Graduate Courses

The faculty has approval to offer the following courses in the academic years 2019–2020 and 2020–2021; however, not all courses are taught each semester or summer session. Students should consult the Course Schedule to determine which courses and topics will be offered during a particular semester or summer session. The Course Schedule may also reflect changes made to the course inventory after the publication of this catalog.

Please see the General Information Catalog for an updated list of courses effective fall 2020.¹

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1	Added fall 2020.

Educational Psychology: EDP

EDP 380C, 480C. Quantitative Methods.

Theory, models, methods, and applications of quantitative methods used in applied research. Three lecture hours a week for one semester, with additional laboratory hours to be arranged. Educational Psychology 380C, 480C and 182K, 282K, 382K, 482K may not both be counted unless the topics vary. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of the adviser in the student's area of specialization; additional prerequisites vary with the topic.

Topic 2: Fundamental Statistics. Introductory course designed for students in the fields of education and the social, behavioral, and health sciences who expect to take a second course in statistics. Subjects include descriptive and inferential statistics; sampling distributions; hypothesis testing; correlation; linear prediction; tests of mean differences; tests of frequencies and proportions; and one-way analysis of variance. Educational Psychology 380C (Topic 2) and 180E (Topic 1), 280E (Topic 1), 380E (Topic 1) may not both be counted.
Topic 4: Correlation and Regression Methods. Examines tests of association; multiple regression, including multiple predictors of a single interval-scaled outcome; and related subjects such as regression models for mediation and moderation. Educational Psychology 380C, 480C (Topic 4) and Educational Psychology 182K, 282K, 382K, 482K (Topic 2) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 2), and EDP 380C (Topic 6) or EDP 480C (Topic 6), or consent of instructor.
Topic 6: Statistical Analysis for Experimental Data. Subjects include hypothesis tests and data analysis procedures for a variety of experimental designs, including one-way analysis of variance; factorial analysis of variance; analysis of covariance; and repeated measures designs. Instruction in the use of statistical software is provided. Additional hours to be arranged. Educational Psychology 380C (Topic 6) and 182K (Topic 1: Experimental Design and Statistical Inference), 282K (Topic 1: Experimental Design and Statistical Inference), 382K (Topic 1: Experimental Design and Statistical Inference), or 482K (Topic 1: Experimental Design and Statistical Inference) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 2), (or 180E (Topic 1), 280E (Topic 1), 380E (Topic 1), or consent of instructor.
Topic 8: Data Analysis Using SAS. Creating and modifying Statistical Analysis Systems (SAS) data sets using Data Step programming; managing a system of SAS data sets; and invoking SAS procedures using the PROC Step. Educational Psychology 380C (Topic 8) and 184 (Topic 6), 284 (Topic 6), or 384 (Topic 6), may not both be counted. Additional prerequisite: Educational Psychology 380C Topic 6 (Statistical Analysis for Experimental Data), (or 182K (Topic 1: Experimental Design and Statistical Inference), 282K (Topic 1: Experimental Design and Statistical Inference), 382K (Topic 1: Experimental Design and Statistical Inference), 482K (Topic 1: Experimental Design and Statistical Inference)), or consent of instructor.
Topic 10: Factor Analysis. Exploratory and confirmatory factor analysis models; elementary matrix algebra; basic formulae for common factor analysis and principal components analysis; factor extraction methods; rotation models; criteria for analytical orthogonal and oblique rotation; interpretation of factors; calculation of factor scores; use of computer programs; and tests of model fit. Educational Psychology 380C (Topic 10) and 182K (Topic 3), 282K (Topic 3), 382K (Topic 3), 482K (Topic 3) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 4) (or 182K (Topic 2), 282K (Topic 2), 382K (Topic 2), 482K (Topic 2)) and 380D (Topic 4) (or 180P (Topic 2), 280P (Topic 2), 380P (Topic 2), 480P (Topic 2)), or consent of instructor.
Topic 12: Survey of Multivariate Methods. Fundamentals of vector and matrix algebra; multivariate analysis of variance; principal components analysis and exploratory factor analysis; discriminant analysis; and logistic regression. Educational Psychology 380C (Topic 12) and Educational Psychology 182K (Topic 4), 282K (Topic 4), 382K (Topic 4), 482K (Topic 4) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 4) (or 182K (Topic 2), 282K (Topic 2), 382K (Topic 2), 482K (Topic 2)) and Educational Psychology 380C (Topic 6) (or 182K (Topic 1: Experimental Design and Statistical Inference), 282K (Topic 1: Experimental Design and Statistical Inference), 382K (Topic 1: Experimental Design and Statistical Inference), 482K (Topic 1: Experimental Design and Statistical Inference)), or consent of instructor.
Topic 14: Structural Equation Modeling. Provides the basic theoretical background necessary for the application of structural equation modeling to research problems including model specification, identification, path analysis, estimation, testing fit, respecification, confirmatory factor analysis, and issues concerning the interpretation of structural equation models. Educational Psychology 380C (Topic 14) and 182K (Topic 6), 282K (Topic 6), 382K (Topic 6), 482K (Topic 6) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 12), (or 182K (Topic 4), 282K (Topic 4), 382K (Topic 4), 482K (Topic 4)), or consent of instructor.
Topic 16: Hierarchical Linear Modeling. Introduction to the basic concepts and applications of hierarchical linear models. Subjects include applications in contextual analysis, growth curve modeling, meta-analysis, and multilevel models for dichotomous outcomes. Educational Psychology 380C (Topic 16) and 184 (Topic 16), 284 (Topic 16), 384 (Topic 16) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 4) (or 182K (Topic 2), 282K (Topic 2), 382K (Topic 2), 482K (Topic 2)); and 380C (Topic 6) (or 184 (Topic 6: Data Analysis Using SAS), 284 (Topic 6: Data Analysis Using SAS), 384 (Topic 6: Data Analysis Using SAS)); or consent of instructor.
Topic 18: Applied Bayesian Analysis. Practical introduction to Bayesian statistical inference with an emphasis on applications in behavioral and measurement research. Subjects include the conceptual differences between Bayesian and classical statistical inference and the differences between these approaches in the context of statistical procedures. Educational Psychology 380C (Topic 18) and 182K (Topic 10), 282K (Topic 10), 382K (Topic 10), 482K (Topic 10) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 4) (or 182K (Topic 2), 282K (Topic 2), 382K (Topic 2), 482K (Topic 2); and 380C (Topic 6) (or 182K (Topic 1: Experimental Design and Statistical Inference), 282K (Topic 1: Experimental Design and Statistical Inference), 382K (Topic 1: Experimental Design and Statistical Inference), 482K (Topic 1: Experimental Design and Statistical Inference)); or consent of instructor.
Topic 20: Data Analysis and Simulation in R. Introduces the R language and statistical computing environment, with a focus on using R for real-life empirical data analysis projects and simulation studies. Subjects include reading in, cleaning, merging, and re-shaping data; creating information-dense graphics; running and using the results of regressions and other statistical models; reproducible data analysis; the logic and design of statistical simulation. Additional prerequisite: Educational Psychology 380C (Topic 6)(or 182K (Topic 1: Experimental Design and Statistical Inference), 282K (Topic 1: Experimental Design and Statistical Inference), 382K (Topic 1: Experimental Design and Statistical Inference), 482K (Topic 1: Experimental Design and Statistical Inference), or consent of instructor.
Topic 22: Analysis of Categorical Data. Introduces basic concepts, common statistical models, and analysis methods for categorical data. Provides theory and examples of applications using categorical techniques. Subjects include inference methods for contingency tables, generalized linear models for binary and count data, logistic regression models, multicategory logit models, loglinear models for contingency tables, and models for matched pairs. Educational Psychology 380C, 480C (Topic 22) and 182K, 282K, 382K, 482K (Topic 5) may not both be counted. Additional prerequisite: Educational Psychology 380C, 480C (Topic 4) and 380C, 480C (Topic 6); or consent of instructor.
Topic 23: Missing Data Analysis. An overview of the problem of missing data that is common to social science research. Subjects include patterns and mechanisms of missing data, conventional and modern missing data treatments, including maximum likelihood and multiple imputation, and reporting results from a missing data analysis. Missing data treatments are applied to various statistical models, such as multiple regression and factor analysis. Statistical software applications are included. Additional prerequisite: Educational Psychology 380C (Topic 12), (or 182K (Topic 4), 282K (Topic 4), 382K (Topic 4), 482K (Topic 4)), or consent of instructor.

EDP 380D. Psychometrics.

Theory, models, methods, and applications in psychometrics and program evaluation. Three lecture hours a week for one semester. Educational Psychology 380D and 180P, 280P, 380P, 480P may not both be counted unless the topics vary. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of the adviser in the student's area of specialization.

Topic 2: Measurement and Evaluation. A basic background in measurement and evaluation is necessary to be appropriately critical of tests and instruments that are used in educational and psychological measurement situations. Subjects include general principles and basic concepts; types of reliability and validity; and the use of psychometric principles in various testing areas, such as intelligence testing; special aptitudes and abilities; educational achievement; and non-cognitive characteristics. Educational Psychology 380D (Topic 2) and 180P (Topic 1), 280P (Topic 1), 380P (Topic 1), 480P (Topic 1) may not both be counted. Additional prerequisite: Twelve semester hours of upper-division coursework in education, psychology, or other behavioral sciences.
Topic 4: Psychometric Theory and Methods. Addresess major approaches to analyzing responses to test items for making inferences about characteristics of examinees and items. Subjects include mental test theory and methods (e.g., the classical true-score model, item response theory models, and test construction methods); an introduction to factor analysis; and psychological scaling theory and procedures. Educational Psychology 380D (Topic 4) and 180P, 280P, 380P, 480P (Topic 2) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 2) (or 180E, 280E, 380E (Topic 1)) and Educational Psychology 380D (Topic 2) (or 180P, 280P, 380P, 480P (Topic 1)), or consent of instructor.
Topic 6: Program Evaluation Models and Techniques. Subjects include background and theory (including classical test theory, objectivity in mental measurement, dichotomous and polytomous models, conventional item analysis versus the item response theory approach, item parameter and ability estimation, and information functions), and applications (including relative efficiency of tests, flexilevel and two-stage tests, computerized adaptive tests and mastery tests, test equating, differential item functioning, and attitude and personality measurement). Educational Psychology 380D (Topic 6) and 180P (Topic 4: Evaluation Models and Techniques), 280P (Topic 4: Evaluation Models and Techniques), 380P (Topic 4: Evaluation Models and Techniques), 480P (Topic 4: Evaluation Models and Techniques) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 2) (or 180E (Topic 1), 280E (Topic 1), 380E (Topic 1), 480E (Topic 1)), or consent of instructor.
Topic 8: Item Response Theory. Subjects include background and theory (including classical test theory, objectivity in mental measurement, dichotomous and polytomous models, conventional item analysis versus the item response theory approach, item parameter and ability estimation, and information functions), and applications (including relative efficiency of tests, flexilevel and two-stage tests, computerized adaptive tests and mastery tests, test equating, differential item functioning, and attitude and personality measurement). Educational Psychology 380D (Topic 8) and 180P (Topic 6), 280P (Topic 6), 380P (Topic 6), 480P (Topic 6) may not both be counted. Additional prerequisite: Educational Psychology 380D (Topic 4) (or 180P (Topic 2), 280P (Topic 2), 380P (Topic 2), 480P (Topic 2)), or consent of instructor.
Topic 10: Test and Scale Construction. Design of effective instruments and cognitive tests; facet theory for scale construction; measurement of opinions and beliefs; tryout of experimental forms and item analysis; use of factor analysis and multidimensional scaling; norms and scaled scores; reliability and validity assessment; and test equating methods. Educational Psychology 380D (Topic 10) and Educational Psychology 180P (Topic 8), 280P (Topic 8), 380P (Topic 8), 480P (Topic 8) may not both be counted. Additional prerequisite: Educational Psychology 380D (Topic 4), (or Educational Psychology 180P (Topic 2), 280P (Topic 2), 380P (Topic 2), 480P (Topic 2)), or consent of instructor.
Topic 11: Computer Adaptive Testing. In-depth examination of computer adaptive testing (CAT) methodologies based on Item Response Theory (IRT) models. Subjects include optimal test design principles; estimation of person parameters; item banking techniques; components of fully-adaptive and multi-stage testing algorithms; and issues concerning reliability, validity, item exposure, and score reporting. Only one of the following may be counted: Educational Psychology 380D (Topic 11), 380D (Topic 12), 380P (Topic 13). Additional prerequisite: Educational Psychology 380D (Topic 8) or consent of instructor.
Topic 14: Applied Psychometrics. In-depth examination of applied psychometric techniques. Subjects include equating scores; setting standards; detecting differential item functioning and selection, placement, and classification. Educational Psychology 380D (Topic 14) and Educational Psychology 180P (Topic 14), 280P (Topic 14), 380P (Topic 14), 480P (Topic 14) may not both be counted. Additional prerequisite: Educational Psychology 380D (Topic 4) (or 180P (Topic 2), 280P (Topic 2), 380P (Topic 2), 480P (Topic 2)), or consent of instructor.
Topic 16: Advanced Psychometrics Seminar. Discussion of emerging technical subjects in the areas of psychometrics, measurement, and educational statistics. Addresses advanced techniques for analyzing item response data, and studying characteristics of tests/assessment instruments, using available computer software. Educational Psychology 380D (Topic 16) and 180P, 280P, 380P, 480P (Topic 9) may not both be counted. Additional prerequisite: Educational Psychology 380D (Topic 4) (or 180P, 280P, 380P, 480P (Topic 2)), or consent of instructor.
Topic 18: Advanced Psychometrics Research. Educational Psychology 380D (Topic 18) and 180P (Topic 15), 280P (Topic 15), 380P (Topic 15), 480P (Topic 15) may not both be counted. Additional prerequisite: Educational Psychology 380D (Topic 4) (or 180P (Topic 2), 280P (Topic 2), 380P (Topic 2), 480P (Topic 2)), or consent of instructor.

EDP 380Q. Practicum in Psychometrics.

Three lecture hours a week for one semester. May be repeated for credit. Offered on the credit/no credit basis only.

EDP 381C. Research Methodology.

Theories and models for educational and psychological research. Three lecture hours a week for one semester. Educational Psychology 381C and 184, 284, 384 may not both be counted unless the topics vary. May be repeated for credit when the topics vary. Prerequisite: Graduate standing; twelve semester hours of upper-division coursework in education or behavioral science, including an adequate background in statistics; and consent of the adviser in the student's area of specialization.

Topic 2: Research Design and Methods for Psychology and Education. Overview of research designs and methods used in behavioral sciences. Subjects include the philosophy of science, issues of validity and reliability, sampling, descriptive research, experimental and quasi-experimental designs, and qualitative research. Educational Psychology 381C (Topic 2) and 184, 284, 384 (Topic 24) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 4) (or 182K, 282K, 382K, 482K (Topic 2)), or consent of instructor.
Topic 4: Research Methodology for Practitioners. Designed to facilitate understanding of research methods and statistical analysis. Overviews development of needs assessment, program evaluation, and program modifications. Facilitates skills in critically evaluating research to select evidence-based approaches for practice settings. Educational Psychology 381C (Topic 4) and 184, 284, 384 (Topic 20) may not both be counted.
Topic 6: Literature and Research Synthesis. Focuses on the creation of a literature review or systematic research synthesis. Subjects to be covered include: problem formation; how research is communicated and how the scientific communication system affects knowledge; methods for locating research; problems in retrieving data from secondary sources; judging the quality of research; estimating the impact of policies and practices and gauging the strength of relations; and assessing variance in impacts and relationships across studies. Educational Psychology 381C (Topic 6) and 184, 284, 384 (Topic 22) may not both be counted.
Topic 8: Qualitative Research Methods. Examines research methods that are descriptive, field-based, interpretive, and discovery-focused. Subjects include the varieties of qualitative research; identifying questions and phenomena for research; planning and conducting qualitative research; coding and other analytic procedures; developing an interpretation; and trustworthiness issues in qualitative inquiry. Educational Psychology 381C (Topic 8) and 184, 284, 384 (Topic 8) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 2) (or 180E, 280E, 380E (Topic 1)), or consent of instructor.
Topic 10: Issues in Multicultural Research. Designed to provide knowledge and tools to critique and evaluate theoretical, conceptual, and methodological issues related to the role and importance of culture, ethnicity, and race in multicultural research. Draws from social, developmental, counseling, and clinical psychology research, and emphasizes the challenges in conducting rigorous, culturally sound research. Educational Psychology 381C (Topic 10) and 184, 284, 384 (Topic 17) may not both be counted.
Topic 12: Meta-analysis. Effect size calculation for different designs; quantitative methods and models for synthesizing and testing moderators of effect size; and related subject matter. Three lecture hours per week with additional hours to be arranged. Educational Psychology 381C (Topic 12) and 184, 284, 384 (Topic 7) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 4) (or 182K, 282K, 382K, 482K (Topic 2)) and Educational Psychology 380C (Topic 6) or consent of instructor.
Topic 14: Causal Inference. Survey of quantitative methods for studying causal effect of interventions, with emphasis on data analysis and interpretation. Subjects include potential outcomes models, graphical models, randomized experiments, propensity scores, matching and weighting, instrumental variables, interrupted time series, regression discontinuities, and mediation models. Educational Psychology 381C (Topic 14) and 184, 284, 384 (Topic 25) may not both be counted. Additional prerequisite: Educational Psychology 381C (Topic 2) (or 184, 284, 384 (Topic 24)).
Topic 16: Survey Research Design. Overview of the survey research process; addresses various topics in survey research within the context of the development of a survey study. Covers sequence of a survey study, from conceptualization to measurement, administration, data management and analysis, and writing the research report. Issues in quasi-experimental design, sampling, questionnaire construction, administration, and the use of computers in survey research are covered within this framework. The relative advantages, disadvantages, and appropriateness of the different modes of survey administration (i.e., face-to-face interviews, telephone interviews, mail, internet surveys, and other self-administered questionnaires) for different research questions are also examined. Educational Psychology 381C (Topic 16) and 184, 284, 384 (Topic 7) may not both be counted. Additional prerequisite: Educational Psychology 380C (Topic 2) or consent of instructor.

EDP 381D. Advanced Statistical Modeling.

Advanced course intended for doctoral students specializing in quantitative methods. Subject matter includes extensions of basic two- and three-level multilevel models and of structural equation models; simulation study design; and related subjects. Three lecture hours a week for one semester. May be repeated for credit. Prerequisite: Graduate standing; Educational Psychology 380C (Topic 14) (or Educational Psychology 182K (Topic 6), 282K (Topic 6), 382K (Topic 6), 482K (Topic 6)) and 380C (Topic 16) (or 184 (Topic 16), 284 (Topic 16), 384 (Topic 16)), or consent of instructor.

EDP 381E. Advanced Item Response Theory.

Advanced course intended for doctoral students specializing in quantitative methods. Subjects include extensions of Item Response Theory (IRT) models, including multidimensional IRT and Testlet Response Theory, explanatory item response modeling, IRT rater models, cognitive diagnostic IRT models, response time models, and related subjects. Three lecture hours a week for one semester. May be repeated for credit. Prerequisite: Graduate standing; Educational Psychology 380C (Topic 16) (or 184 (Topic 16), 284 (Topic 16), 384 (Topic 16) and 380D (Topic 8) (or 180P (Topic 17), 280P (Topic 17), 380P (Topic 17), 480P (Topic 17)), or consent of instructor.

EDP 381S. Practicum in Program Evaluation.

Three lecture hours a week for one semester. May be repeated for credit. Offered on the credit/no credit basis only.

EDP 382C. Social Psychology and Behavioral Sciences in Education.

Examination of issues, theories, and research in selected areas of social psychology and other behavioral sciences that have implications for education. Social psychology is the study of how individuals are influenced by others. Behavioral sciences examines the interaction of cognitive processes and social environment, including social relationships. Three lecture hours a week for one semester. Educational Psychology 381M and 382C may not both be counted unless the topics vary. May be repeated for credit when the topics vary. Prerequisite: Graduate Standing.

Topic 2: Social Psychology. Basic theories and methods of social psychology. Subjects include models of agency, self-deception, social comparison theory, positivity biases, accuracy in self-knowledge, diversity, loose versus tight cultures, sibling status, family relations, and family resources. Educational Psychology 381M (Topic 2) and 382C (Topic 2) may not both be counted.
Topic 4: Families and Education in Three Cultures. Covers intersection of families and education in the cultures of China, Japan, and the U.S, from pre-school through higher education; content is situated within the discipline of psychology. Educational Psychology 381M (Topic 6) and 382C (Topic 4) may not both be counted.
Topic 6: Psychology of Race, Prejudice, and Stereotypes. Studies the history and evolution of race, prejudice, and stereotyping from a social psychological perspective. Focuses on understanding the psychology of racial attitudes, prejudice, and stereotyping. Includes related ideas from the areas of anthropology, sociology, and biology. Educational Psychology 381M (Topic 12) and 382C (Topic 6) may not both be counted.

EDP 382D. Learning and Motivation.

History and systems of psychology applied to education; modern theories and current research in learning and human motivation, especially in relation to new educational media and to the educative process. Three lecture hours a week for one semester. Educational Psychology 382D and 382L may not both be counted unless the topics vary. May be repeated for credit when the topics vary. Prerequisite: Graduate standing; twelve semester hours of upper-division coursework in educational psychology and/or psychology; and consent of the adviser in the student's area of specialization.

Topic 2: History and Systems of Psychology. Overview of the major theoretical frameworks in psychology and its antecedents as a scientific field. Includes discussion of influential ideas, the people behind them, and their historical contexts. Special focus is on particular psychology paradigm characteristics of certain periods in history. Additional emphasis is placed on the research methodologies that accompany each paradigm, and on building communication skills and co-constructing understanding through class discussions, oral presentations, and analytical writing. Educational Psychology 382D (Topic 2) and 382L (Topic 17) may not both be counted.
Topic 4: Psychology of Learning. Examination of the current literature on how people learn, the factors that influence the acquisition of knowledge, and on the philosophical frameworks that have characterized views of the learning process. Educational Psychology 382D (Topic 4) and 382L (Topic 1) may not both be counted.
Topic 6: Motivation and Emotion. Overview of human motivation and emotion from a psychological perspective. Examination of classical and contemporary theories to understand the nature, predictors, functions, and consequences of motivation and emotion. Review of basic theories of motivation and emotion in application to educational issues. Educational Psychology 382D (Topic 6) and 382L (Topic 2) may not both be counted.
Topic 8: Instructional Psychology. Translating the theories and research on human learning and motivation into practice for educational psychology students through designing instruction to meet the needs of a range of audiences and instructional situations. Emphasis is placed on communicating how various learning and motivation theories get translated into design theories and instructional practice, and how a given instructional practice might be based in theory. Educational Psychology 382D (Topic 8) and 382L (Topic 3) may not both be counted.
Topic 10: Complex Cognitive Processes in Education. Higher-order thinking broadly conceptualized with attention to such processes as memory, transfer of learning, conceptual change, analogical reasoning, and inference.
Topic 12: Psycholinguistics. Examination of the intersection of language and thought from a sociolinguistic perspective. Includes readings from the latest work on models of cognition and language, first language acquisition, conversation and oral discourse use, reading comprehension, and writing processes. Educational Psychology 382D (Topic 12) and 382L (Topic 5) may not both be counted.
Topic 14: Psychology of Teachers and Teaching. Examination of research and theory pertaining to the effects of teaching on students' learning and motivation at various levels of education in order to identify key trends and findings and use those ideas in supporting instructional improvement. Discussion of research and theory on what knowledge, skills, attitudes, and beliefs are characteristic of an effective teacher at various levels and how teachers develop those skills and attitudes. Attention is given to how research in this area is conducted. Educational Psychology 182 (Topic 5), 282 (Topic 5), 382 (Topic 5) and 382D (Topic 14) may not both be counted.
Topic 16: Research on Discourse Practices. Considers the current research and thinking about how individuals use language in human interaction, how writing and reading processes are multidimensional and socially situated, and how new forms of discourse arise in social interactions. Educational Psychology 382D (Topic 16) and 382L (Topic 19) may not both be counted.
Topic 20: Current Issues in Motivation. Discuss advanced issues and debates in motivation research: motivational interventions, methodological innovations, the roles of culture and context, and current theoretical debates in the field. Educational Psychology 382D (Topic 20) and 382L (Topic 20) may not both be counted.
Topic 22: Current Issues in Learning.

EDP 382E. Biological Basis of Behavior and Learning.

An investigation of how the biological processes influence behavior, as well as how biological, social, and psychological factors influence health, illness, and learning. Three lecture hours a week for one semester. Educational Psychology 382E and 383 may not both be counted unless the topics vary. May be repeated for credit when the topics vary. Prerequisite: Graduate standing; twelve semester hours of upper-division coursework in educational psychology and/or psychology; and consent of the adviser in the student's area of specialization.

Topic 2: Biological Basis of Behavior. Provides an overview of brain structure and function and the brain bases of behavior and disorders of behavior. Focus is on the structure of the nervous system, with a primary emphasis on the functional organization of the brain, and the mechanisms underlying neural communication, followed by a review of various functional systems of the brain and clinical disorders known to be associated with dysfunction of these systems. Only one of the following may be counted: Educational Psychology 382E (Topic 2), 382L (Topic 9), 383 (Topic 1).
Topic 4: Biological Basis of Personality.
Topic 6: Educational Neuroscience. Explores the interactions between neurobiological processes and learning, examining how cognitive neuroscience can inform and guide educational practice, as well as how the impact of the educational experience on brain development and functioning can increase our understanding of functional neural systems. Educational Psychology 182 (Topic 13), 282 (Topic 13), 382 (Topic 13) and 382E (Topic 6) may not both be counted.
Topic 8: Introduction to Biomedical Issues in Autism. Only one of the following may be counted: Educational Psychology 383 (Topic 2), 382E (Topic 8), 385 (Topic 11).
Topic 10: Child and Adolescent Psychopharmacology, Health, and Learning. Educational Psychology 382E (Topic 10) and 382L (Topic 18) may not both be counted.
Topic 11: Pediatric Psychology and Health Disparities. Focus on current research and practice in pediatric psychology, including the biological, psychological, and social foundations of pediatric conditions, as well as lifespan health conditions related to development in childhood. Explore general principles of pediatric psychology, pediatric health disparities, and disease-specific issues (e.g. cancer, asthma, diabetes, obesity), including developmental processes of risk and resilience and prevention and intervention for these conditions. Only one of the following may be counted: Educational Psychology 382E (Topic 11), 382E (Topic 12), 397 (Topic 6).
Topic 14: Health Psychology.
Topic 16: Human Brain Imaging. Provides a foundation in the brain imaging basics necessary to enable neuropsychologists to more competently interpret and use brain imaging information in clinical practice, as well as an understanding of what brain imaging can and cannot provide to clinicians. Builds on a basic clinical and anatomical foundation and progresses to more technical knowledge regarding specific brain imaging techniques, ultimately reviewing the application of brain imaging within a variety of traumatic and non-traumatic clinical contexts. Educational Psychology 382E (Topic: Human Brain Imaging) and 382E (Topic 16) may not both be counted.

EDP 382F. Human Development.

Theories of development and the educative process. Three lecture hours a week for one semester. Educational Psychology 382F and 385 may not both be counted unless the topics vary. May be repeated for credit when the topics vary. Prerequisite: Graduate standing; twelve semester hours of upper-division coursework in education, psychology, or other behavioral sciences or consent of instructor, and consent of the adviser in the student's area of specialization.

Topic 3: Life Span Development. Examine human development from birth to death. Explore theories and empirical research across domains including social, emotional, identity, and cognitive. Discuss the roles of gender, socio-economic status, culture, race, ethnicity, and sexual orientation in human development and aging across multiple settings. Only one of the following may be counted: Educational Psychology 382F (Topic 2), 382F (Topic 3), 385 (Topic 1).
Topic 4: Child and Adolescent Social, Emotional, and Cognitive Development. Overview of the current state of empirical knowledge in the field of child development. Introduction to key topics relating to each of the major periods of human growth beginning with infancy. Focus is on the main theoretical frameworks and controversies within which knowledge is constructed in this field. Additional emphasis is on what these diverse approaches propose, and on critical evaluation of child development theory and research. Builds skills in communicating and co-constructing understanding through class discussions, oral presentations, and analytical writing. Educational Psychology 382F (Topic 4) and 385 (Topic 2) may not both be counted.
Topic 6: Culture, Child Development, and Education. Advanced graduate seminar that examines current theory and research from the psychology, anthropology, and sociology fields on the roles of culture, ethnicity, and race in the development and education of children around the world. In-depth discussion subjects include parenting and socialization; cognitive, social, and emotional development; the effects of socioeconomic status; culture change and acculturation; and racism and critical race theory. Educational Psychology 382F (Topic 6) and 391 (Topic 1), 691 (Topic 1) may not both be counted.
Topic 8: Adolescent Psychosocial Development. Examination and application of psychological research and theoretical frameworks that inform adolescent (ages twelve to nineteen) psychological, social, and identity development. Explores the social, cultural, and historical contexts that promote or impair resiliency in adolescents. Educational Psychology 382F (Topic 8) and 385 (Topic 12) may not both be counted.
Topic 10: Mindfulness, Compassion, and the Self. Research and theory related to the concept of the self from both Eastern and Western philosophical perspectives, and on the evidence for mental and physical health benefits of mindfulness, compassion for others, and self-compassion. Educational Psychology 382F (Topic 10) and 386N (Topic 13) may not both be counted.
Topic 12: Dysfunction in Human Behavior/Social Organizations. Designed to provide an overview of the development of human dysfunction using both psychological and cultural perspectives. Includes a review of personality development as well as the societal dynamics associated with dysfunctional behavior.

EDP 382G. Cultural Diversity and Individual Differences.

Theory and research on cultural diversity and individual differences as factors in psychology and education. Three lecture hours a week for one semester. Educational Psychology 381, 481 and 382G may not both be counted unless the topics vary. Educational Psychology 382G and 189H, 289H, 389H, 489H may not both be counted unless the topics vary. Educational Psychology 382G and 385 may not both be counted unless the topics vary. May be repeated for credit when the topics vary.

Topic 2: Latino/a Psychology. United States Latino/a experiences, issues, and behavior in the context of psychological theory and research; including, but not limited to, Mexican Americans, Puerto Ricans, Dominicans, Cubans, Central, and South Americans. Integrates sub-disciplines of psychology and explores a variety of subjects relevant to the psychology of Latinos/as, including: race; ethnicity; culture; immigration; acculturation; identity; language; sexuality and sexual orientation; racial and gender socialization; racism, colonization, and colorism; oppression; and health disparities. Educational Psychology 381 (Topic 38), 481 (Topic 38) and 382G (Topic 2) may not both be counted.
Topic 4: Psychology of Women and Gender. Study of women's experiences, issues, and behavior in the context of psychological theory and research. Integrates many sub-disciplines of psychology and explores a variety of subjects relevant to the psychology of women, including sexuality, gender socialization, sex differences, victimization, oppression, and motherhood. Educational Psychology 381 (Topic 12), 481 (Topic 12) and 382G (Topic 4) may not both be counted.
Topic 6: African American Psychology. Educational Psychology 382G (Topic 6) and 385 (Topic 13) may not both be counted.
Topic 8: Educational Disabilities in Schools. Educational Psychology 382G (Topic 8) and 189H (Topic 20), 289H (Topic 20), 389H (Topic 20), 489H (Topic 20) may not both be counted.
Topic 10: Disability and Culture in Education. Examine the culture of disability in the educational context. Explore language and terminology around disability, the history of ableism (discrimination/prejudice), the role of accommodations and access in defining disability and inclusion, perceptions of disability over time, identity development for individuals with a disability, diversity and difference of language within disability groups. Educational Psychology 382G (Topic 10) and 382G (Topic: Disability/Culture in Eductn) may not both be counted.

EDP 382Q. Research Practicum in Human Development, Culture, and Learning Sciences.

Three lecture hours a week for one semester. May be repeated for credit. Offered on the credit/no credit basis only.

EDP 383C, 483C. Assessment and Diagnosis.

Advanced study of theory, issues, and application of methods of measurement and diagnostic systems. Topics include techniques to estimate individual and group differences as these inform learning and behavior in educational and community settings. For 383C, three lecture hours a week for one semester. For 483C, three lecture hours and one-and-one-half laboratory hours a week for one semester. Educational Psychology 180P, 280P, 380P, 480P and 383C may not both be counted unless the topics vary. Educational Psychology 381, 481 and 383C may not both be counted unless the topics vary. Educational Psychology 383C and 189H, 289H, 389H, 489H may not both be counted unless the topics vary. Educational Psychology 383C and 397 may not both be counted unless the topics vary. May be repeated for credit when the topics vary. Offered on the letter-grade basis only. Prerequisite: Graduate standing.

Topic 2: Overview of Psychoeducational Assessment. Reviews the principles and concepts underlying assessment and appraisal of aptitudes, achievement, personality, behavioral and emotional regulation. Reviews standardized testing procedures, as well as checklists, clinical interviewing and projective measures. Develops literacy skills for reviewing test reports and implementing recommendations from assessment reports. Offered on the letter-grade basis only.
Topic 4: Individual Testing. Focuses on the selection, administration, scoring, and interpretation (oral and written) of commonly administered individual tests of intelligence for children and adolescents. Educational Psychology 180P, 280P, 380P, 480P (Topic 3) and 383C, 483C (Topic 4) may not both be counted. Offered on the letter-grade basis only.
Topic 6: Academic Assessment and Intervention. Application of theory and research along with psychometric knowledge to the assessment of academic skills, with the intent of using this and other (e.g., cognitive) data to help develop meaningful interventions for children and youth in academic settings. Educational Psychology 383C, 483C (Topic 6) and 189H, 289H, 389H, 489H (Topic 2) may not both be counted. Offered on the letter-grade basis only. Additional prerequisite: Educational Psychology 383C (Topic 4) or 483C (Topic 4)
Topic 8: Social and Emotional Assessment with Children and Adolescents. Focus on developing knowledge and skills in evidence-based social/emotional assessment, including conducting and interpreting evidence-based assessments of children's social, emotional, and behavioral functioning, and the diagnosis of mental health disorders in youth. Educational Psychology 383C (Topic 8) and 189H, 289H, 389H, 489H (Topic 21) may not both be counted. Offered on the letter-grade basis only. Additional prerequisite: Educational Psychology 383C (Topic 28) (or 397 (Topic 2: Child Psychopathology)) or the equivalent; students in areas other than school psychology must also have consent of instructor.
Topic 10: Bilingual Assessment. Focuses on theoretical and practical considerations in assessing the cognitive, language, academic, and psychosocial functioning of bilingual youth. Educational Psychology 383C (Topic 10) and 189H, 289H, 389H, 489H (Topic 19: Cognitive-Behavioral Assessment and Intervention) may not both be counted. Offered on the letter-grade basis only. Additional prerequisite: For non-school psychology students, consent of instructor.
Topic 12: Assessment in Counseling. Introduction to the fundamentals of objective assessment, with emphasis on cultural and ethical considerations. Review of assessment techniques includes diagnostic interviewing, intelligence testing, achievement testing, objective personality testing, interpretation of assessment data, writing integrated reports, providing feedback, and making appropriate referrals. First course of a two-part sequence in psychological assessment; the second course in the sequence is Educational Psychology 383C (Topic 14). Educational Psychology 381 (Topic 6), 481 (Topic 6) and 383C (Topic 12) may not both be counted. Offered on the letter-grade basis only.
Topic 14: Rorschach and Thematic Apperception Test Interpretation. Second part of a two-course sequence in psychological assessment; continuation of Educational Psychology 383C (Topic 12). Educational Psychology 381 (Topic 10), 481 (Topic 10) and 383C (Topic 14) may not both be counted. Offered on the letter-grade basis only. Additional prerequisite: Educational Psychology 383C (Topic 12) (or 381 (Topic 6), 481 (Topic 6)); for students outside of counseling psychology, Educational Psychology 383C (Topic 12) (or 381 (Topic 6), 481 (Topic 6)) and consent of instructor.
Topic 16: Introduction to Neuropsychological Assessment. Introduction to neuropsychological theory; covers the major functional domains typically assessed by neuropsychologists. Subjects include assessment across the lifespan, various disorders that neuropsychologists commonly encounter and their impact on neuropsychological test performance, and commonly used neuropsychological instruments. Educational Psychology 383C, 483C (Topic 16) and 189H, 289H, 389H, 489H (Topic 7: Neuropsychological Assessment) may not both be counted. Offered on the letter-grade basis only. Additional prerequisite: Educational Psychology 382E (Topic 2) or equivalent and 383C (Topic 4) or 483C (Topic 4) or equivalent, or consent of instructor.
Topic 18: Advanced Neuropsychological Assessment. Educational Psychology 383C (Topic 18) and 189H (Topic 8), 289H (Topic 8), 389H (Topic 8), 489H (Topic 8) may not both be counted. Offered on the letter-grade basis only. Additional prerequisite: Educational Psychology 383C (Topic 16) (or 189H (Topic 3: Neuropsychological Assessment), 289H (Topic 3: Neuropsychological Assessment), 389H (Topic 3: Neuropsychological Assessment), 489H (Topic 3: Neuropsychological Assessment)).
Topic 30: Developmental Psychopathology. Explore the nature, structure, etiology and developmental course of psychopathology through the lifespan. Examine key issues including approaches to the classification of disorders, incidence and prevalence rates, developmental course of disorders, and risk and protective factors. Only one of the following may be counted: Educational Psychology 383C (Topic 26), 383 (Topic 28), 383C (Topic 30), 397 (Topic 1). Offered on the letter-grade basis only.
Topic 32: Forensic Psychology: Psychological Issues in Legal Contexts. Designed to familiarize students with various psychological roles and influences in the courtroom, case law as related to expert testimony, ethical practice in forensic psychology, and with psychological testing and assessment procedures used and considered best practice in various forensic contexts. Educational Psychology 381 (Topic 30), 481 (Topic 30) and 383C (Topic 32) may not both be counted. Offered on the letter-grade basis only.

EDP 383D. Practicum: Level One.

The equivalent of three lecture hours a week for one semester. May be repeated for credit. Offered on the letter-grade basis only. Prerequisite: Graduate standing.

EDP 383E. Practicum: Level Two.

The equivalent of three lecture hours a week for one semester. May be repeated for credit. Offered on the letter-grade basis only. Prerequisite: Graduate standing.

EDP 383F. Practicum: Level Three.

The equivalent of three lecture hours a week for one semester. May be repeated for credit. Offered on the letter-grade basis only. Prerequisite: Graduate standing

EDP 384C. Prevention and Intervention.

Advanced study of theories, processes, and techniques of evidence-based prevention and intervention to enhance learning and behavior in educational and community settings. Three lecture hours a week for one semester. Educational Psychology 381, 481, and 384C may not both be counted unless the topics vary. Educational Psychology 383 and 384C may not both be counted unless the topics vary. Educational Psychology 384C and 189H, 289H, 389H, 489H may not both be counted unless the topics vary. Educational Psychology 384C and 397 may not both be counted unless the topics vary. May be repeated for credit when the topics vary. Prerequisite: Graduate standing.

Topic 2: Theories in Counseling. Theories and research for developing counseling interventions in a pluralistic world. Educational Psychology 381 (Topic 1), 481 (Topic 1), and 384C (Topic 2) may not both be counted.
Topic 4: School Counseling. Covers subjects related to the design, implementation, and evaluation of socio-emotional interventions in educational settings. Included is a review of American School Counseling Association Standards, standards of the Texas Education Agency for school counselors, and legislative rules related to school counseling. Educational Psychology 381, 481 (Topic 3: School Counseling) and 384C (Topic 4) may not both be counted. Additional prerequisite: Consent of instructor.
Topic 6: Career Development. Introduction to the basic principles, models, and methods of career development used in educational settings. Educational Psychology 381, 481 (Topic 4: Career Development) and 384C (Topic 6) may not both be counted.
Topic 8: Helping and Counseling Skills. Designed to provide a foundation for the professional practice of counseling and the skills necessary for professional training in counseling and related fields. Studies basic interpersonal helping skills, clinical interviewing, and intervention strategies. Educational Psychology 381, 481 (Topic 8: Counseling Skills and Procedures) and 384C (Topic 8) may not both be counted.
Topic 9: Approaches to Intervention. Subjects include ecological prevention methods, psychoeducational prevention activities, and relapse prevention; clinical interventions include crisis intervention and early interventions. Proactive prevention efforts are emphasized.
Topic 10: Family Systems Interventions with Adults and Couples. Review of major family systems theories and practices for promoting functioning in school, work, and social relationships. Educational Psychology 381 (Topic 9: Family Systems Therapy), 481 (Topic 9: Family Systems Therapy) and 384C (Topic 10) may not both be counted.
Topic 12: Family Systems Interventions with Children and Adolescents. Review of major family systems theories and practices for promoting learning and behavior of children and adolescents. Educational Psychology 381 (Topic 9: Family Systems Therapy), 481 (Topic 9: Family Systems Therapy), and 384C (Topic 12) may not both be counted.
Topic 14: Addiction Counseling. Studies biological mechanisms of categories of commonly abused substances and treatment approaches to addiction. Includes discussion of other forms of addiction, including food, sex, and internet, and addiction in diverse populations. Educational Psychology 381 (Topic 24), 481 (Topic 24), and 384C (Topic 14) may not both be counted.
Topic 18: Multicultural Counseling. Introduction to cultural diversity and multiculturalism in counseling. Designed to help students understand important cultural issues and various cultural groups. Educational Psychology 381 (Topic 26), 481 (Topic 26), and 384C (Topic 18) may not both be counted.
Topic 20: Child and Adolescent Counseling Skills and Interventions. Designed to develop theoretical understanding and counseling skills in working with children and systems to promote development, growth, and achievement. Covers theory, research, and skills useful for conducting counseling, behavioral management, and interventions with children and adolescents. Educational Psychology 381 (Topic 36), 481 (Topic 36), and 384C (Topic 20) may not both be counted.
Topic 22: Cognitive-Behavioral Therapy with Children and Adolescents. Educational Psychology 384C (Topic 22) and 189H, 289H, 389H, 489H (Topic 9: Cognitive-Behavioral Assessment and Intervention) may not both be counted.
Topic 24: Cognitive-Behavioral Therapy with Adults. Educational Psychology 384C (Topic 24) and 189H, 289H, 389H, 489H (Topic 9: Cognitive-Behavioral Assessment and Intervention) may not both be counted.
Topic 26: Interpersonal Intervention with Children and Adolescents. Educational Psychology 384C (Topic 26) and 189H, 289H, 389H, 489H (Topic 3: Interpersonal Intervention with Children and Adolescents) may not both be counted.
Topic 28: Crisis Intervention in Schools. Educational Psychology 384C (Topic 28) and 397 (Topic 5: Crisis Intervention in Schools) may not both be counted.
Topic 30: Psychodynamic Psychotherapy. Educational Psychology 381, 481 (Topic 28: Psychodynamic Psychotherapy) and 384C (Topic 30) may not both be counted.
Topic 32: Integrated Behavioral Health. Focus on integrated behavioral health care for underserved children and their families; develops knowledge and skills in integrated health care service delivery, cultural competence in health services, and family-centered health services. Educational Psychology 383 (Topic 3: Integrated Behavioral Health) and 384C (Topic 32) may not both be counted.
Topic 34: Prevention Science. Examines risk and protective influences on development and evidence based interventions that promote well-being across academic, social-emotional, and health domains.
Topic 36: Fundamentals of Behavioral Theory and Interventions. Introduction to Behavior Therapy (BT), including history and theoretical underpinnings, core assumptions of BT, and a survey of BT techniques commonly used in practice, with particular emphasis on child and adolescent therapy; explores definition of empiriaclly-supported practice, and evidence base for BTs for children and adolescents in clinics, schools, and other settings. Three lecture hours a week for one semester. Education Psychology 384C (Topic 36) and 384C (Topic: Fund of Behav Theory/Interven) may not both be counted.

EDP 384D. Group Counseling and Interventions.

Theory and research in group practice; group functioning and membership; principles of group planning; and development of leadership skills through structured in-class role-playing. Three lecture hours a week for one semester. Educational Psychology 381 (Topic 7), 481 (Topic 7) and 384D may not both be counted. Offered on the credit/no credit basis only. Prerequisite: Graduate standing.

EDP 384N. Practicum in Counselor Education.

Three lecture hours a week for one semester. May be repeated for credit. Offered on the credit/no credit basis only. Prerequisite: Graduate standing.

EDP 384Q. Practicum in Counseling.

Three lecture hours a week for one semester. May be repeated for credit. Offered on the credit/no credit basis only. Prerequisite: Graduate standing.

EDP 384S. Practicum in Spanish for the Helping Professions.

Three lecture hours a week for one semester. May be repeated for credit. Prerequisite: Graduate standing.

EDP 384V. Advanced Practicum.

Advanced study and practice of theories, processes, and techniques of evidence based prevention and intervention to enhance learning and behavior in educational and community settings. Three lecture hours a week for one semester. May be repeated for credit. Offered on the letter-grade basis only. Prerequisite: Graduate standing.

EDP 385C. Professional Issues, Leadership, and Development.

Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Offered on the letter-grade basis only. Prerequisite: Graduate standing.

Topic 2: Consultation, Collaboration, and Supervision. Introduces theoretical, empirical, and applicable knowledge of indirect service models as practiced by school psychologists; specifically, behavioral consultation, collaboration, and supervision. Focus on information and skills involved in providing consultation services to organizations that serve children and adolescents (e.g. schools, hospitals and mental health clinics). Educational Psychology 182, 282, 382 (Topic 1: Consultation Theory and Procedure) and 385C (Topic 2) may not both be counted. Offered on the letter-grade basis only. Additional prerequisite: Educational Psychology 384C (Topic 36) or equivalent, or instructor consent.
Topic 3: Advanced Consultation, Collaboration, and Supervision. Introduction to the research, theory, and practice of professional supervision and consultation. Explore supervisory and consultation issues and theory, and the growing empirical literature on evidence-based practices in supervision and consultation. Educational Psychology 385C (Topic: Advncd Conslt/Collab/Superv) and 385C (Topic 3) may not both be counted. Offered on the letter-grade basis only.
Topic 4: Ethics in Counseling. Designed to introduce students to the ethical codes of the American Psychological Association and the American Counseling Association, as well as the Texas Administrative Codes for licensed psychologists and licensed professional counselors. Also includes a review of ethical codes and issues in school counseling. Educational Psychology 381 (Topic 19), 481 (Topic 19) and 385C (Topic 4) may not both be counted. Offered on the letter-grade basis only.
Topic 6: Advanced Ethics and Professional Issues in Counseling. Examines the professional roles and practices for counselors, including records management, an overview of business/family law and professional practice, and the study of current board rules. Educational Psychology 381 (Topic 22: Professional Issues in Counseling), 481 (Topic 22: Professional Issues in Counseling) and 385C (Topic 6) may not both be counted. Offered on the letter-grade basis only.
Topic 8: Law, Ethics, and History of School Psychology. Provides information about the roles of school psychologists/psychologists and the legal and ethical issues that affect their roles. Educational Psychology 385C (Topic 8) and 189H, 289H, 389H, 489H (Topic 1) may not both be counted. Offered on the letter-grade basis only.
Topic 10: Professional Issues in Counseling Psychology. Designed to familiarize students with the primary tenets of counseling psychology including the history of counseling, vocational issues; supervision, mentorship, and consultation; cultural diversity in counseling psychology are also emphasized. Educational Psychology 381 (Topic 31), 481 (Topic 31) and 385C (Topic 10) may not both be counted. Offered on the letter-grade basis only.
Topic 12: Seminar in Academic and Student Affairs in Higher Education. Designed to cover subjects related to the organization and structure of settings of higher education and strategies for promoting the development of post-secondary students. Educational Psychology 381 (Topic 34), 481 (Topic 34) and 385C (Topic 12) may not both counted. Offered on the letter-grade basis only.

EDP 386Q. Practicum in Post-Secondary Teaching.

Shadow instructor teaching at the college level, and discuss the various components and decisions made in organizing and teaching, towards a goal of developing a portfolio demonstrating teaching competency. Three lecture hours a week for one semester. May be repeated for credit. Prerequisite: Graduate standing.

EDP 393E. School Psychology Specialist Internship.

The equivalent of three lecture hours a week for one semester. May be repeated for credit. Offered on the credit/no credit basis only. Prerequisite: Graduate standing.

EDP 193N, 393N. Internship in School Psychology.

For each semester hour of credit earned, the equivalent of one lecture hour a week for one semester. May be repeated for credit. Offered on the credit/no credit basis only. Prerequisite: Graduate standing.

EDP 194. Colloquium in Educational Psychology.

Presentation and discussion of issues related to graduate study in educational psychology, including research proposals and developments in the field, by advanced graduate students, members of the faculty, and visiting lecturers. One lecture hour a week for one semester. May be repeated for credit when the topics vary. Offered on the credit/no credit basis only. Prerequisite: Graduate standing and consent of the adviser in the student's area of specialization.

Topic 2: Departmental Colloquium. Required of all doctoral students in educational psychology. Educational Psychology 194 (Topic 2) and 196 (Topic 1) may not both be counted. Offered on the credit/no credit basis only.
Topic 4: Doctoral Research Colloquium. Required of all doctoral students in educational psychology. Educational Psychology 194 (Topic 4) and 196 (Topic 2) may not both be counted. Offered on the credit/no credit basis only.
Topic 6: School Psychology Colloquium. Registration for at least three semesters required of all doctoral students in school psychology. One semester required of students specializing in school psychology; two semesters required of doctoral students specializing in school psychology. Offered on the credit/no credit basis only.
Topic 8: Human Development, Culture, and Learning Sciences Colloquium. Required of doctoral student specializing in human development, culture, and learning sciences. Offered on the credit/no credit basis only.
Topic 10: Quantitative Methods Colloquium. Presentation and discussion of issues related to graduate study in quantitative methods, including research proposals and developments in the field by advanced graduate students, members of the faculty, and visiting lecturers. Required of all doctoral students specializing in quantitative methods. Educational Psychology 194 (Topic 10) and 196 (Topic 6) may not both be counted. Offered on the credit/no credit basis only.
Topic 12: Counseling Psychology Colloquium. Required of doctoral students specializing in counseling psychology. Educational Psychology 194 (Topic 12) and 196 (Topic 3) may not both be counted. Offered on the credit/no credit basis only.
Topic 14: Selected Subjects Colloquium. Educational Psychology 194 (Topic 14) and 196 (Topic 8) may not both be counted. Offered on the credit/no credit basis only.
Topic 16: Internship Colloquium. Offered on the credit/no credit basis only.

EDP 194N, 394N. Internship in Counseling Psychology.

For each semester hour of credit earned, the equivalent of one lecture hour a week for one semester. May be repeated for credit. Offered on the credit/no credit basis only.

EDP 194R, 294R, 394R. Research.

Individual research planned, carried out, and reported under the supervision of a Graduate Studies Committee member. For each semester hour of credit earned, the equivalent of one lecture hour a week for one semester. May be repeated for credit. Offered on the credit/no credit basis only. Prerequisite: Graduate standing; consent of instructor; and consent of the adviser in the student's area of specialization.

EDP 395R. Qualifying Process Research.

Investigation of assigned problems under the direction of a Graduate Studies Committee member; development and demonstration of competence in research design and execution; and production of an acceptably written research report. Required of doctoral students with a major in educational psychology. The equivalent of three lecture hours a week for one semester. May be repeated for credit. Offered on the credit/no credit basis only. Prerequisite: Graduate standing, consent of instructor, and consent of the adviser in the student's area of specialization.

EDP 698. Thesis.

The equivalent of three lecture hours a week for two semesters. Offered on the credit/no credit basis only. Prerequisite: For 698A, graduate standing in educational psychology and consent of the adviser in the student's area of specialization; for 698B, Educational Psychology 698A.

EDP 398R. Master's Report.

Preparation of a report to fulfill the requirement for the master's degree under the report option. The equivalent of three lecture hours a week for one semester. Offered on the credit/no credit basis only. Prerequisite: Graduate standing in educational psychology and consent of the adviser in the student's area of specialization.

EDP 398T. College Teaching Methodology.

Supervised college teaching experience. Three lecture hours a week for one semester. With consent of the adviser in the student's area of specialization, may be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of the adviser in the student's area of specialization.

EDP 399W, 699W, 999W. Dissertation.

May be repeated for credit. Offered on the credit/no credit basis only. Prerequisite: Admission to candidacy for the doctoral degree.