This course is designed to provide graduate students with a broad and integrated understanding and advanced graduate-level knowledge in the biological bases that effect human behavior, emotions, development and learning. This course will facilitate a comprehensive understanding of physiological processes that influence perception, cognition, emotion, learning and motivation. Specifically, the course will introduce student to the structure and physiology of the brain, hormonal influences on behavior, affective bases of behavior, and roles of psychopharmacology.

Tying current research on science teaching/learning to a classroom practice, this course examines advanced teaching strategies, discusses equity issues, and makes connections between formal and informal learning.

Matrix algebra, linear models, profile analysis, analysis of multivariate experimental designs, discriminant, canonical, and components analysis. Prerequisite: EDUC 771

Supervised on-the-job CAGS school psychology experience. Work includes delivery of indirect and direct services in the areas of assessment, prevention, intervention, case management, and system level service delivery.

Exploration of student-centered and democratic teaching methods in the social studies.

For advanced doctoral students in education, psychology, and sociology. Techniques for specifying statistical models that conform to theory, fitting the models to data, testing the fit of the models and based on the analysis, either rejecting or modifying the theory. Prerequisite: Educ 771.

The purpose of this course is to allow graduate students to apply research skills and knowledge to a research project in the area of higher education.

This seminar will explore cognitive development from infancy to middle childhood and adolescence. We begin with a brief study of the neural bases of cognition and an exploration of theories specific to the study of cognition. Other areas of study of cognitive development include language and literacy, number and space, and play.

Critical evaluation of current literature, research yearbooks, and experiments in curriculum and teaching of English. Prerequisites: Educ 515 and teaching experience.

Students will explore the use of dynamic technological tools for teaching and learning mathematics. In addition to developing facility with some of these tools, students will explore issues of visualization, simulation, and animation and their impacts on learning. The course will incorporate critical evaluation of current literature, research, and studies in curriculum and teaching of secondary school mathematics and is relevant to practitioners and researchers.