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Course Criteria
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2.00 Credits
This course introduces human development from birth to adolescence with a special focus on development during ages 5 through 11. Emphasis is placed on the physical, intellectual, emotional/social, and cultural development of the child and the implications on living and learning. A study of learning issues commonly identified during this period will be discussed, as well as issues concerning social-emotional well-being and health issues of middle childhood. Students will also critically examine, explore, and discuss changes in the social roles of youth, including peer and family relations and school influences on learning and development. An observational component will be required of all students. Please note that only one version of EPS500 may be counted toward a degree. 2 semester hours
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3.00 Credits
Adolescence (10-14) This course introduces human development with a special focus COURSE DESCRIPTIONS 304 NATIONAL COLLEGE OF EDUCATION on young adolescent development from 10-14 years old. Students examine and develop an appreciation of the unique needs of development during this growth. Emphasis is placed on the physical, intellectual, emotional/social, spiritual, and cultural development of the young adolescent and the implications on living and learning. An in-depth study of young adolescent health issues is also an essential part of this course. Students critically examine, explore, and discuss changes adolescents experience that might involve them in risky behaviors, possibly jeopardizing their current health status, but also possible life-long health status. Students learn the value of developing collaborative relationships with community health resources. Please note that only one version of EPS500 may be counted toward a degree. 3 semester hours
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2.00 Credits
This course introduces human development with a special focus on adolescent development from 11-18. Students examine and develop an appreciation of the unique developmental needs of adolescents as nested within the boarder framework of human development. Emphasis is placed on the implications of physical (including adolescent health issues), cognitive, emotional/social, spiritual, and cultural development of the adolescent for living and learning. Students critically examine, explore, and discuss developmental changes adolescents experience that might lead them to become involved in risky behaviors, possibly jeopardizing them both in the present and the future. Students learn the value of developing collaborative relationships with community resources to provide comprehensive services for adolescents. Please note that only one version of EPS500 may be counted toward a degree. 2 semester hours
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3.00 Credits
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 place on understanding the integration of these developmental processes in normal and exceptional 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. Please note that only one version of EPS500 may be counted toward a degree.(This course is available only in the Early Childhood Leadership and Advocacy Program) 3 semester hours
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2.00 Credits
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
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3.00 Credits
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: EPS500 or EPS510 or equivalent. 3 semester hours
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2.00 Credits
This course is the second in a three part alternative core of courses that is offered in select cluster groups. This course, along with FND506 and ESR509 must be taken in sequence and no substitution is allowed. In these courses students explore educational issues from historical, social, psychological, and philosophical perspectives through this integrated interdisciplinary forum. A problem-based inquiry approach enables students to link theory and practice at multiple levels, including that of the individual, the classroom, the school community, and the larger society. Students use the literature from educational psychology and educational foundations to actively examine educational issues and to critique their own assumptions about human learning and development and a proper educational experience. Through interpretive and empirical inquiry, students further expand their understanding of these issues as well as their understanding of educational research processes. Drawing from the foundational framework developed in Term I, students in EPS508 explore issues of diversity and education. Students critically examine the dynamic interactions between society, community, family, classroom, and the individual as they relate to processes of schooling, learning and human development. 2 semester hours
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2.00 Credits
System for School Counselors Introduces students to the structure, organization and operation of the educational system with an emphasis on P-12 schools. Course is designed for School Counseling professionals who function in roles that support direct instruction and intervene with students and their families in school settings. Activities provide an open forum in which students first understand and then construct their own ideas about effective schooling in the United States. Prerequisite(s): Graduate standing or admission to the School Counseling Program and/or permission of instructor. 2 semester hours
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2.00 Credits
This course explores theories and current research in COURSE DESCRIPTIONS 305 NATIONAL COLLEGE OF EDUCATION educational psychology as they relate to questions of teaching and learning. As they examine and discuss literature in the field, students also have an opportunity to reflect upon their own experiences and assumptions regarding teaching/learning. Questions of assessment, diversity, classroom management, and motivation will also be explored. Students will critically analyze theoretical constructs and apply them to simulated educational situations and field experiences. 2 semester hours
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3.00 Credits
Contexts (M.A.T. students) During this course students explore theory and research on human development as it relates to teaching and learning in diverse educational settings. Students focus on the development issues/processes of different age learners across different domains (e.g. neurological, cognitive, linguistic, social, emotional). Students also examine the relationship between these processes and the acquisition of academic competence, including habits of mind that promote ongoing learning and mental health in schools. Fifteen hours of observations are required of all students. Prerequisite(s): none. 3 semester hours
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