Doctoral Program:
EPD648 Human Development: Adulthood Through this course students explore theory and research in human development from early adulthood through all adult years. An emphasis is placed upon the examination of sequences of life tasks inherent in a pluralistic society. Topics may include: history and research; biological, physical, and health issues; theories of adult development; cognitive functioning; social relationships; marriage; parenthood; and occupations and careers. Prerequisites: EPS500 or equivalent. 3 semester hours
EPD649 Human Development: Adolescence Through this course students explore current research on the emotional, physical, social, and intellectual development of adolescents in pluralistic societies. Students are encouraged to critically examine literature on developmental challenges to youth at middle school and secondary school levels such as establishing an integrated identity, sex-role identification, peer group involvement, family relationships, values orientation, achievement motivation and career-vocational planning. Prerequisites: EPS500 or equivalent. 3 semester hours
EPD650 Human Development: Infancy and Early Childhood The course involves an in-depth study of selected current topics in the areas of biological, cognitive, emotional, and social development in the early years of life. The latest trends in quantitative and qualitative research will be explored and the implications for educational intervention will also be considered. An emphasis will be placed on the development of children within the context of their family and diverse cultural communities. Prerequisites: EPS500 or equivalent. 3 semester hours
EPD651 Applied Clinical Neuropsychology: Designed to review neuropsychological theory and function with particular emphasis on higher cortical processes. Attention will be given to a wide range of formal and informal nondiscriminatory assessment tools and their relationship to school-related problems. The neuropsychology of reading, language, and learning disabilities will also be discussed. Prerequisite: EPS503, or consent of instructor. 2 semester hours
EPD652 Advanced Clinical Neuropsychology: Designed to review neuropsychological theory and function as it relates to Luria's model. Emphasis will be placed on the administration, scoring, interpretation, and clinical utility of the Luria Neuropsychological Battery and its screener. Issues of assessment bias will be addressed. Prerequisites: EPS503, EPD651. 2 semester hours
EPD653 Personality Assessment 11: Uses of the Rorschach Test Students will gain supervised experience in administering, scoring, and interpreting the Rorschach test. Theoretical, developmental, and multicultural issues applied to personality assessment are covered. Rorschach data will be integrated with other types of test data in report writing. Prerequisites: EPS517 and EPS53 1, or consent of instructor. 3 semester hours
EPD655 Child and Adolescent Psychopathology: This course covers psychopathology in children and adolescents. It includes current knowledge and issues about etiology, symptomatology, classification, and intervention from a variety of theoretical perspectives. Multicultural aspects of disorders are addressed. Prerequisites: EPS507 or equivalent, or consent of instructor. 3 semester hours
EPD656 Communication and Personality Change: This course is an introduction to Neurolinguistic Programming. Neurolinguistic Programming is based on principles derived from neuropsychology, psycholinguistics, communication theory, and computer theory. It elicits strategies of information processing and facilitates rapport, information gathering, and learning more effective communications skills and change techniques. Prerequisite: Consent of instructor. 3 semester hours
EPD657 Psychopharmacology for School Personnel: Designed to review the most current models of the biochemical, pharmacological, and medical insights relevant to usage of the most widely used prescription drugs that school personnel encounter and should understand. This course will place emphasis on the critical review of literature, related use of drugs as well as their side effects, and alternative natural forms of therapy. h is not intended to be a medical course. Ethical issues relevant to school personnel will be emphasized. Prerequisites: EPS503, EPD651, EPD652, or consent of instructor. 2 semester hours
EPD658 Brief Therapy and Interventions in Educational Settings: In this course students examine forms of brief therapeutic interventions which can be applied in educational settings. Students explore theories, research, and applications of short-term therapeutic methodologies. Topics include different cognitive therapies, neurolinguistic programming, and solution-focused therapy. Students apply these therapies for interventions with students, teachers, and families within educational systems. Prerequisites: admitted school psychology student, EPS520, EPS562D,E,F, or consent of instructor. 3 semester hours
EPD690A Internship in Educational Psychology: Prerequisite: Consent of instructor. 1-6 semester hours
EPD691 Field Study/Educational Psychology: 1-4 semester hours
EPD692 Theories and Practices of Mental Health Consultation: This is an advanced course on consultee- and program-centered consultation and collaboration. Within a broader prevention paradigm, students critically examine consultation and collaboration theories and practices. Issues of consultation and collaboration within diverse cultural contexts are specifically examined. Prerequisites: admitted doctoral student, EPS520, EPS56 1, or consent of instructor. 3 semester hours
EPD693 Educational Psychology Seminar: Students explore in-depth theoretical and research literature related to their own area of scholarly inquiry and their prospective dissertation research. The seminar also provides a context for critical reflection of students' prior research experiences. By integrating course work, research and practice, students prepare for the dissertation research and future leadership roles as doctoral level professionals. Prerequisites: Advance doctoral standing, consent of instructor. 3 semester hours
EPD694 Independent Study in Educational Psychology: 1-3 semester hours
EPD695 Selected Topics in Educational Psychology: 1-3 semester hours
Masters Program
EPS500 Contemporary Survey of Child Development: This course explores current research major theoretical positions in child development. Course content includes the study of children's cognitive, social, emotional, physical, language, moral and perceptual development with special emphasis placed on understanding the integration of these developmental processes in normal child development and special challenges. The course includes opportunities for students to apply child development concepts to practical experiences in professional settings. 3 semester hours.
The following variation is for students in the Early Childhood Leadership and Advocacy program only: Explores current research and major theoretical positions in child development. Course content includes the study of children's cognitive, social, emotional, physical, language, moral, and perceptual development with special emphasis placed on understanding the integration of these developmental processes in normal child development. Includes field observations. Students learn to critique child development research and use the resources of the library and different computerized data bases to write a review of the literature on a selected topic.
EPS501 Psychology of Early Childhood: Presents theories of psychological development of children from birth through age six. Special consideration is given to the established norms of development, as well as the variants that may be expected in accordance with the child's physical development and social-environmental and experiential opportunities. 2-3 semester hours
EPS503 Neuropsychology of Behavior and Learning: This course helps students develop an understanding of the basic structures, functions, and physiology of the central nervous system thought to underlie behavior and learning. The overall goal is to help students gain a better understanding of brain mechanisms and related physiological systems which mediate developmental, adaptive, and dysfunctional behavior. 2 semester hours
EPS507 Abnormal Psychology: This course discusses psychopathology and abnormal modes of human functioning throughout the lifespan. Psychopathology will be examined from an integrated cultural, genetic, neurophysiological, psychogenetic, and social perspective. Etiology, symptomatology, and therapeutic interventions related to various psychopathologies will be examined critically. The use of DSM-IV for diagnosis and understanding of psychopathology will be discussed. Prerequisites: EPS505 or EPS500 or EPS510. 3 semester hours
EPS510 Theories of Teaching and Learning: This course explores psychological theories and current psychological research applied to teaching and learning. Course content includes the study of learning theories from the cognitive, behavioral, information processing, and humanistic perspectives. Issues of assessment, diversity, classroom management, and motivation will be explored. Topics will be explored within the context of learning environments of various types. Students will critically analyze theoretical constructs and apply them to simulated educational situations and field experiences. Prerequisites: EPS500 or equivalent. 2 semester hours
EPS517 Theory and Research in Personality and Social Psychology: The purpose of this course is to provide students with a foundation in personality and social psychology. Students review major principles and research regarding the individual in a culturally diverse society. Broad topic areas include personality theory, social interaction and communication, group process, and community relations. Students also explore applications of this work to current issues in education. Prerequisites: EPS500 or equivalent. 3 semester hours
EPS520 Theories and Practices of Guidance and Counseling: This course provides graduate students with an understanding of the role of guidance and counseling in a variety of public and private settings. An in-depth presentation of different therapeutic strategies will be explored in order to provide the student with an opportunity to understand which treatment approaches are most appropriate given the individual and family problems which are frequently presented in counseling and/or therapeutic relationships. Students will have an opportunity to practice these strategies within the context of the class. Emphasis will be placed on how the psychologist working in the schools can integrate counseling techniques to facilitate therapeutic change. The application of counseling approaches to culturally diverse populations will also be explored. 3 semester hours
EPS521 Theories and Applications of Group Dynamics in Educational Settings: This course provides students with the opportunity to examine and apply theories of group dynamics as they affect children and adults in diverse educational and therapeutic settings. Students will be encouraged to reflect on their own group experiences and will be required to analyze and communicate how group dynamics affect the functioning of individuals and groups as a whole within various cultural contexts. Prerequisites: graduate student standing, EPS500 or equivalent, or consent of instructor. 3 semester hours
EPS523 Short-Term Family Therapy: In this course students examine general systems theory as applied to short-term family intervention strategies. Students critically evaluate current research and theories on which various forms of therapy are based. Short-term models of therapeutic interventions applicable for educational settings will he examined. Prerequisites: admitted school psychology student, EPS520, EPS562D,E,F, or consent of instructor. 3 semester hours.
EPS524 Guidance Skills for the Middle School Teacher: Helps teachers develop practical, basic counseling skills that can be used within their own classrooms. Basic contents include: decision-making strategies, group dynamics and leadership theories, specific guidance techniques, and related literature, values clarification procedures, program design, diagnosis of individual needs, problem-solving techniques, self and peer evaluations, classroom climate development, guidance principles, and review of literature related to middle school students. Teachers in this course are asked to implement the skills in their classrooms and analyze the results. 2 semester hours
EPS525 Group Dynamics and Leadership Applications: An analysis of social interaction in groups. Using systems theory as an integrating paradigm, this course is designed to deepen the students' awareness of how one affects and is affected by others in different group situations. Personal assessment is continuous throughout the course as students examine different ways of working effectively in groups as both leader and group member. Includes an analysis of leadership styles and principles of organizational climate as they relate to the organizational context of early childhood education at the primary and preprimary levels. (Offered in the Early Childhood Leadership and Advocacy program only.) 3 semester hours
EPS526 Organizational Theory, Group Dynamics, and Leadership Applications: An analysis of social interaction in groups. Using Systems Theory as an integrating paradigm, this course is designed to deepen the student's awareness of how he/she affects and is affected by others in different group situations. Personal assessment is continuous throughout the course as students examine different ways of working effectively in groups as both leader and group member. Includes an analysis of leadership style and principles of organizational climate as they relate to the organizational context of early childhood education. Provides opportunities for students to apply the concepts of group dynamics and models of leadership in their respective educational settings. (previously called EPS-525 Group Dynamics and Leadership Applications). 3 semester hours
EPS527 Group Theory and Classroom Applications: Students explore ways of working effectively in groups as a member and facilitator. Building on theoretical bases in social psychology and group dynamics, participants examine the functioning of groups in classrooms, schools and their own M.Ed. groups. A purpose is to deepen students' self-awareness, how they effect and are affected by others in group situations, and how member and leader roles interconnect. (Offered in Interdisciplinary Studies Program only). 3 semester hours
EPS528 Human Development and Learning: This course encourages teachers to bring a critical perspective to the study of major theories of human development and learning with particular attention paid to how such theories help teachers understand the contemporary issues and problems facing their students. Teachers will use field experiences and classroom application to sharpen their critical understanding of the place of such theories in their professional work. (Offered in the Interdisciplinary Studies program only.) 3 semester hours
EPS529 Human Development and Learning II: Contemporary Issues: An analysis of contemporary issues and concepts in human development and learning. Students will conduct a project that investigates the impact of these issues and concepts on classrooms, schools, and community. (Offered in the Interdisciplinary Studies program only). 3 semester hours
EPS530 Diagnostic Testing/Individual Educational Assessment: This is an introductory course in the theories of psychological and educational assessment. Students critically examine the psychometric properties of a variety of assessment practices and procedures. Particular emphasis is placed on discussion of issues such as: bias in assessment, cultural and ethnic differences in test use and interpretation, ethical practices, reliability, validity, and test norms. Additional topics include: trends in assessment, such as portfolio and curriculum-based assessment; teacher-made tests; and classification of tests by purpose and by data collection means. Prerequisites: graduate student standing or consent of instructor. 3 semester hours
EPS531 Assessment of Personality I: This course is an introduction to personality assessment where students learn personality assessment practices used in school settings. These include projective tests, rating scales, and checklists. Students learn to write reports incorporating assessment data. Issues of diversity and bias in assessment will be explored. Prerequisites: admitted school psychology student, EPS517, EPS530, or consent of instructor. 3 semester hours
EPS532 Assessment of Cognitive Abilities: This course examines diverse models and methods of assessing cognitive abilities. Students practice and develop skills in the administration and scoring of the better developed and most commonly used cognitive ability measures. Non-discriminatory use and interpretation of intelligence measures, report writing, and the integration of information from multiple sources will be emphasized. Applications for special populations will be explored. Prerequisites: admitted school psychology student and EPS530, or consent of instructor. 3 semester hours
EPS535 Assessment of Infants and Preschool Children/School Psychology: This course is designed to explore a wide variety of developmental and psychoeducational assessment procedures and techniques for use with infants and preschool children. This course prepares school psychologists to conduct developmental assessments through the use of a variety of observational techniques, evaluation of play and the administration of cognitive ability measures. Instruments and techniques for evaluation of social, emotional, adaptive behavior, fine and gross motor and speech and language development will also be explored. Non-discriminatory use and interpretation of cognitive measures, the integration of information from multiple sources and report writing will be emphasized. Prerequisites: admitted school psychology student, EPS530, EPS532, or consent of instructor. 3 semester hours
EPS536 Diagnostic Evaluation of the Preschool Child/Early Childhood Education: The purpose of this course is to provide deeper insight into the growth patterns of the preschool child and the types of diagnostic tests that will enable the student to determine a child's maturity level, stage of development, and possible impairment. Contemporary methods of child study that focus on all aspects of the developing child will be discussed. Nondiscriminatory use of standardized tests, rating scales, screening batteries, and diagnostic play techniques will be reviewed. Prerequisite: EPS500. 2 semester hours
EPS537 Psychological Assessment of Students from Diverse Cultures and Language Backgrounds: This course is designed to address the issues and procedures related to assessment of diverse populations, particularly bilingual students. The impact of language and culture, as well as the legal aspects of assessing limited English proficient (LEP) children will be investigated. This course is designed to meet the partial requirements of the state of Illinois for certification as a bilingual psychologist. Prerequisites: EPS530, EPS532, or consent of instructor. 3 semester hours
EPS538 Family Assessment and Intervention: This course includes an assessment of family's strengths, difficulties, and needs which relate to the child's development beginning in infancy. Topics include assessment techniques, interventions, and projected outcomes. Issues of diversity and bias in assessment and intervention will be explored. Prerequisites: EPS500 or equivalent. 3 semester hours
EPS539 Cognitive-Behavioral Intervention in Schools: The purpose of this course is to enhance student understanding of cognitive-behavioral change programs for children and adolescents. Students review psychological theory on the connection between culture, cognition, and action as it relates to child behavior in the classroom. Students also apply this information to critique and develop culturally responsive intervention programs to support child or adolescent learning. Prerequisites: EPS500, EPS541, or their equivalents. Students in school psychology certification program must take this course concurrently with EPS562C. 2 semester hours
EPS540 Introductory Seminar in School Psychology: The purpose of the School Psychology seminar is to involve students in the examination of the field of School Psychology from historical, cultural, and contextual perspectives. The emergence of School Psychology from within the broader field 'Of professional psychology is examined. An exploration of multicultural issues in the practice of School Psychology occurs from both historical and contemporary perspectives. The seminar also introduces students to the ethical and professional issues in assessment, research and practice, and to roles and functions of the School Psychologist. Prerequisite: admitted school psychology student. Must be taken concurrently with EPS562A. 2 semester hours
EPS541 Cognition and Instruction: This course is designed to provide students in education, special education, and educational/school psychology with an in-depth look at cognition as it relates to schooling in a diverse society. Different theoretical viewpoints regarding cognition and cognitive development are examined as well as empirical research. Critical discussion focuses on the relation of theory and research to instructional and assessment practices and to interdisciplinary efforts to create optimal contexts for all children's cognitive growth. Prerequisites: EPS500 or equivalent, or consent of instructor. Students in school psychology certification program must take this course concurrently with EPS562B. 2 semester hours
EPS542 Observational Techniques for Teachers: The purpose of this course is to explore a wide variety of observational techniques available for use to teachers of diverse classrooms. Through the discussion and practical experience in the field students will examine different methods of data collection in relation to stated goals and objectives. The data will be analyzed reflectively for potential applications which are grounded in theories of child development. Ways of communicating the outcomes effectively to a variety of audiences will also be addressed. Prerequisites: a course in Child Development. 2 semester hours
EPS560 Practicum in Individual Counseling: This practicum provides advanced level graduate students in School Psychology with direct experience in working with children and adolescents having behavioral and/or emotional problems. A variety of clinical intervention techniques are utilized as the student becomes familiar with the parameters of short-term, individual counseling. Prerequisite: EPS520, or consent of instructor. 2-3 semester hours
EPS561 Theory and Practice of School-Based Consultation: This course is designed to examine psychological consultation models from several theoretical and applied perspectives. Students examine consultee- and program-centered consultation models from both the behavioral/ecological and the mental health perspectives. Students explore the delivery of school psychological services within a consultation framework as a means of promoting adaptive cognitive and psycho-social functioning of children and adolescent and preventing or remediating learning and adjustment problems. Issues of cultural diversity in the delivery of consultation services are examined and discussed. Prerequisites: admitted school psychology student, EPS520, or consent of instructor. This course must be taken concurrently with EPS562D. 2-3 semester hours
EPS562A, EPS562B, EPS562C Practicum in School Psychology I: Reflective Observation of School Practices This practicum series provides a variety of structured observational experiences in cooperating schools for school psychology students. Over a three quarter period, students shadow a school psychologist, observe and interview various school professionals concerning their roles and practices, observe a variety of classroom practices, interview teachers regarding their goals for various activities, and reflect upon and analyze in-depth a sample of these practices. An emphasis is placed upon understanding appropriate practices in culturally diverse contexts. Individual and group supervision is provided by NLU faculty and approved field-based supervisors. Prerequisites: admitted school psychology student, EPS562A must be taken concurrently with EPS540; EPS562B must be taken concurrently with EPS541; EPS562C must be taken concurrently with EPS539. 1 semester hour each
EPS562D, EPS562E, EPS562F Practicum in School Psychology II: Integrating Psychological Services: This practicum series is designed for students seeking state certification in school psychology. It provides a variety of clinical experiences consistent with the role of practicing school psychologists and with an emphasis on promoting an understanding and a responsiveness to human diversity. Over a three quarter period, students will engage in classroom observations, clinical interviews, consultation, diagnostic assessment of children experiencing learning difficulties, and individual and group counseling interventions with children. These experiences occur in the University's Center for Learning and/or cooperating school districts. Individual and group supervision is provided by NLU faculty and approved field-based supervisors. Prerequisites: admitted school psychology student, EPS520, EPS530, EPS531, EPS532, EPS540, or consent of instructor. EPS562D must be taken concurrently with EPS561. 2 semester hours each
EPS581 Workshop/Educational Psychology/ Humanistic Education: 1-4 semester hours
EPS582 Workshop/Educational Psychology/Human Development: 1-4 semester hours
EPS586 Workshop/Educational Psychology/ Assessment: 1-4 semester hours
EPS587 Workshop/Educational Psychology/ Behavior Management: 1-4 semester hours
EPS588 Workshop/Educational Psychology/Therapy with Children: 1-4 semester hours
EPS590 Internship in School Psychology: 1-6 semester hours
EPS591 Field Study/Educational Psychology: 1-4 semester hours
EPS593 Legal and Professional Issues in School Psychology: This is the second in two professional School Psychology courses (the first is EPS540) designed to critically examine historical, current, and emerging models of school psychological practices and legal issues. Students examine in-depth the following issues: ethical principles and codes of conduct guiding school psychological practices; legal history and mandates related to assessment, diagnosis, and intervention; and examination of multiculturalism and bias in assessment and other school related practices. Prerequisites: EPS540, last year in the School Psychology certification program prior to the internship. 2 semester hours
EPS594 Independent Study in Educational Psychology: 1-4 semester hours
EPS595 Selected Topics in Educational Psychology: 1-3 semester hours
EPS599 Thesis in Educational Psychology: 1-4 semester hours
Educational Research
ESR500 Introduction to Graduate Research: This course provides an overview of the structure of educational research, construction of problem statements and hypotheses, use of library resources, and methodologies of educational research. Students also write a literature review and analyze several examples of educational research. Required for all master's degree students, this course should be among the first five courses taken in a master's degree program. 2 semester hours
ESR501 Research for Teachers: Students extend their ability to analyze and critically evaluate educational research studies, with an emphasis on quantitative measures. Topics covered in the course include hypothesis testing, sampling, measures of central tendency and variability, correlation and t-test, test score interpretation, reliability, and validity. Required for all M.A.T. and M.Ed. students. Prerequisite: ESR500. 2 semester hours
ESR502 Statistical Methods in Education: This course focuses on methods of analyzing quantitative data resulting from descriptive and experimental investigations. Topics include sampling, measures of central tendency and variability, correlation, t-test, and chi-square test. 2 semester hours
ESR503 Research Design Analysis: Brings together principles of research design and statistical procedures for the interpretation of education data and planning of educational studies. The course has two major objectives: learning intermediate level statistics, and writing the first draft of the thesis proposal. Students are strongly encouraged to discuss with their advisor a possible topic for their thesis before taking the course. This course should be taken as soon as possible after ESR502. 2 semester hours
ESR504 Tests and Measurements for Teachers: Students learn how to construct appropriate classroom tests which are related to their instructional objectives and how to interpret and use the results of these tests. Students become familiar with published standardized tests and learn how to use test results to improve instruction and for grading and reporting. Prerequisite: ESR501 or ESR502. 1 semester hour
ESR506 Graduate Research: Interpretive/Critical Students explore the distinctions and relationships within and between the interpretive and critical paradigms. Various data collection methods such as observation, interview, document, and narrative are introduced and practiced in order to gain insight into the educational setting. Students plan, conduct, and present a research project. The course includes a 3-hour library session to help students learn how to use library resources. 2 semester hours
ESR507 Graduate Research: Empirical/Qualitative Students acquire skills that enable them to conduct research in their own classrooms or educational settings and to extend their ability to critique research studies using quantitative measures. The course includes a discussion of the empirical/quantitative paradigm and its advantages and limitations. The course focuses on the use of quantitative methods that may be used by educators conducting research and reflecting on educational practice. Students plan and carry out a small-scale research study in their own area of interest using descriptive and inferential statistics. Topics related to assessment, such as norms, reliability, and validity, will also be introduced. Prerequisite ESR506. 2 semester hours
ESR510 Action Research I: Educational Research: Purposes, Assumptions and Practice Introduces traditions and conceptions of action and interpretive research. The course emphasizes the role of teachers as researchers of their own practices and contexts. Teachers begin to explore their classrooms as complex systems shaped by interpersonal, cultural and political/structural dynamics. Teachers build a framework as they begin their action research project. (Offered in the Interdisciplinary Studies program only.) 3 semester hours
ESR511 Action Research II: Ways of Knowing Focuses on teachers as researchers, to help them experience their classrooms as dynamic places of interaction, inquiry, and reflection. Teachers identify and critique relevant literature as they conduct an action research project. Through recursive cycles of planning, implementing, observing, reading, conversing with colleagues and interpreting, they analyze their data as a means to make meaning of classroom experience. (Offered in the Interdisciplinary Studies program only.) 3 semester hours
ESR512 Educational Research I: Design This course provides an overview of the structure of educational research, construction of problem statements and hypotheses, utilizing resources, research design and methodology. Students develop a research proposal related to their own classroom or professional work environment and begin collecting data. They are guided in the use of library resources, various bibliographic tools, computer word processing and ethical research practices to aid them in their research project. 3 semester hours
ESR513 Educational Research II: Application Culmination of the field research project. This course provides the student with the research tools needed to organize, analyze, and present qualitative and quantitative data, including descriptive and inferential statistics. Also, research ethics are examined for their importance in early childhood education. Implications of educational research for professional practice in different educational settings is an integral focus of this course. 2 semester hours
ESR591 Action Research III: Reflecting On and Sharing the Ways of Knowing This course marks the transition from conducting a systematic active research study to a more conscious awareness of the integrated nature of daily teaching and informal researching. Teachers reflect on their data, construct patterns, note changes in their practices and prepare a product communicating what they have learned. They explore ways to continue in an ongoing fashion the self-assessment process of reflective practitioners. (Offered in the Interdisciplinary Studies program only.) 2 semester hours
ESR592 Extending Action Research: This course provides the student with the opportunity to explore current or specialized topics in the field of educational research. The emphasis is on action research projects, writing for publication, presenting results of research at professional meetings and extending professional contacts through a collegial teacher research support group. This course assumes students have background knowledge in research. (,Offered in the Interdisciplinary Studies program only) 3 semester hours
ESR594 Independent Study/Educational Testing, Evaluation and Measurement: 1-3 semester hours
ESR595 Special Topics in Research: This course provides the student with the opportunity to explore current or specialized topics in the field of educational research. 1-6 semester hours
ESR604 Dissertation Proposal Seminar: The primary goal of this course is for students to develop the proposal for their doctoral dissertations or equivalents. This will involve definition of a research problem, review of the related literature, and design of appropriate procedures and instruments for pursuing the problem. As part of the class activities, students are also exposed to the research problems, related literature reviews, and methodologies developed by students from each of the other doctoral programs. Prerequisites: ESR610, ESR612, ESR614, ESR616 or ESR618. The completion of comprehensive examinations is also recommended. 2 semester hours
ESR610 Paradigms of Research: Alternative Ways of Knowing: This team-taught course situates educational research and knowledge within a philosophy of science framework. This approach necessitates an examination of epistemologies alternative ways of knowing the world - and how each in turn shapes and is shaped by the practice of education. The course is organized around three distinct paradigms in social science research: the empirical-analytic, interpretive and critical. This course explores the implications of these paradigms for critiquing, conceptualizing and conducting research in education. Prerequisite: ESR500. 2 semester hours
ESR612 Empirical/Analytic Research I: This course will take a case-based approach to exploring the assumptions and techniques of empirical/analytic research. Students will examine in detail one or two cases of research to understand how researchers develop questions and examine data that arise from an empirical study. Inferential statistical techniques will be discussed in the context of a research case. Students will analyze and interpret both the case data and data of their own in the discussion of empirical/analytic research. Prerequisite: ESR502, ESR610. 3 semester hours
ESR614 Interpretive and Critical Research I: This course is intended as an introduction to the theoretical, conceptual and methodological genres that constitute interpretive and critical approaches to research. These traditions and genres will be exemplified, compared and critiqued through individual research projects, written and visual case studies, and course readings. Various research methods, such as observation, interviews, document and narrative analysis will be introduced and practiced. Prerequisite: ESR500, ESR610. 3 semester hours
ESR616 Empirical/Analytic Research II: This course uses a case-based approach to explore issues that arise in empirical/analytical studies when multiple measures are available from individuals or groups. The course builds on the discussion of the previous course ESR612 to examine inferential statistical techniques for multivariate data. The assumptions, design and limitations of empirical/analytical studies that use multiple measures will be addressed. Multivariate statistical techniques will be discusses in the context of one or two cases of data and data generated by students. Prerequisite: ESR502, ESR610, ESR612. 3 semester hours
ESR618 Interpretive and Critical Research II: In this course, which builds on the understandings and skills emphasized in ESR614 (Interpretive and Critical Research I), students have the opportunity to conceptualize, propose, conduct, analyze, interpret and present, in written and oral forms, a course-long research project. The empirical bases that interpretive and critical research provide for a holistic understanding and critique of educational settings and processes are examined. Class presentations by students, of their work-in-progress, structure the course organization as research issues and methods are addressed and analyzed as they emerge. Prerequisite: ESR500, ESR610, ESR614. 3 semester hours
