952801 Details | Listing | Web page
Study of child growth and development designed particularly for those preparing to teach in the elementary school; special emphasis on the significance of the developmental process for educational programs and procedures; and systematic experience in studying and evaluating children's behavior and in supporting their learning and development. Includes limited voluntary participation as a subject in experiments. Credit is not given for both
Score: 9.952801 Details | Listing | Web page
Explores the American Deaf Culture and the educational systems that have served individuals with hearing loss. Course focuses on sociocultural history of the Deaf community, language development, identity development, community building, artistic expression, educational access, and the psychological well-being of deaf individuals. Course provides students with deepened understanding and appreciation of the American Deaf Community, a minority culture within the United States. Same as
Score: 9.952801 Details | Listing | Web page
Course content includes descriptive statistics, correlation, regression, the normal curve, statistical interference, and the presentation of statistics. The course does not require calculus, and makes use of examples drawn from education, medicine, social science, business, and the popular media. Designed for professional training of students whose major interests are not in math or science. Students may not receive credit for both this course and
Score: 9.952801 Details | Listing | Web page
Same as
Score: 9.952801 Details | Listing | Web page
Study of problems not considered in other courses; designed for students who excel in self-direction and intellectual curiosity. Prerequisite: Junior or senior standing; minimum GPA of 3.5; demonstrated writing and research potential as evaluated by advisor, and consent of advisor and consent of staff member who supervises the work.
Score: 9.952801 Details | Listing | Web page
Prerequisite: Senior standing.
Score: 9.952801 Details | Listing | Web page
Prerequisite: Senior standing.
Score: 9.952801 Details | Listing | Web page
Study of the psychology of human learning as it applies to instruction, educational issues, and educational problems. 3 undergraduate hours. 2 or 4 graduate hours. Taking 4 credit hours requires consent of the instructor and the completion of a substantive scholarly project. Undergraduate and graduate work load will be commensurate with the requirements. 2 hours for Latin and Spanish Certification, Elementary Edm Music and GSLIS. Prerequisite:
Score: 9.952801 Details | Listing | Web page
Provides an overview of current knowledge about children's acquisition of linguistic and communicative competence together with a consideration of the educational import of this developmental process. 3 undergraduate hours. 2 or 4 graduate hours. Taking 4 hours of credit requires consent of the instructor and completion of a substantive scholarly project. Undergraduate and graduate work load will be commensurate with the requirements. 3 hours of ECE Undergraduate certification and 2 hours for ECE graduate certification, Elementary Ed, Music certification and GSLIS. Prerequisite:
Score: 9.952801 Details | Listing | Web page
Provides a general overview of the relationship of language, culture, and society to the teaching-learning process; gives broad exposure to research and theory concerned with the effects of sociocultural factors on cognition, perception, and motivation; also considers the effects of such factors on classroom interaction. Prerequisite:
Score: 9.952801 Details | Listing | Web page
Examines theories of adjustment, factors that influence adjustment, and common adjustment problems of children and adolescents in school context. Prerequisite:
Score: 9.952801 Details | Listing | Web page
Same as
Score: 9.952801 Details | Listing | Web page
General overview of theories related to analyzing student behaviors in the classroom; the incidence and etiology of conduct problems and behavior disorders in the classroom, with emphasis upon preventive strategies and guiding principles for maintaining classroom discipline. Prerequisite:
Score: 9.952801 Details | Listing | Web page
Theory of and research on adult learning and development; includes societal context, performance, physiology and health, personality, and learning; and considers stability and change during young adulthood, middle age, and old age. Meets both foundational requirements for EPSY. Prerequisite:
Score: 9.952801 Details | Listing | Web page
Course will provide an understanding of theories of learning and development and how these theories relate to educational technology. Students will also participate in innovative projects that apply concepts of learning, development, and technology to practical research questions in educational settings. Prerequisite: Course fulfills one of the core requirements of the Technology Studies in Education graduate specialization and meets both foundational requirements for EPSY. It is especially appropriate for graduate students participating in the TSE graduate specialization.
Score: 9.952801 Details | Listing | Web page
Study of fundamental concepts relevant to the general problem of the individual testing of learning aptitude; acquisition of psychometric competence in the use of the Binet and the Wechsler tests; acquaintance and limited practice in the administration, scoring, and interpretation of results obtained by performance scales and other devices appropriate for use with individuals having sensory, associative, and/or motor impairments. 3 undergraduate hours. 4 graduate hours. Prerequisite: Consent of instructor and 6 hours of psychology courses, including one of the following:
Score: 9.952801 Details | Listing | Web page
Study of basic helping skills and professional ethics in professional psychology. The course links theory with practice, as students engage in the exploration of new helping skills and learn to analyze their developing counseling style and performance; includes an examination of relevant ethical standards and counseling theories, and their application in a multicultural context. Discussion and experiential activities are supplemented by films, videotapes, and case studies. Primarily for counseling psychology graduate students, though other students in programs with a mental health focus may be admitted with the consent of the instructor if space is available. May be repeated to a maximum of 8 hours. Prerequisite: Junior standing.
Score: 9.952801 Details | Listing | Web page