EPSY 220 introduces students to prominent psychological theories of career and adult development and guides students through an innovative life planning process. The course is designed for students from every major concentration and requires no pre-requisite knowledge of psychology. Students will develop a working knowledge of theory through interactive lectures, guided class discussions, case-based readings, and group activities that require them to think critically and flexibly in order to generate solutions for real-world problems. Through class exposure to the methods and results of empirical research, students will learn about psychological measurement in general as well as the specific psychological measures associated with each theory presented in the course. By completing these measures themselves, students will obtain empirical knowledge of their personal goals, skills, values, abilities, interests, and career paths. They will integrate this knowledge of self with knowledge of theory via written assignments and interactive class projects. Throughout the course, students will increase their professionalism and improve their ability to write and speak effectively by developing résumés and cover letters, and by practicing networking, informational-interviewing, giving an “elevator speech,” and job interviewing. Additional fees may apply. See Class Schedule.
Design and implementation of an innovative life planning process; a participatory experience that includes a survey of theories, models, and research on life and career planning and that encourages systematic skill identification, values clarification, and the development of job search strategies. Additional fees may apply. See Class Schedule.
Theory of and research on adult learning and development; includes societal context, performance, physiology and health, personality, and learning; and considers stability and change during young adulthood, middle age, and old age. Meets both foundational requirements for EPSY. Prerequisite: EPSY 201, or equivalent, or consent of instructor.
Examines early adolescent development, covering biological, cognitive, and social transitions. Topics include identity, autonomy, peer and family relationships and the role of schooling and the media. Secondary certification students should enroll for 2 hours in spring. Elementary certification students who desire middle school certification should enroll for 2 hours in summer. Alternative Certification Students may enroll for 3 hours. Students from other majors may enroll for 4 hours in the spring. The 4 hours section includes additional assignments and discussion, and may include voluntary participation in experiments. Undergraduate and Graduate work load will commensurate with the requirements. 2 hours for all other certification and GSLIS.
Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Approved for both letter and S/U grading. May be repeated. Prerequisite: Consent of instructor required.
Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Approved for both letter and S/U grading. May be repeated. Prerequisite: Consent of instructor required.