Department of Educational Psychology

Overview

The Department of Educational Psychology is internationally known for its rigorous degree programs, esteemed faculty, and commitment to urban education and test fairness. Our work focuses on understanding how children’s ethnicity, culture, class, and gender impact their development and learning, and we are dedicated to developing and applying fair approaches of measurement, evaluation, statistics and assessment to support such efforts.

Our research is guided by our commitment to understand what it means to be both a teacher and a learner in an urban context such as Chicago. We research how children’s homes, schools, and communities, along with media, contribute to students’ learning in various collaborative instructional and play activities. We seek to understand how children construct notions of morality, fairness, and gender, and how they develop resilience in the face of enduring economical difficulties. As part of this endeavor, we seek to contribute to basic scientific understanding of cognition and cognitive development. We strive to advance knowledge in research methodology to address our research questions in a fair manner.

Our research and work in Chicago Public Schools and in Chicago communities inform our doctoral and master’s programs. We prepare university professors, youth development practitioners and leaders, early childhood teachers, and quantitative and assessment specialists, all of whom contribute in our efforts to advance and disseminate knowledge about how to improve the educational experiences of students of different ages.

Centers, Labs & Clinics

Department Faculty

Educational Psychology Courses

  • 100 Introduction to Human Development and Learning

    Hours
    3
    Prerequisites

    Consent of the instructor.

    Examines basic concepts and theories in human development. Discusses relationships between biological, cognitive, social, and cultural aspects of development with learning across the lifespan.

  • 210 Learning and Instruction Across the Lifespan

    Hours
    3

    Psychological factors in learning and instruction. Applications of behavioral psychology, information processing, humanism, and cognitive developmental theory. Special attention to diverse populations. Same as EPSY 210. ED 210 is limited to secondary teacher education students. EPSY 210 is open enrollment.

  • 255 Child Development in Contemporary Society

    Hours
    3
    Prerequisites

    ED 100 or PSCH 100; or consent of the instructor.

    Examination of theories on child development that explain age-related differences in cognition, affect, and behavior, and how this relates to 0-14 year old children?s learning and educational needs.

  • 256 Adolescent and Adult Development in Contemporary Society

    Hours
    3
    Prerequisites

    EPSY 100 or consent of the instructor. Recommended background: EPSY 210 and EPSY 255.

    Overview of social, cognitive, and physiological development of adolescent and adult development. Examines the contexts and institutions that influence adolescent and adult development, with a particular interest in the urban context.

  • 340 Self and Identity Development Across the Lifespan

    Hours
    3
    Prerequisites

    Grade of C or better in EPSY 255 and EPSY 256 or equivalent or consent of instructor.

    Overview of theories, research, and contextual factors related to self and identity development across the lifespan, as well as developmental implications for individuals' learning, health, and well-being.

    Recommended background: Coursework in human development and learning, psychology, and/or sociology.

  • 360 Assessment in the Urban Elementary Classroom I

    Hours
    2
    Prerequisites
    • EPSY 255
    • Junior standing or above
    • Admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education.

    Beginning concepts in the design, administration, and scoring of assessments useful in urban elementary classrooms for measuring different types of learning outcomes, from simple to complex. The focus will be on achievement assessments. 2 hours. Extensive computer use required. Field work required. Thirty hours of fieldwork required.

  • 361 Assessment in the Urban Elementary Classroom II

    Hours
    2
    Prerequisites
    • EPSY 255 and EPSY 360
    • Junior standing or above
    • Admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education.

    Continuing and advancing concepts of design, administration, and scoring of assessments useful in urban elementary classrooms for measuring different types of learning outcomes, from simple to complex. The focus will be on performance assessments. 2 hours. Extensive computer use required. Field work required.

  • 363 Understanding and Applying Research in Human Development

    Hours
    3
    Prerequisites

    Grade of C or better in EPSY 100 and either EPSY 255 or EPSY 256 or consent of instructor.

    Provides students with the necessary skills to become critical consumers of research in human development, learning, and instruction. Emphasis on making sense of research findings and when and how to apply findings in a variety of settings.

  • 380 Instructional Design and Training

    Hours
    3

    An introduction to the field of instructional design and training, current trends and issues impacting the field, and future directions and careers in the field. Topics include visual literacy, ADDIE, technology tools, and technology integration.

    Course Information: Extensive computer use required.

  • 396 Independent Study

    Hours
    4
    Prerequisites
    • Sophomore standing or above
    • Consent of the instructor.

    Students carry out independent study under the direction of educational psychology faculty member.

  • 398 Directed Research in Human Development and Learning

    Hours
    1
    Prerequisites

    Students carry out directed research under the mentorship of educational psychology faculty member.

    Course Information:

    • Satisfactory/Unsatisfactory grading only.
    • May be repeated to a maximum of 16 hours.

     

  • 400 Print-based Instructional Materials: Design and Development

    Hours
    3
    Prerequisites

    EPSY 380

    Focuses on the design and development process for creating and presenting print-based instructional materials for various learning contexts, to include basic analysis, design, layout, and development guidelines.

    Course Information: Extensive computer use required.

  • 405 Educational Assessment and Evaluation

    Hours
    3
    Prerequisites

    EPSY 255; or junior standing or above; or consent of the instructor.

    Design, administration and scoring of assessments and evaluations useful in educational contexts for measuring different types of learning, program and developmental outcomes, from simple to complex.

  • 413 Youth Development Colloquium

    Hours
    1
    Prerequisites

    Junior standing or above.

    Focuses on current issues and trends in the field of youth development. Satisfactory/Unsatisfactory grading only. May be repeated.

  • 414 Developing Programs for Youth in Urban Contexts

    Hours
    3
    Prerequisites

    Consent of the instructor or enrollment in the Youth Development Program.

    Survey, evaluation, and development of models and programs designed to facilitate growth, development and learning for diverse youth. Specific focus will be on the urban context. Previously listed as CI 416.

  • 415 Fieldwork in Youth Development in Urban Contexts

    Hours
    3
    Prerequisites

    Enrollment in M.Ed in Youth Development or consent of the instructor.

    Experience working with programs that foster the developmental needs of young people in urban contexts. Students will design, implement and evaluate programs that promote personal development and independent action among youth. May be repeated to a maximum of 6 hours. Previously listed as CIE 415. Field work required.

  • 416 Systematic Approaches to Program Quality

    Hours
    3

    An overview of theories and methods in exploring the system of program development, quality implementation, and evaluation. Relevant for those working in diverse settings and with diverse youth. Course information: Recommended background: coursework in psychology or educational psychology.

  • 420 Social Development of Urban Children

    Hours
    4
    Prerequisites

    Admission to a graduate program in education or psychology, or consent of the instructor.

    General principles of social development and socialization during childhood and the factors common to urban children that illustrate and modify these principles. Same as PSCH 420. 3 undergraduate hours. 4 graduate hours.

  • 426 Development, Health and Wellness: Conception to age 8

    Hours
    4
    Prerequisites

    EPSY 255 or the equivalent.

    Focuses on the developmental processes in cognitive, social/emotional, language, and physical domains. Special consideration will be given to the interaction:health, wellness, social, cultural, and interpersonal environments of children.
    Course Information: Previously listed as EPSY 526. Field work required.
    Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

  • 429 Constructivist Approaches to Development: Piaget and Vygotsky

    Hours
    4
    Prerequisites
    • ED 422 or PSCH 422 or the equivalent
    • Graduate standing in education or graduate standing in psychology or consent of the instructor.

    Piaget's and Vygotsky's theories of development of knowledge. Empirical and logico-mathematical forms of knowledge. Thought and action. Thought and language. Same as PSCH 429. 3 undergraduate hours. 4 graduate hours.

  • 430 Interactive Online Instruction: Design and Development

    Hours
    3
    Prerequisites

    EPSY 380

    Focuses on the design and development process for creating interactive e-learning for various learning contexts. Course Information: Extensive computer use required.

  • 440 Engaging Multimedia Instruction: Design and Development

    Hours
    3
    Prerequisites

    EPSY 380

    Focuses on the design and development of interactive instructional animations that may stand-alone or be integrated as part of a learning program. Course Information: Extensive computer use required.

  • 446 Characteristics of Early Adolescence

    Hours
    3
    Prerequisites
    • ED 210 or ED 421 or ED 422 or PSCH 422 or the equivalent
    • Approval of the College of Education; or admission to the Ph.D. in Psychology program; or consent of the instructor.

    Physiological, social, emotional and cognitive development of early adolescence. The relationship between these developmental characteristics and success in the middle grades. Same as PSCH 423. 

  • 449 Early Childhood/Early Childhood Special Education: Perspectives, Policies and History

    Hours
    3

    Perspectives, policies, history, and foundations of Early Childhood Education and Early Childhood Special Education. Emphasis on the effects of changing economic, political, legal, social, and views of human development. Same as SPED 449 and EDPS 449.

  • 450 Assessment and Evaluation of Learning Outcomes and Instructional Products

    Hours
    3
    Prerequisites

    EPSY 380

    Designed to develop knowledge and skills in systematically evaluating student learning and instructional technology product outcomes related to program goals and standards. Course Information: Extensive computer use required.

  • 451 Staff Management and Human Relations for Leaders in Early Childhood Education

    Hours
    3

    Designed for directors, supervisors and managers in early childhood programs. Focuses on the administrator's role in staff development and human relations, including recruitment, hiring, retaining, training, support and evaluation of personnel.

  • 452 Legal, Fiscal and Program Management for Leaders in Early Childhood Education

    Hours
    3

    Provides students with opportunities to learn and apply current theories of administration in order to improve their skills in managing early childhood education programs.

  • 453 Educational Programming and Community Relations for Leaders in Early Childhood Education

    Hours
    3

    Designed for directors and managers in early childhood programs. Focuses on development and implementation of a program philosophy, curriculum for typically and atypically developing children; and promoting a positive image to the public.

  • 461 Seminar and Fieldwork in Human Development and Learning

    Hours
    3
    Prerequisites

    ECE 426 and ECE 427 and ECE 455 and ECE 456 or equivalent.

    For CYD concentration: EPSY 385, 420, 445, 414 or equivalent.

    The culminating course for students in the Child and Youth Development and Early Childhood Education concentration of the Human Development and Learning BA program. Students have opportunities to bridge theory and research with professional practice. Course Information: Field work required.

    Class Schedule Information: To be properly registered, students must enroll in one Lecture and one Practice.

  • 465 Cognitive Development and Disabilities

    Hours
    3
    Prerequisites

    SPED 461 or ED 461 or the equivalent or consent of the instructor.

    Theory and research on cognitive development in children with disabilities from infancy through adolescence, in the context of typical development. Models for cognitive assessment and intervention. Same as SPED 465. Field work required.

  • 466 Language Development, Diversity, and Disabilities

    Hours
    3
    Prerequisites

     SPED 461 or ED 461 or the equivalent or consent of the instructor.

    Theory and research on language development in children with disabilities, in the context of typical development. Models for language assessment and intervention. Same as SPED 466. Field work required.

  • 467 Social and Emotional Development and Disabilities

    Hours
    3
    Prerequisites

    SPED 461 or ED 461 or the equivalent or consent of the instructor.

     Exploration of the risk factors and different theoretical approaches associated with the social and emotional development of youth ages 5-21 with and without disabilities. Same as SPED 467. Field work required.

  • 482 Collaborating with Families, Community, and Professionals.

    Hours
    3

    Explores the dynamics of professional collaboration with families, addressing characteristics, structures, and processes of collaboration for children and youth with and without disabilities.
    Course Information: Same as SPED 482. Previously listed as EPSY 582. Field work required.
    Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

  • 494 Topics in Educational Psychology

    Hours
    4
    Prerequisites

     Consent of the instructor.

    Seminar on a pre-announced topic focusing on methodology, research and educational implications of recent models of learning, problem solving, and thinking. May be repeated to a maximum of 12 hours.

  • 496 Independent Study

    Hours
    4
    Prerequisites
    • Junior standing or above
    • Consent of the instructor.

    Students carry out independent study under the direction of educational psychology faculty member.

  • 500 Proseminar in Educational Psychology I: Socialization into The Field

    Hours
    2
    Prerequisites

    Admission to the Ph.D. in Educational Psychology or Education programs; or consent of the instructor.

    Socializes students into Educational Psychology, and covers professional development (e.g., importance of CV, presenting at a conference, IRB, grant proposals), and areas of emphasis (e.g., learning, assessment, statistics, measurement). Same as PSCH 550. Satisfactory/Unsatisfactory grading only.

  • 501 Theories of Educational Psychology

    Hours
    4
    Prerequisites
    • EPSY 500
    • Admission to the Ph.D. in Education program or the Ph.D. in Psychology program; or consent of the instructor.

    Covers critical theories that drive the research and practice of educational psychology, including theories and research that pertain to student achievement, motivation, beliefs, assessments, teaching, and learning across the life span. Same as PSCH 551.

  • 502 Social Psychology of Education

    Hours
    4
    Prerequisites

    Admission to the Ph.D. in Education program or the Ph.D. in Psychology program; or consent of the instructor.

    Social psychological factors influencing academic and social outcomes in schools. Achievement motivation, peer relations, social values in relation to student characteristics and school practice. Same as PSCH 517.

  • 503 Essentials of Quantitative Inquiry in Education

    Hours
    4
    Prerequisites

    Admission to the Ph.D. in Education program or consent of the instructor.

    Introduces theory and assumptions behind parametric statistics. Also provides hands-on experience in conducting basic quantitative research (t-test, correlation, regression, analysis of variance). Same as ED 503. 

  • 504 Rating Scale and Questionnaire Design and Analysis

    Hours
    4
    Prerequisites
    • ED 501
    • ED 503 or EPSY 503 or the equivalents or consent of the instructor.

    Development and administration of rating scales and questionnaires, analysis of data, and reporting of results. The focus is on rating scales. Same as PSCH 504. Previously listed as EPSY 550. 

  • 505 Advanced Analysis of Variance and Multiple Regression

    Hours
    4
    Prerequisites

    EPSY 503; or consent of the instructor.

    Detailed coverage of the principles of ANOVA models, multiple correlation, and multiple regression techniques as tools for the analysis and interpretations of educational and behavioral science data. Extensive computer use required.

  • 506 Item Response Theory/Rasch Measurement

    Hours
    4
    Prerequisites
    • ED 501
    • EPSY 503
    • EPSY 546 or the equivalent
    • Appropriate score on the department placement test
    • Graduate or professional standing required or consent of the instructor.

    Statistical inference with item response theory models, useful to measure an individual's performance on a test or questionnaire. Models include parametric, non-parametric, unidimensional, multidimensional, and cognitive. Same as PSCH 506. May be repeated to a maximum of 8 hours. Extensive computer use required

  • 507 Approaches to Analyzing Rating Data

    Hours
    4
    Prerequisites
    • ED 501 and ED 503 or the equivalent; or consent of the instructor.
    • Recommended background: EPSY 504 and EPSY 505 and EPSY 506 and EPSY 512 and EPSY 546; and EPSY 547

    An introduction to various statistical approaches for detecting rater effects and monitoring rater performance. Extensive computer use required.

  • 508 Proseminar in Educational Psychology II: Discourses in the Field

    Hours
    3
    Prerequisites

    • ED 503 and ED 505 and ED 506 and enrollment in the PhD program in Educational Psychology or approval of instructor.
    • Recommended background: ED 502

    Covers proper scientific writing, including the process of scientific argumentation, crafting research questions and ideas, how to write all components of a scientific article, dissertation, conference presentations, and grant proposal.
    Course Information: May be repeated to 16 hours.

  • 509 Research Design in Education

    Hours
    4
    Prerequisites

    Admission to a graduate program.

    Emphasis is placed on discriminating theoretical and program evaluation research, distinguishing the parts of the study, and designing a research proposal. 

  • 510 Theory of Statistics

    Hours
    4
    Prerequisites

    EPSY 546 or EPSY 547 or EPSY 563; and graduate or professional standing; or consent of the instructor or equivalent.

    The foundations of statistical analysis and probability modeling, including probability theory, parameter estimation, axioms and principles of rational decision-making, and large-sample theory.

  • 512 Hierarchical Linear Models

    Hours
    4
    Prerequisites

     EPSY 546 or EPSY 547 or EPSY 563; and graduate or professional standing; or consent of the instructor or equivalent.

    Parametric and semiparametric approaches to hierarchical linear modeling, for the analysis of continuous and categorical multivariate data. These approaches extend on classical linear regression analysis. Extensive computer use required.

  • 514 Non-Parametric Modeling

    Hours
    4
    Prerequisites
    • ED 501
    • EPSY 503 or the equivalent
    • Appropriate score on the department placement test.

    Contemporary nonparametric and semiparametric models that make minimal assumptions about the data-generating process, in order to permit more accurate conclusions in data analysis.

  • 517 Seminar in Urban Youth Development

    Hours
    4
    Prerequisites

    Consent of the instructor.

    In-depth analysis of topics and issues in the field of youth development and its relation to youth program development, with special attention to the urban context. Previously listed as CIE 517.

  • 519 Curriculum, Instruction and Assessment in Early Primary Grade

    Hours
    5
    Prerequisites
    • EPSY 429
    • EPSY 520
    • Consent of the instructor.

    Language arts, mathematics, science, social studies and fine arts curriculum development and instruction in the primary grades.

  • 520 Curriculum and Practice in Early Childhood Education I

    Hours
    5
    Prerequisites
    • EPSY 429
    • ED 422
    • Consent of the instructor.

    Examines curriculum models and methods for fostering learning and development in early childhood. Provides extensive clinical experience in early childhood classrooms.

  • 521 Early Childhood Education Student Teaching

    Hours
    10
    Prerequisites
    • EPSY 519
    • EPSY 520
    • Consent of the instructor.

    Instructional methods and curricula in the early childhood classrooms. Discussion of program and child evaluation. Includes full-time supervised student teaching. Meets Illinois State requirement for Type 04 Certification by providing supervised student teaching experience.

  • 522 Internship in Early Childhood

    Hours
    6
    Prerequisites

    Consent of the instructor.

    Instructional methods in curricula in Early Childhood Education. Meets Illinois State Board of Education requirement for Type 04 Certification. May be repeated. Full-time fieldwork required in early childhood education classroom.

  • 523 Advanced Curriculum and Practice in Early Childhood Education

    Hours
    3
    Prerequisites

    Grade of B or better in EPSY 520

    This is a required course for students opting to add an initial PEL with endorsements in ECE and ECSE. This course focuses on planning, curriculum, instruction, assessment and collaborating with families and staff.

  • 525 Advanced Adolescent Development

    Hours
    3
    Prerequisites
    • EPSY 446 or EPSY 502 or ED 421 or ED 422 or ED 445; or consent of the instructor.
    • Recommended background: Coursework in Educational Psychology or Psychology.

    Examines current theory and research on physiological, intellectual, emotional, and social development during the adolescent years. Examines relationship amongst individual, interpersonal, and contextual factors related to adolescent development.

  • 526 Development in Infancy and Early Childhood

    Hours
    4
    Prerequisites

     ED 422 or PSCH 422 or the equivalent.

    Consideration of development in the preschool years. Stress on theory, research, individual child study, and educational implications. Same as PSCH 520.

  • 530 Achievement Motivation

    Hours
    4
    Prerequisites

    Graduate standing in education or psychology or consent of the instructor.

    The psychology of achievement motivation will be explored from the perspectives of personality, social, and educational psychology. Same as PSCH 525.

  • 531 Gender, Sexuality, and Adolescent Development

    Hours
    4
    Prerequisites

    Consent of the instructor.

    Focuses on the development of gender and sexuality in adolescence, the ways in which this development impacts growth in other areas, and the impact that social, contextual, and cultural factors have on these processes.

  • 535 Human Development for School Leaders

    Hours
    4
    Prerequisites

    Consent of the instructor.

    Deepens school leaders' understanding of human development across the lifespan, from birth to adult learning in schools; includes attention to differentiated instruction, SpEd inclusion, and ELL learners in all age groups. Same as EDPS 535.

  • 546 Educational Measurement

    Hours
    4
    Prerequisites
    • ED 501
    • ED 503 or EPSY 503 or the equivalent or consent of the instructor.

    Contemporary models for the analysis of data arising from multiple-choice tests, rating-scale questionnaires, or experts' judgments of examinee performance. Test equating is also covered.

  • 547 Multiple Regression in Educational Research

    Hours
    4
    Prerequisites

     EPSY 503

    Introduction to multiple correlation and regression techniques as tools for the analysis and interpretation of educational and behavioral science data.

  • 553 Assessment for Teachers

    Hours
    4
    Prerequisites

     EPSY 421 and EPSY 422; or consent of the instructor.

    Plan, construct, administer, score, and report on classroom assessments that measure a wide variety of learning outcomes, from simple to complex; select and use standardized achievement tests; developing defensible grading procedures. 

  • 560 Educational Program Evaluation

    Hours
    4
    Prerequisites

    ED 501 and EPSY 503; or consent of the instructor.

    An introduction to concepts, approaches, techniques, and practices of educational program evaluation. Students work toward acquiring knowledge and skills to plan and conduct evaluations of programs, projects, curriculum and institutions.

  • 561 Assessment for Measurement Professionals

    Hours
    4
    Prerequisites

     ED 421 and ED 422; or consent of the instructor.

    Plan, construct, administer, score, and report on classroom assessment; select and use standardized achievement tests; develop defensible grade procedures; measure issues in classroom assessment; validity and reliability of classroom assessments.

  • 562 Large-Scale Testing

    Hours
    4
    Prerequisites
    • EPSY 501 or the equivalent; or consent of the instructor.
    • Recommended background: EPSY 503 or EPSY 553 or EPSY 561. Prior experience in designing, administering, scoring, and/or reporting on large-scale tests.

    An introduction to large-scale assessments, including planning, constructing, administering, scoring, and reporting on large-scale tests.

  • 563 Advanced Analysis of Variance in Educational Research

    Hours
    4
    Prerequisites

    EPSY 503

    Detailed coverage of the principles of analysis of variance and the analysis of data collected from research employing experimental designs.

  • 583 Multivariate Analysis of Educational Data

    Hours
    4
    Prerequisites

     EPSY 505 or EPSY 547 or EPSY 563

    Introduction to multivariate statistical methods in education including data screening, canonical correlation, MANOVA/MANCOVA, DFA, profile analysis, component/factor analysis, confirmatory factor analysis, and structural equation modeling.

  • 593 Ph.D. Research Project

    Hours
    8
    Prerequisites

    Admission to the Ph.D. in Education program.

    Students design, implement, and analyze results of a research problem in this area of specialization. Completed study is reviewed by faculty. May be repeated to a maximum of 8 hours.

  • 594 Special Topics in Educational Psychology

    Hours
    4
    Prerequisites

    ED 421 and ED 422, or consent of the instructor.

    Seminar on a preannounced topic focusing on methodology, research, and educational implications of recent models of learning, problem solving, and thinking. May be repeated to a maximum of 12 hours.

  • 596 Independent Study

    Hours
    4
    Prerequisites
    • ED 490 or the equivalent
    • Consent of the advisor and instructor.

    Students carry out independent study in educational psychology under the direction of a faculty member. May be repeated to a maximum of 12 hours. Students may register in more than one section per term.

  • 598 Masters Research

    Hours
    16
    Prerequisites

    Consent of the thesis instructor.

    Research on the topic of the student's Master's thesis. May be repeated to a maximum of 8 hours.

  • 599 Thesis Research

    Hours
    16
    Prerequisites

    Consent of the dissertation advisor

    Research on the topic of the student's dissertation. Satisfactory/Unsatisfactory grading only. May be repeated. Students may register in more than one section per term.

Department Contact information

Alejandra Cantero
Assistant to the Chair
Office Phone
(312) 996-5650
Office Fax
(312) 996-5651
Location
3343 ETMSW
Mailing Address
1040 W. Harrison St. M/C 147
Chicago, IL 60607
Department of Educational Psychology
1040 W. Harrison M/C 147 3343 EPASW
Chicago, IL 60607