3011 Productivity Tools for Education. Operation in both Mac and Windows environments. Use of word processing, database, spreadsheet, and telecommunicationssoftware to solve educational information communication and managementproblems. Laboratory (F, Sp, Su)
3043 Learning with Educational Technologies. Prerequisite: 3011 or permission of instructor; Admission to Teacher Education, Instructional Psychology and Technology 3473, Instructional Psychology and Technology 3483 and Special Education 3054; corequisite Educational Studies 3003. Designed to familiarize students with alternative instructional approaches using both cognitive and hardware technologies. Development of practical skills for using technology to solve instructional problems and accomplish educational goals. Laboratory(F, Sp, Su)
3473 Educational Psychology of Childhood and Adolescence. Prerequisite: Admission to Teacher Education program. Psychological development from the preschool years through adolescence examined from the perspective of current theory and research. Educational applications are an integral part of the class. Families, schools, and societies for the context of development are considered. (F, Sp, Su)
3483 Cognition, Motivation and Classroom Management for Teachers. Prerequisite: Admission to Teacher Education program. Classroom implications from the study of cognition, motivation, and classroom management are presented. Topics include various perspectives on how students learn, motivation processes in achievement settings, factors influencing individual variations in cognition and motivation, multiple perspectives on classroom management, and an introduction to the assessment of educational outcomes. (F, Sp, Su)
G5023 Analysis of Quantitative Data I. Prerequisite: admission to doctoral program in College of Education, admission to master's program in instructional psychology, or permission of instructor. A brief review of descriptive statistics, introduction to basic inferential statistics, and analysis of variance. Topics covered include data screening and cleaning, correlation, simple regression, oneway ANOVA, factorial ANOVA, analysis of covariance, repeated-measures designs, and nonparametric techniques. Focus is on computer-based data analysis, and substantive conceptualization and interpretation of results. (F)
G5033 Introduction to Research and Evaluation in Education. Prerequisite: graduate standing. An introduction to major methods of scholarship andresearch in education. The main goal of the class is to help students developthe knowledge and skills required for critical reading of research. (F,Su - Irreg.)
G5113 Educational Psychology of Human Development. Prerequisite: graduate standing or permission of instructor for undergraduates. An introductorysurvey of current theory and research as it applies to human developmentacross the lifespan. Emphases include cognitive and language development,self and social development, and contextual influences on development.(Su)
G5163 Educational Psychology of Childhood. Prerequisite: graduate standing. Advanced study of adolescent physical, cognitive, social, and personality development emphasizing current theory and research. Families, peer groups, and societies as contexts for development are also considered. (Sp)
G5173 Educational Psychology of Adolescence. Prerequisite: graduate standing. Advanced study of adolescent physical, social, and personality development emphasizing current theory and research. Families, peer groups, and societies as contexts for development are also considered. (Sp)
G5183 Motivation and Learning in the Classroom. Prerequisite: graduate standing. Introductory course covering contemporary theories of cognition, learning, development, and motivation as they apply to the classroom. Theories will be applied to specific content areas such as reading, writing, math, and science. The role of instructional technology is embedded throughout the semester. (Su)
G5203 Measurement and Evaluation in Education. Prerequisite: graduate standing. An introduction to basic concepts of educational measurement, evaluation,and testing. Includes interpretation and uses of standardized tests. Emphasizesdevelopment of effective assessment for tests. Studentswill also develop proficiency in the basic statistical procedures (graphicdisplay, central tendency, variability and association) required for handlingassessment data. (F, Sp)
G5513 Introduction to Teaching with Technology. Prerequisite: graduate standing. Students will explore current technologies used in schools to assist learners of varying abilities succeed in educational settings. Relevant learning theory will be used to evaluate the ways in which technologies are being used with students. This course will assist students in meeting the ISTE National Educational Technology Standards for Teachers (NETS-T). (F)
G5523 Technology Advocacy in Schools. Prerequisite: graduate standing. Students explore state and federal laws and local policies influencing how schools obtain and use technology, and receive practical experience in grant development and needs analysis. (Sp)
G5533 Introduction to Instructional Technology (Crosslisted with Library and Information Studies 5533). Prerequisite: graduate standing or permission of instructor. Examination of theoretical and critical issues regarding educational technologies. Practical application and development of skills utilizing technology tools. (F)
G5973 Classroom Research and Implementation. Prerequisite: 5033, 5513, 5203. Students develop and implement an action research project to explore the impact of a technological tool on learning in a classroom. (Sp)
G6023 Analysis of Quantitative Data II. Prerequisite: 5023. A continuation of 5023. Topics include power analysis, multiple linear regression, analysisof variance models, and an introduction to non-parametric statistics. (Sp)
G6033 Research Methods in Education. Prerequisite: 5023 or 5033. Research in professional education: readings, class discussion, and some experiencein the various kinds of educational research; different techniques studiedand evaluated in light of their usefulness in different kinds of research.A term paper and oral reports required in the field of one's individualinterests and needs. Required as a tool of research for all candidatesfor the degree of Doctor of Education; recommended elective for candidatesfor the degree of Master of Education who intend to write a thesis.
G6043 Qualitative Research Methods. Prerequisite: 5033 or equivalent by permission, graduate standing. Topics include qualitative research traditions, qualitative designs, data collection techniques, qualitative data analysis. Students design, conduct, and analyze their own qualitative study during the course. (F, Sp)
G6063 Applied Multivariate Statistics in Educational Research. Prerequisite:5023 and 6023, or equivalent. Covers selected multivariate techniques withan emphasis on detecting and correcting violations of assumptions, applications,and interpreting results from popular computer statistics packages. (Sp)
G6073 Program Evaluation. Prerequisite: graduate standing. This course is designed to develop understanding and experience in systematically evaluating outcomes related to program goals and standards. Topics will include: purposes and uses of evaluation, role of concepts and constructs, planning, standard setting, selecting methods, developing measures, analyzing and interpreting outcomes, reporting findings, ethics and organization, and utilization. Prior coursework recommended: at least one prior course in research design or methods and one prior course in measurement or assessment. (F)
G6083 Qualitative Research Methods II. Prerequisite: 6043, or equivalent with permission. Topics include qualitative research design, data analysis, data interpretation, and theory building. Students should have qualitative data ready to analyze before enrolling in the course. (Sp)
G6101 Propaedeutic Seminar. Prerequisite: admission to Instructional Psychology and Technology doctoral program. Summarizes the history of the field ofinstructional psychology and technology and introduce research typicalof field and specific to interests of program faculty. Also discusses expectationsfor scholarship in the program and field and how students meet those expectations.(F)
G6113 Educational Psychology of Human Learning. Prerequisite: graduate standing or permission of instructor. Survey and analysis of representativetheories of learning and current research related to the learning process.
G6133 Planned Educational Change. Prerequisite: graduate standing. An overview of the process of planned change in education with special reference toresearch on change from behavioral sciences and organizational development.Topics include: the roles of the change agent, models of the change process,place of resistance in the change process and resolution of conflict amongchange-affected client groups.
G6143 Instructional Design I. Prerequisite: graduate standing. This course is designed to develop understanding and experience in systematically designing and developing instruction and instructional systems. Topics will include: task, context, and learner analysis, assessment design, principles of educational psychology, instructional design principles and strategies, development and production techniques, formative and summative evaluation methods, and flexibly adaptive approaches to implementation. (F)
G6153 Motivation in Education. Prerequisite: graduate standing or permission of instructor. Survey and analysis of historically significant and currenttheories of motivation. Basic and applied issues related to achievementand motivation to learn are examined.
G6163 Instructional Design II. Prerequisite: 6143. This course is designed to develop understanding and experience in systematically designing instruction, building on the principles, processes and skills of EIPT 6143. Topics will include: strategies of instruction for specific learning outcomes, formative and summative evaluation, learning assessment design, designing jobs aids and performance support systems, rapid application development and knowledge management. (Sp)
G6173 Management of Instructional Technology Programs. Prerequisite: graduate standing. This course is designed to introduce the core principles of project management, and then develop understanding of how those principles and practices are subject to adaptation. topics include: defining the field, contexts and influences, strategic analysis, managing risk, managing people, managing time, managing budget and other resources, managing evaluation, problem-solving, and project reporting. (F)
G6183 Cognition and Instruction. Prerequisite: graduate standing. Examines the contributions of cognitive psychology to issues of instruction. Surveysbasic issues in cognition and examines applied issues in greater depth.(Sp)
G6193 Instructional Design III. Prerequisite: 6143, 6163. Designed to extend students’ understanding and experience in systematically designing instruction, building more specific design strategies on the principles and processes of EIPT 6143 and 6163. Builds on previous content, supporting skill in discrete instructional and systems approaches, and integrates more deeply the design of motivational instruction and systems. Students partner with outside agencies and organizations to contract actual projects, and the class supports and builds expertise through those authentic opportunities. Teacher and classmates provide insight and expertise for the critical thinking and design expertise development of each class member. (F)
G6203 Instrument Development. Prerequisite: 5203 or permission of instructor. Students in this course will have the opportunity to design items for asessments, collect data, and develop them into items that will produce reliable and valid scores. Measures and procedures in affective (e.g., Likert-type, semantic differential) and cognitive (e.g., true/false, multiple choice) instrument development will be covered. Topics including scaling techniques, methods of obtaining score reliability, use of human participants, manuscript preparation, and current methodological advances wil be dicussed. (F)
G6213 Advanced Measurement Theories. Prerequisite: 5203 or permission of instructor. This is a course on advanced measurement techniques for instructional designers, evaluators, and educational researchers. This course is designed to develop students' understanding of the reliability and validity of scores. Topics in this course will include classical test theory, generalizability theory, and item response theory, as well as classical and more modern interpretations of the validity of test scores. Application for educational use will be emphasized. (Sp)
G6303 Needs and Task Analysis. Prerequisite: 6143. Designed to extend students’ understanding and experience in systematically analyzing needs and task components, for application to the fields of instructional design and performance improvement. Topics will include: methods of analyzing task and needs across contexts, strategies for extracting data on task and needs analysis needs relevant to job type and instructional goals, aligning assessment with analysis results, designing job aids and performance support systems based on needs and task characteristics, and flexibly adaptive approaches to analysis. Builds on previous course content, supporting skill in discrete instructional and systems approaches to design, and integrates more deeply the specific skills of needs and task analysis. The teacher and classmates provide insight and expertise for critical thinking and support for expertise development. Course activities include reading and responding to information sources, analyzing authentic tasks individually and in teams, critically analyzing case sand resources, and actively engaging the ideas of others. (Sp)
G6313 Multimedia Design and Development for Learning. Prerequisite: graduate standing. Students will go through multiple phases of instructional design to develop computer-based, interactive programs while developing their multimedia authoring skills. They will gain hands-on multimedia design experience by working on a real-world instructional project using advanced technologies. (F)
G6333 Computers as Cognitive Tools: Theory and Practice. Prerequisite: 6313 or 6343 or 6533 or an equivalent approved by instructor. From cognitive socio-cultural and historical perspectives, students will explore and critique in a sequential timeline a wide range of topics on computers as cognitive tools, trace the evolution of the role of technology in education, and design an interactive learning/knowledge management system for various settings. Students interested in designing learning technologies are encouraged to take this course. (Sp)
G6343 Instructional Design Theories, Models, and Strategies. Prerequisite: 6313 or 6143 or an equivalent approved by instructor. Examines cognitive and theoretical foundations underlying various instructional design theories and models for designing and developing effective learning environments to support various types of learning outcomes. Multimedia methods of interactive design will also be examined and applied through working on real-world projects. (Sp)
G6423 Web-Based Instruction. Prerequisite: 5533, 6143. Designed to prepare students with knowledge, skills, and tools in the areas of web-based and web-supported instruction. Provides learners with both theoretical understanding of and practical skills for using the Internet in instructional settings. (Sp)
G6433 Theories, Pedagogy, and Tools for Online Learning. Prerequisite; graduate standing. Focuses on theoretical understandings of building virtual learning communities; pedagogies for engaging learners in social, cognitive and reflective processes; and advanced technologies for mediating learning and enhancing online collaboration. (Sp)
G6503 Development of Text-Based Instruction. Prerequisite: graduate standing.Development of prose, text-based instruction, including considerationsof readability, organization, layout, and typography for instructionalpurposes. Effective use of graphics in instruction. Production of print-basedinstruction, including desktop publishing. (F)
G6523 Visual Literacy for Educational Media Productioa. Prerequisite: 5533 or 6313. For teachers and instructional technology professionals to increase knowledge and skills in producing instructional materials for a variety of media. Topics include visual communication, and the development and manipulation of graphics, sound, animation, and video. (Sp)
G6533 Designing and Developing Open-ended Learning Environments. Prerequisite: 6143 or 6313 or 6343 or an equivalent approved by instructor. Surveys theoretical foundations and key principles of open-ended learning environments. Various constructivist learning methods, models, or strategies will be discussed and integrated into various projects (classroom based or computer based) aiming at developing constructivist learning environments and creating cognitive tools to facilitate meaning making and knowledge construction. (Sp)
G6713 Research Issues in Instructional Psychology. Prerequisite: doctoral standing. May be repeated with change of content; maximum credit of 12 hours. Examine specified research issues in the field of instructional psychology. Students will read and critique existing research, as well as identify directions for new and continuing research. (Irreg.)
Updated: April 13, 2009