Courses Completed at the University at Albany
EPSY 522 Adolescent Development
This course focuses on development during middle childhood and adolescence (ages 10 through 18) with emphasis on the interaction of biological, psychological, and school forces. Topics include individual and group differences, their implications for teaching and advising students, general theories of adolescent development, and a variety of issues facing adolescents.
EPSY 530 Statistical Methods I
Descriptive statistics including measures of central tendency and variability, correlation and regression. Introduction to statistical inference, including sampling distributions, significance tests, confidence intervals, and power of tests of significance.
EPSY 540 Assessment in Education
Theory and practice of assessment for teachers and other professionals. Emphasis on classroom assessment and evaluation practices consistent with the NYS Learning Standards. Methods include performance assessments, instructional rubrics, student portfolios and exhibitions, and objectively-scored tests. Assessments used for improving student performance and teaching practice.
EPSY 610 Advanced Educational Psychology: Learning & Instruction
Theories of learning; educational practices in light of research on learning.
EPSY 623 Advanced Developmental Psychology
Emphasis on human development research and theory for children in the school years. Students will be expected: (1) to analyze critically selected developmental research; (2) to compare research methods within developmental psychology; and (3) to participate in ongoing developmental research.
EPSY 630 Statistical Methods II
Emphasis is on statistical inference. Topics include one- and two-way analysis of variance, multiple comparison tests, correlation and regression techniques, chi square, and nonparametric statistics.
EPSY 640 Educational and Psychological Measurement
Principles and concepts of measurement; validity and reliability of tests; norms; standardized tests of aptitude and achievement; measures of interests and other personality traits.
EPSY 687 Institute in Education
Special course, not part of the pattern of regular offerings, designed to meet particular nonrecurring needs. Available for division use and subject to division approval. The spring 2008 semester, taught by Dr. Patrick Jones, focused on item response theory.
EPSY 713 Self-Regulated Learning
This course will explore self-regulation and related concepts such as metacognition and self-assessment. Focusing on academic self-regulation, course topics will include both general and domain-specific theories and research, the challenges of measuring self-regulation, and applications to education, clinical psychology, health, and other professional fields, depending on student interest. Students in the course will engage in regular self-regulation and will learn to write grant proposals for future research in self-regulation.
EPSY 721 Comparative Theories in Human Development
Selected theories of child and adolescent development. Implications for education.
EPSY 725 Seminar in Human Development
Examination of selected topics and issues in developmental psychology. The fall 2007 semester, taught by Dr. Frank Vellutino focused on theories of language development.
EPSY 735 Seminar in Statistics
The spring 2007 semester, taught by Dr. Robert Pruzek, included the following topics: propensity score analysis, blocking, factor analysis, bootstrapping, and issues around research design.
EPSY 797 Research Apprenticeship
Spring 2007 (Dr. Abbe Herzig): Investigated current literature related to social justice issues in the teaching of mathematics.
Fall 2007 (Dr. Robert Pruzek): Investigated uses of R in performing statistical analysis. Assisted in the teaching EPSY 530 Statistics I. In addition to typical teaching duties we utilized moodle as the content delivery system.
Sprint 2008 (Dr. Zheng Yan): Investigated the relationship between academic success and self-regulation for undergraduate nursing students enrolled in an online college program. Analysis completed using structural equation modeling.