CEP 800: Psychology of Learning in School and Other Settings

Semesters: Instructor, Summer 2014 (Syllabus)

Course description: Psychologists generally define learning as “a relatively permanent change in behavior that occurs as a result of experience.” From this perspective, learning is distinct from performance, which refers to the translation of learning into behavior. CEP 800 assumes that learning is an “active, socially-mediated construction of knowledge in school, home, community, and work settings.” So what is learned, how it is taught and learned, and what learners bring to the setting, all interact dynamically to result in a “relatively permanent change in behavior.” Most importantly, this definition also points out that a change in any one of these variables – e.g., changing what learners bring to a setting or changing how something is a taught – will be associated with changes in what is learned. With this in mind, CEP 800 also examines how technology may affect what students learn and how teachers teach. In this way, CEP 800 integrates the psychology of learning in school and other settings with an examination of how technology relates to this process.

CEP 807 / ED 870: Proseminar in Educational Technology

Semesters: Teaching Assistant, Fall 2012 (Syllabus), Spring 2013 (Syllabus), Summer 2013 (Syllabus), Fall 2013 (Syllabus), Spring 2014 (Syllabus), Summer 2014 (Syllabus), Spring 2015 (Syllabus)), Fall 2015 (Syllabus)).

Course description: For the program’s required final evaluation, students prepare an online portfolio summarizing their work in the MAET program and present this work in a group setting. Portfolios and presentations will be evaluated by at least 2 MAET course instructors, including at least one MAET faculty. Work presented must demonstrate the student’s competence in using technology to support teaching and learning and for presenting work clearly and professionally.

CEP 815: Technology and Leadership

Semesters: Instructor, Spring 2013 (Syllabus), Summer 2013, Fall 2013, Spring 2014; Teaching Assistant, Fall, 2012

Course description: New technologies not only have the potential of changing what and how students learn, but they can also alter the task of teaching in significant ways. In this course, we will examine the complex charge of being responsible for managing relationships between technology, teaching, and learning. We will look at technology from multiple perspectives to assess its potential benefits and challenges to different audiences. Professional development strategies, project management, planning, evaluation, relationship building, along with the ethical and social implications of technology integration will be examined.

CEP 904: Social Emotional Development

Semesters: Instructor, Spring 2016 (Syllabus)

CEP 904 reviews theory and research in the area of social emotional development. Course topics include parent-child relationships, peer relationships, social cognition, identity, & competence, emotions & self-regulation, and cultural and policy influences on development. Special attention is given to the contexts of social and emotional development. As a doctoral level course, a basic background in development theory and research is assumed. Readings emphasize formal theories, research findings, and implications for practice. The workload and level of material are commensurate with a three-credit offering at the 900-level.