Counselor Education (EDP)
How to Read Course Descriptions
The bolded first line begins with a capitalized abbreviation that designates the subject area followed by the course number and title. The unit value is also displayed.
Components: Indicates that the course has multiple components, such as lecture (LEC) and laboratory (LAB). The corresponding component hours are included in parentheses. For example, LEC (2), LAB (3).
The course description outlines what topics are covered in the course.
Prerequisites: Coursework to be completed and/or requirements required before taking the course.
Co-requisites: Course(s) that must be taken in the same term.
General Education Key: Indicates the General Education area for which the course may fulfill a requirement.
- SD- Science Distributive Requirement
- BSD- Behavioral and Social Science Distributive
- HD- Humanities Distributive Requirement
- AD- Arts Distributive Requirement
- EC- English Composition Requirement
- PS- Public Speaking Requirement
- I- Interdisciplinary Requirement
- J- Diversity Requirement
- W- Writing Emphasis
- F- Foreign Languages Culture Cluster
- AR- Arabic Culture Cluster
- ASL- American Sign Language Culture Cluster
- CC- Classical Civilizations Culture Cluster
- FA- France & Francophone Area Culture Cluster
- GER- Germany Culture Cluster
- IT- Italy Culture Cluster
- REE- Russia & Eastern Europe Culture Cluster
- SP- Spanish Culture Cluster
Distance Education: Indicates if a course is approved to be offered via distance education. See the class schedule for details.
Typically Offered: Indicates what semester the course is typically offered.
Repeatable for Credit: Indicates if a student can take the course again and obtain credit.
Cross Listed: Indicates if there are any other course offerings that are considered equivalent to the course listing.
EDP 501. Young Adolescent/Adolescent Cognition, Development and Learning Theories. 3 Credits.
This course is a study of the physical, personal, social and emotional development of early through late adolescence in the context of classroom teaching; it also examines selected learning theories. There is a field component.
EDP 531. Principles Of Educational Testing. 3 Credits.
Contact department for more information about this course.
EDP 550. Advanced Educational Psychology. 3 Credits.
Processes by which skills, understanding, concepts, and ideals are acquired; teaching practices in relation to basic research concerning learning; similarities and differences in theories of learning.
EDP 553. Assessment for Learning Early Grades. 3 Credits.
This course is designed to provide students the knowledge and skills to use multiple developmentally appropriate assessments (authentic, screening, diagnostic, formative, and summative) to guide instruction related to standards, to monitor results of intervention and their implications for instruction for all students, and report assessment results.
Pre / Co requisites: EDP 553 requires a prerequisite of EGP 520.
EDP 554. Assessment for Learning- Middle Grades. 3 Credits.
This course is designed to provide middle grade candidates the knowledge and skills to use multiple developmentally appropriate assessments (authentic, screening, diagnostic, formative, and summative) to guide instruction related to standards, to monitor results of interventions and their implications for instruction for all students, and report assessment results.
Pre / Co requisites: EDP 554 requires prerequisite of MGP 520, EDP 501, EDA 542; field clearances.
EDP 569. Adolescent Development & Learning. 3 Credits.
Mental, physical, emotional, and social development and behavior of the adolescent with emphasis on various types of learning. Case studies are used.
EDP 570. Cognition and Transformation. 3 Credits.
A course in helping students understand theories of learning as they relate to the pre-k through high school learner as well as the cognitive and social development of the learner. The goal of the course is to understand the student's cognitive and social needs within the framework of his or her education and social contexts and to empower the student to create educational and social change.