EPSE Graduate Courses

501 (3) Seminar in Human Development, Learning and Culture.
Introduction to research in education and educational psychology, including cognitive, sociocultural, and technological approaches to teaching and learning in diverse contexts, and cognitive, social and emotional development across the lifespan.

502 (3) Cognition, Language and Literacy Processes in Education.
Introduction to social and psychological research on language and literacy development, including reading and writing, individual differences, cross-cultural trends, atypical development, and language changes that result from aging .

503 (3) Cultural Perspectives on Learning, Development and Media.
Investigates sociocultural research, pedagogies, and historically significant and emerging concepts, including situated learning, development as cultural participation, knowledge / identity, mediation, artifacts. Formal and informal learning environments are discussed, designed, and critically analyzed.

505 (3) Foundations in Human Development: Infancy to Adulthood.
Investigates a range of developmental theories and research relevant to education. Topics address biological, social/emotional, and cognitive development, as well as contexts and factors influencing developmental wellbeing, including families, peers, schools, and communities.

507 (3) Applied Child and Adolescent Psychopathology.
Emphasis will be placed on thinking about childhood disorder within a developmental psychopathology framework rather than acquisition of in-depth knowledge regarding the incidence, prevalence, etc. of specific disorders.

509 (3) Organization of Special Education Services.
Organization of special services and school psychological interventions for children and youth in school, home and community settings. Theory of and research in consultation; application of consultation in school settings; methodology for the evaluation of outcomes; psychological and special services delivery in schools.

510 (3-6) d Advance Application of Assistive Technologies in Special Education.
Review of application of theory, current research, and technological development in microcomputer application and rehabilitation of individuals across age levels and areas of exceptionality.

511 (3) Special Topics in Human Development in Education.
Examination of theoretical approaches to human development, learning, and culture relevant to education. Topics rotate given faculty expertise. Students are encouraged to explore their research interests within the context of the course.

512 (3) Critical Issues in Special Education.
An advanced seminar to examine selected trends, divergent perspectives and controversies in the field of special education.

513 (3) Seminar in Developmental Disabilities.
An advanced seminar in developmental disabilities. The course stresses research findings in developmental disabilities as they apply to assessment and support. Students registered in this course are expected to be familiar with basic theoretical positions and methodologies concerning individuals with developmental disabilities.

514 (3) Seminar in Behavioural Assessment and Intervention.
Prerequisite: EPSE 433.
An advanced seminar on functional behaviour assessment and designing positive behaviour support plans for individuals across the age and ability range in home and school settings. Emphasis is placed on programming for generalization and maintenance, and on implementation supports.

515 (3-6) d Seminar in Behaviour Disorders.
An advanced seminar in behaviour disorders. The course stresses research findings in behaviour disorders as they apply to description, assessment, and intervention. Students registered in this course are expected to be familiar with basic theoretical positions and methodologies concerning individuals with behaviour disorders.

516 (3) Seminar in the Development and Education of the Creative and Gifted Learners.
This seminar critically analyzes theoretical conceptions of giftedness and creativity and considers their educational implications. A developmental approach to understanding high ability at different ages and stages is taken, including approaches to identification and curricular planning which focus on achieving appropriately matched educational experiences for students with high ability. Development of individual research interests within the context of the course is encouraged.

517 (3) Acoustic Environments and Amplification in the Classroom.
[3-0]
Consultative and collaborative models for audiologists and educators planning rehabilitation programs for deaf and hard of hearing students. Individual and groups amplification, cochlear implants, and acoustic environments.
Pre- or co-requisite: AUDI 598.

518 (3) Speech Development of Deaf and Hard of Hearing Students.
Assessment and program development associated with speech sound discrimination and production.
Pre- or co-requisite: AUDI 598.

519 (3) Development of English Language Skills of Deaf and Hard of Hearing Students.
The effects of hearing loss on development of English language skills; effects of varied linguistic input considered through reference to theories of language acquisition.
Pre- or co-requisite: EPSE 521. LING 350 is recommended.

520 (3) Curriculum Development in the Education of Deaf and Hard of Hearing Students.
Individual differences in communicative competence, social interaction and learning styles; relevance to curriculum adaptation.
Prerequisite: EPSE 519.

521 (3) Psychosocial Aspects of Hearing Loss.
Effects of hearing loss on cognitive and social/emotional development of deaf and hard of hearing children.

522 (3) Designing English Language Programs for Deaf and Hard of Hearing Students.
Assessment of English language skills; strategies for teaching linguistics skills; consultative and collaborative models for educators and speech pathologists planning language programs.
Prerequisite: EPSE 519.

524 (3) Practicum in Speech and English Language Development with Deaf and Hard of Hearing Students.
Strategies and techniques for teaching discrimination and production of speech to deaf and hard of hearing students; supervised practicum.
Prerequisite: All of EPSE 518, EPSE 522.

525 (3) Studies in Sign Language.
[3-0]
Properties of sign language systems and sign language acquisition and breakdown; relevance to current theories of memory and cognition. Educational implications of sign language research.
Prerequisite: EPSE 399.

526 (3) Seminar in Specific Learning Disabilities.
An advanced seminar on specific learning disabilities. The course stresses research findings in learning disabilities as they apply to description, diagnosis and programming. Students registered in this course are expected to be familiar with basic theoretical positions and methodologies concerning learning disabled individuals. Field work in applied research will be a course requirement.
Prerequisite: EPSE 316.

528 (3) Basic Principles of Measurement.
Test theory, including reliability, generalizability, validity and other psychometric topics.
Prerequisite: 1 of EPSE 482, EPSE 483 and an introductory course in measurement.

529 (3) Test Construction.
Measurement and scaling principles, and their applications in the construction and validation of measuring instruments (ability, interest, attitude, etc.).
Prerequisite: EPSE 528.

530 (3) Seminar in Education of the Deaf and Hard of Hearing.
Review of recent educational, psychological and audiological research and intervention techniques in the field of hearing impairment.

531 (3) Curriculum-Based Assessment and Intervention.
Direct and curriculum-based assessment and intervention of academic problems. Emphasis placed on a data-guided problem-solving approach to linking assessment to intervention to inform educational decision-making. Focus on procedures for assessing risk and monitoring the academic progress and responsive to intervention of students at a school-wide, classroom, and individual level across a variety of domains (e.g., literacy, numeracy, written expression, vocabulary).

532 (3) Assessment and Positive Behaviour Support in School and Community Settings.
Conducting functional behaviour assessments and designing positive behaviour support plans for individuals with significant behaviour problems in home and school settings .

533 (3) Psychosocial Aspects of Exceptionality.
Physical, mental, social, and emotional characteristics of exceptional children.
Prerequisite: 1 of EPSE 312, EPSE 317.

534 (3) Academic Assessment in Schools.
Administration, scoring, and interpretation of both formal (standardized) and informal approaches to academic assessment for children and youth are reviewed as well the domains assessed (i.e. oral language, reading, written language, math). Emphasis will be placed on selection of measures within a problem-solving model and appropriate use for educational decision-making, as well as linking assessment results to intervention.
Prerequisite: EPSE 528 or equivalent preparation in psychometrics.

535 (3) Social and Emotional Assessment in Schools.
Measures and techniques for the evaluation of social, emotional, and behavioral functioning in children and adolescents, as well as the linking of assessment information to the development and evaluation of interventions.

537 (3) Seminar in Multiple Disabilities.
Research and current practice in the education of children with multiple disabilities.
Prerequisite: EPSE 448.

538 (3) Seminar in Orientation and Mobility for the Blind.
Theories of body image development and construction of spatial concept and applications to the teaching of orientation and mobility to blind persons.

539 (3) Research Issues and Trends in the Education of Students with Visual Impairments.
Review of educational and developmental research studies of visually handicapped children.

540 (3) Seminar in Low Vision.
The course will develop an understanding of the cognitive aspects of vision and review theories of visual perception and their application to individuals with impaired sight.

541 (3) Braille Reading and Writing.
This course will provide students with basic skills in contracted literary braille transcription. Students will acquire competence in reading and writing braille using both the Perkins braillewriter and the slate and stylus. In addition, this class will address issues related to the societal and educational implications of reading and writing using an alternative to print.

542 (3) Working with Infants and Preschoolers who are Blind or Visually Impaired.
This course will address instructional and developmental issues for teachers of infants and preschoolers who are blind or visually impaired. It will also address issues related to providing educational services to children with blindness and additional disabilities. Students will review current research and practice in developmental issues and curriculum related to this unique population.

543 (3) Working with Students with Visual Impairments: Elementary and Secondary Curriculum.
This course will address curriculum adaptation and development at the elementary and secondary levels for students with visual impairments. The course will include topics related to instruction in the expanded core curriculum. Students will examine research and practice related to the modification of existing curriculum and unique instruction for students who are visually impaired.

544 (3) Literacy Instruction for Students who are Visually Impaired.
This course will address instructional issues and current research related to teaching students who are visually impaired to read and write. Unique aspects of literacy instruction will be presented including learning media assessment, development of tactile skills, conceptual development, techniques used to teach braille to students who are adventitiously blind and have established print literacy skills and the use of optical devices during literacy instruction.
Prerequisite: EPSE 541.

545 (3) Teaching Independent Living Skills to Students with Visual Impairments.
This course will address assessment and instruction of independent living skills for students with visual impairments. Course topics will include psychosocial issues as well as specific strategies for addressing students' needs for adaptive techniques for self-help, interpersonal communication, and recreation. Students will examine research and practice related to social inclusion, psychosocial development, recreation and leisure and daily living skills and the impact of this issues on the lives of individuals who are blind or visually impaired.

547 (3) Advanced Communication Skills Instruction for Students with Visual Impairments.
This course will address knowledge of the Nemeth Code for Mathematics and Scientific Notation and application of its use. In addition, other specialized braille codes will be presented and their use will be discussed. Content in this course will address issues related to tactile perceptual skills and how gathering information through touch differs from gathering information visually. Students will examine current research related to advanced braille use and instructional design. This course addresses key areas of the expanded core curriculum for students with visual impairments and includes competencies and knowledge required of teachers serving this population.
Prerequisite: EPSE 541.

549 (3) Seminar in Autism.
An advanced seminar in the study of the autism spectrum disorders. The course stresses research findings in autism and other pervasisve developmental disabilities as they apply to assessment and supports. Students registered in this course are expected to be familiar with basic theoretical positions and methodologies concerning individuals with autism spectrum disorders.
Prerequisite: EPSE 449.

550 (3) Professional, Ethical and Legal Issues in School Psychology.
This course will provide students with an empirical base for the study of fundamental concepts and issues of professional school psychology. As such the course will examine the ethical and legal responsibilities of the profession, focus on the major practical and professional issues in school psychology, develop a theoretical foundation and orientation for professional training and practice of school psychology.

551 (3-6) d School-based Consultation.
Same as CNPS 551.
This course will provide students with the opportunity to engage in the critical investigation of major theoretical and applied issues relevant to consultation in school settings, and indirect psychological service delivery, particularly in school settings. Additionally, the course is designed to provide students with skills in consultation and the development an application of appropriate experimental designs for research in consultation and the evaluation of treatment effects in applied settings.

552 (3-6) d School-based Interventions.
Critical investigation of applied issues relevant to academic, behavioral, social and emotional interventions for students in schools within a context of prevention and intervention. Students will gain knowledge and skills relevant to the identification, design, implementation, and evaluation of interventions for academic and behavior support in school settings and roles for school psychologists, school counselors, and teachers. The course will focus on current research and professional literature relevant to the application of empirically validated intervention procedures and the linking of assessment data to intervention design.

553 (3) Theories of Cognitive Abilities.
Theoretical foundations and issues concerning the nature, measurement and understanding of cognitive abilities throughout the lifespan.
Prerequisite: EPSE 528 or equivalent preparation in psychometrics.

554 (3) Practicum in Cognitive Assessment.
Administration, scoring and interpretation of measures of cognitive ability for children and youth. Students typically complete one integrated psycho-educational assessment of a child referred for services. Prerequisite: EPSE 528 or equivalent preparation in psychometrics. Registration normally restricted to students in the SCPS program.

561 (3-12) c Laboratory Practicum.
EPSE 565 (3/6) d Special Course in Subject Matter Field.
Courses in various subject matter fields designed to bring teachers up to date in recent findings in each field.

565 (3/6) d Special Course in Subject Matter Field.

568 (3) Applied Developmental Neuroshychology.
Same as CNPS 568. Study of brain-behavior relationships across the lifespan with special emphasis on neurodevelopment. A review of recent concepts, problems, and methods in the field. Issues from neuroanatomy to higher mental processes and rehabilitation and its applications to individuals with neuropsychological dysfunctions.

569 (3) Social Psychological Foundations in Applied Psychology.
Same as CNPS 569. This course provides students in counseling psychology and school psychology with a foundational perspective on social psychological theory and research and its application to applied research and practice. Traditional content areas within social psychology such as the self, social cognition, attitudes and persuasion, group influence, prosocial behavior, aggression and conflict, and close relationships will be considered for their relevance to the practice domains of counseling and school psychology.

571 (3/6) c Seminar in Research in Educational Psychology and Special Education.
This course focuses on identifying interesting and well-grounded research questions and critically analyzing and integrating research literature relevant to students' areas of interest. Conceptual and practical aspects of the research process will be covered, such as how to find and read relevant research (comprehension, analysis, and synthesis of research), writing about research (the language of research, stylistic conventions), and the process of research (finding a supervisor and/or committee).
Prerequisite: EPSE 501 or approved graduate course work.

573 (3) Advanced Seminar in Research on Exceptional Children.
Review of research related to special education and its application to the field. Normally taken late in the student's program.

580 (3-12) d Investigation and Report of a Problem in Education.
Directed Studies.

581 (3-12) d Special Topics in Research Design and Analysis.
Topics vary depending on students' needs and the special interests and competencies of faculty. Includes laboratory and other practical experience.
Prerequisite: All of EPSE 481, EPSE 482.

584 (3) Motivation in Education.
Historical and methodological foundations of contemporary studies on motivation. An interdisciplinary review, including how models of motivation differentially impact approaches to pedagogy, curriculum, and other aspects of learning in and beyond schools and communities of practice.

EPSE 585 (3) Social-emotional Development in Education.
Examines theoretical foundations and current research on the promotion and evaluation of social and emotional development and learning in schools and community settings, including cooperation, group interaction, moral education, and classrooms as social systems.
Prerequisite: EPSE 505 or equivalent.

EPSE 589 (9) Masters Internship in School Psychology.
The culminating training experience to prepare school psychologists at the master's level. A 1600 hour internship in a school-based setting. Prerequisite: Admission to the School Psychology M.A. or M.Ed. Program and completion of all required coursework.

590 (3) Graduating Paper/Seminar.

591 (3) Theory and Practice of Program Evaluation.
Program Evaluation. Principles, procedures and designs for evaluating educational and other social programs. Focuses on contemporary models for evaluating large-scale educational programs.
Prerequisite: EPSE 592.

592 (3) Experimental Designs and Analysis in Educational Research.
Analysis of variance and covariance with one covariate, including various analyses via linear contrasts.
Prerequisite: EPSE 482 .

593 (3) Design and Analysis of Research with Small Samples and Single Subjects.
This is a course focusing on quantitative methods for analyzing research with 1 case or a small number of participants. Various single-subject designs will be investigated, such as the ABAB and multiple baseline design. Various analytical techniques, including time-series analysis will be studies.
Prerequisite: EPSE 592.

594 (3) Meta-Analysis: Quantitative Research Synthesis.
This is a course investigating quantitative methods for integrating a large number of published research studies on a single topic. Methods for estimating effect sizes from a wide variety of statistics presented by the original authors will be examined. Students will learn to integrate effect sizes to draw defensible conclusions summarizing a large body of research.
Prerequisite: EPSE 592.

595 (3) Qualitative Methodologies in Educational Psychology and Special Education.
This course is an advanced level course designed to promote students' understanding of the use of qualitative research methods in the fields of Applied Psychology, Educational Psychology, and Special Education. The course is structured to build on students' extant understandings of research methodology as conceived in quantitative paradigms in order to broaden their understanding of approaches to educational research. This is accomplished by assisting students to (a) recognize research paradigms as examples of disciplined inquiry; (b) situate various models of qualitative inquiry (e.g., case studies, ethnography, phenomenology, critical theory) within the range of educational research methodologies; (c) conceptualize a research question and design a qualitative research study that they might conduct in their chosen fields; (d) write and revise a research proposal, reconsidering their assumptions about the process of inquiry in that process; (e) conduct a mini-study that applies data collection and analysis techniques appropriate to a selected model of qualitative inquiry; and (f) represent their findings as part of an in-class poster fair. This course will be of particular interest to students who have a strong background in traditional approaches to research and who wish to expand their understanding of methodological approaches, to prepare a credible qualitative research proposal/report, and/or to develop skills to critically interpret qualitative research reports that appear in their chosen fields.

596 (3) Correlational Designs and Analysis in Educational Research.
Correlation, including partial, multiple, and curvilinear; regression methods in testing linear hypotheses; extended treatment of analysis of variance and covariance.
Prerequisite: EPSE 592.

597 (3) Factor Analysis and its Application to Behavioural Sciences.
Understanding of data reduction methods with multivariate observations, meaningful interpretation of extracted factors in the area of behavioural research. Laboratory exercises will be required.
Prerequisite: EPSE 596.

598 (3-12) d Field Experiences.

599 (6) Masters Thesis.

601 (3/6) c Doctoral Seminar.
The process of completing doctoral thesis will be reviewed.

604 (3/6) Advanced Topics in Human Development, Learning, and Culture.
Advanced research in human development, learning, and culture across perspectives from educational psychology. Topics rotate given faculty expertise. Students are encouraged to explore their research interests within the context of the course.

Next offering will be taught by Dr. Jennifer Vadeboncoeur (Winter Term 2 on Wednesdays from 4:30-7:30 pm)

Topic: Thinking Through Identity, Self, Subjectivity: Disciplinary and Transdisciplinary Perspectives

Description: This course engages students in an examination of concepts including identity formation, identity construction, identity position, self/other relationships, and subjectivity, and the disciplinary and transdisciplinary processes and theories that ground them. The course includes readings from the work of Erikson, Marcia, Vygotsky, Bakhtin, Wertsch, Lefebvre, Bhabha, Foucault and Butler, among others, and culminates with a final presentation and paper

606 (3) College and University Teaching.
Designed primarily for graduate students preparing for post-secondary teaching. Examination of issues from the standpoint of research in educational psychology, including principles of learning, instructional technology, assessment, as well as developing, organizing, and evaluating instruction.

630 (3) Advanced Seminar: Adolescence Through Emerging Adulthood.
Exploration of the diversity of experience from adolescence through emerging adulthood, including current educational research and theory on developmental trajectories and learning across family and peer, school and community, and cultural and global contexts.

632 (3) Systems Change in Schools.
This course is designed to provide foundational knowledge on systems change and an introduction to the empirical literature and available resources on the promotion and adoption of classroom, school, and systems level approaches to prevention and intervention. The course is designed for advanced graduate students who are interested in working directly with systems, policy makers, and important stakeholders to facilitate lasting change.

633 (3) Community-Based Systems.
This doctoral level seminar will address the literature on ecological models of service provision for children, youth and their families across a number of community-based systems. Emphasis will be placed on understanding the role of community and how professionals working with children, youth and their families can make change at a community level. Additional focus will be placed on working across multiple educational, health, medical, and other human service systems to provide integrated services for children, youth, and their families.

681 (3-12) d Topics in Educational Research and Measurement.
This is a course examining advanced topics in educational research methods. Hierarchical Linear Modeling (HLM) has been offered. The most frequently offered special topics is Structural Equation Modeling (SEM) in which causal patterns are suggested from correlational data. In SEM, techniques such as path analysis are examined, and analyses, such as by LISREL are demonstrated.
Prerequisite: All of EPSE 528, EPSE 592, EPSE 596.

682 (3) Multivariate Designs and Analysis in Educational Research.
Multivariate analysis of variance and covariance, discriminant analysis and canonical analysis.
Prerequisite: EPSE 596.

687 (3-12) d Pre-Doctoral Field Experiences.
A 250-hour doctoral level practicum. Students are typically placed in a school or agency setting and development individual goals and objectives in areas of assessment, intervention, consultation, etc

688 (3/6) Supervision of School Psychology Practice.
A practicum desiged to provide advanced doctoral students in school psychology instruction and practice in the supervision of school psychology practice. Prerequisite: Admission to the School Psychology PhD program.

689 (9) Pre-Doctoral Internship .
The pre-doctoral internship in school psychology is the culminating field experience of the PhD program in School Psychology. Students complete a 1600 hour internship in a school or other agency setting under the supervision of a registered psychologist. Prerequisite: Admission to the School Psychology PhD Program, Completion of all required coursework, comprehensive examinations, and admission to candidacy.

699 (0) Doctoral Thesis.