A study of the psychology and development of the adolescent that focuses on the development of self-governance and identity during early, middle, and late adolescence. An ecological perspective will be presented that emphasizes the role that risk and protective factors play in cognitive, physical, and socio-emotional development. Special attention will be given to the role that culture and diversity play in these developmental processes and outcomes, and to activities that promote resiliency. Resources for educators to address and prevent substance abuse in the context of healthy development will be discussed. Theory and research are presented with an emphasis on implications for working and understanding adolescents in educational settings. Not open to first semester freshmen. Fulfills diversity requirement. Offered in Fall.
Undergraduate Courses
Course Delivery DEFINITIONS:
- Online Courses: In online teaching, 100% of instruction takes place online via Canvas and with supplemental platforms like Zoom. There are two types of online courses: asynchronous and synchronous.
- Asynchronous online: Course is fully online, with lessons, assignments, and activities posted in Canvas with due dates. Students complete coursework, engage in discussions, etc., based upon their own schedules, but are required to meet posted deadlines.
- Synchronous online: Online course that includes real-time class meetings using technology (e.g. Zoom). The number of required meetings varies based upon the particular class, but meetings take place during the scheduled class times. Faculty will inform students of the schedule for real-time meetings in their courses.
- Hybrid Courses: Hybrid courses combine both in-person, on-campus meetings with online instruction. All face-to-face activities take place during the regularly-scheduled meeting times in the rooms assigned on the course listing. The number of in-person meetings varies by course. Faculty will notify students of the exact meeting schedule for their courses.
If your class is not listed as online or hybrid, it will meet fully face-to-face following the noted class schedule.
A study of the psychology and development of the child that primarily focuses on the school years from five through eighteen. An ecological perspective will be presented that emphasizes the role that risk and protective factors play in cognitive, physical, and social-emotional development. Special attention is given to the role that culture and diversity play on these developmental outcomes and processes and to activities that promote resiliency. Resources for educators to address and prevent substance abuse in the context of healthy development will be discussed. Theory and research are presented with an emphasis on implications for working and understanding children and adolescents in educational settings. Not open to first semester freshmen. Fulfills diversity requirement. Field requirement in family and community settings only for B-6 majors 10 hours and for IEC majors 6 hours. Fall and Spring.
A study of the psychology and development of the child that primarily focuses on the school years from five through eighteen. An ecological perspective will be presented that emphasizes the role that risk and protective factors play in cognitive, physical, and social-emotional development. Special attention is given to the role that culture and diversity play on these developmental outcomes and processes and to activities that promote resiliency. Resources for educators to address and prevent substance abuse in the context of healthy development will be discussed. Theory and research are presented with an emphasis on implications for working and understanding children and adolescents in educational settings. Not open to first semester freshmen. Fulfills diversity requirement. Field requirement in family and community settings only for B-6 majors 10 hours and for IEC majors 6 hours. Fall and Spring.
A study of the psychology and development of the child that primarily focuses on the school years from five through eighteen. An ecological perspective will be presented that emphasizes the role that risk and protective factors play in cognitive, physical, and social-emotional development. Special attention is given to the role that culture and diversity play on these developmental outcomes and processes and to activities that promote resiliency. Resources for educators to address and prevent substance abuse in the context of healthy development will be discussed. Theory and research are presented with an emphasis on implications for working and understanding children and adolescents in educational settings. Not open to first semester freshmen. Fulfills diversity requirement. Field requirement in family and community settings only for B-6 majors 10 hours and for IEC majors 6 hours. Fall and Spring.
In this course developmental issues from the prenatal period through age eight across diverse populations will be examined. An ecological perspective will be presented that emphasizes the role that risk and protective factors play in cognitive, physical, language, and social-emotional development. Attention will be given to factors that promote the healthy growth and well-being of the child. Theory and research will be presented in the context of practical application with an emphasis on implications for working with and understanding children in educational settings. Not open to first semester freshmen. Fulfills diversity requirement. Six (6) hours of fieldwork in family and community settings for IEC majors. Offered in Fall only.
This course addresses the psychological and physiological effects of substance (alcohol, drugs, etc.) use and abuse. Legal, moral, and social issues will be discussed, as well as education and prevention programs and their effectiveness. This course satisfies the drug education requirement set forth by the New York State Education Department. Fee required. Offered in Fall, Spring, and Summer.
Date: 9/12/2015 - Fee $65 X'd w/EPY 637 w1
This course addresses the psychological and physiological effects of substance (alcohol, drugs, etc.) use and abuse. Legal, moral, and social issues will be discussed, as well as education and prevention programs and their effectiveness. This course satisfies the drug education requirement set forth by the New York State Education Department. Fee required. Offered in Fall, Spring, and Summer.
Date: 9/26/2015- Fee $65 X'd w/EPY 637 w2
This course addresses the psychological and physiological effects of substance (alcohol, drugs, etc.) use and abuse. Legal, moral, and social issues will be discussed, as well as education and prevention programs and their effectiveness. This course satisfies the drug education requirement set forth by the New York State Education Department. Fee required. Offered in Fall, Spring, and Summer.
Date: 10/17/2015 - Fee $65 X'd w/EPY 637 w3
This course addresses the psychological and physiological effects of substance (alcohol, drugs, etc.) use and abuse. Legal, moral, and social issues will be discussed, as well as education and prevention programs and their effectiveness. This course satisfies the drug education requirement set forth by the New York State Education Department. Fee required. Offered in Fall, Spring, and Summer.
Date: 11/14/2015 - Fee $65 X'd w/EPY 637 w4
A study of various aspects of the instructional setting including individual, group, and cultural differences; learning and instructional theories; motivation; assessment and evaluation; and classroom management. Field requirement for B-6 majors: 5 hours in primary grades and 5 hours in intermediate grades. Prerequisite: a course in child and/or adolescent development or psychology (e.g., EPY 243, 244, or 245). Fulfills writing-intensive requirement. Offered in Fall and Spring.
Writing Intensive Course
A study of various aspects of the instructional setting including individual, group, and cultural differences; learning and instructional theories; motivation; assessment and evaluation; and classroom management. Field requirement for B-6 majors: 5 hours in primary grades and 5 hours in intermediate grades. Prerequisite: a course in child and/or adolescent development or psychology (e.g., EPY 243, 244, or 245). Fulfills writing-intensive requirement. Offered in Fall and Spring.
Writing Intensive Course
The topics of this course focus on establishing and managing an effective learning environment. Topics include: planning spaces for learning, developing clear classroom rules and procedures, keeping students engaged, communicating effectively with diverse students, and creating caring relationships. Offered in occasionally.
Course meets Tue. and Thu. From September1st - October 1st
A study of various aspects of the instructional setting including individual, group, and cultural differences; learning and instructional theories; motivation theories; assessment and evaluation; and classroom management. Instructional technology is integrated throughout the course as supported by principles of educational psychology. Field requirement for B-6 majors: 5 hours in primary grades and 5 hours in intermediate grades. Fulfills writing-intensive requirement. Prerequisite: a course in child and/or adolescent development or psychology (e.g., EPY 243, 244, or 245). Offered in Fall and Spring.
Writing Intensive
A study of various aspects of the instructional setting including individual, group, and cultural differences; learning and instructional theories; motivation theories; assessment and evaluation; and classroom management. Instructional technology is integrated throughout the course as supported by principles of educational psychology. Field requirement for B-6 majors: 5 hours in primary grades and 5 hours in intermediate grades. Fulfills writing-intensive requirement. Prerequisite: a course in child and/or adolescent development or psychology (e.g., EPY 243, 244, or 245). Offered in Fall and Spring.
Writing Intensive
Students will engage in one on one mentoring and curriculum enrichment with urban at risk students two times a week during a semester. Offered occasionally.
Mentoring Urban Youth X w/EPY 591-X1
Students will engage in one on one mentoring and curriculum enrichment with urban at risk students two times a week during a semester. Offered occasionally.
Mentoring Urban Youth X w/EPY 591-X2
Students will engage in one on one mentoring and curriculum enrichment with urban at risk students two times a week during a semester. Offered occasionally.
Mentoring Urban Youth X w/EPY 591-X3
Students will engage in one on one mentoring and curriculum enrichment with urban at risk students two times a week during a semester. Offered occasionally.
Mentoring Urban Youth X w/EPY 591-X4
Students in this course will complete a full semester in a P-12 school where they are expected to complete their student teaching the subsequent semester. Students will spend a minimum of four hours a week observing and working in the P-12 classroom. The initial stage of this residency provides an opportunity to become familiar with the school, students, teachers, and classroom procedures. Students will also assist teachers in completing action research or another substantial, faculty-approved project. Offered occasionally. Permission and arrangement by instructor are required.
Crosslisted w/EPY 590-X1 (crn 2045)
Students who wish the opportunity to work on a topic with an Educational Psychology faculty member should contact the faculty member directly to arrange course requirements. Offered Fall, Spring, and Summer on an as-needed basis.
Independent Study form required