EDCG 5090 – Advanced Educational Psychology

COURSE OVERVIEW:

This graduate foundational course examines major learning theories and their applications in educational practice. Educators will analyze cognitive and affective factors that influence student learning across diverse educational contexts. Students will explore influential learning and developmental theories as conceptual frameworks for understanding educational activities in formal and informal settings. For each theoretical perspective, students will examine underlying assumptions about the roles of learners, teachers, knowledge construction, instructional activities, learning communities, and assessment practices. Course emphasizes critical analysis of how different theoretical lenses inform educational decision-making and instructional design. Students will apply theoretical frameworks to real-world educational scenarios and develop evidence-based approaches to support diverse learners. Prepares educators to make informed pedagogical decisions grounded in learning theory and educational psychology research.  I have taught the course 3 times, (Summer- 2019, 20, and 21).

 SAMPLE SYLLABUS:

• Summer 2021

Sample Course Assignment:

• Final Paper

• Sample Exemplar Below 

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GRADE DISTRIBUTION

COURSE REVISION STATEMENT

Since first teaching EDCG 5090: Advanced Educational Psychology in Summer 2019, I have revised the course to emphasize critical analysis, culturally responsive pedagogy, and the application of learning theory to practice. Originally designed as a broad survey of major theories in cognition, development, and motivation, the course has evolved into a practice-oriented foundation that prepares graduate candidates to connect psychological frameworks to real-world educational contexts and leadership decisions.

Early iterations highlighted the central tenets of behaviorist, cognitive, constructivist, and sociocultural theories. Over time, I enriched the applied components by introducing theory-mapping assignments, case-based analyses, and peer-led seminars that required candidates to synthesize research and demonstrate how theoretical perspectives inform instructional design, assessment practices, and classroom decision-making. These revisions reflect the expectations of the CEC Advanced Preparation Standards, particularly in Curricular Content Knowledge and Programs and Services, where candidates learn to align learning theory with effective instructional strategies and to critique programs through an equity-focused lens.

The next major stage of course development came during the COVID-19 pandemic (Summer 2020–21), when I transitioned the course from a face-to-face model to fully online and hybrid delivery. I redesigned modules to include interactive digital discussions, multimedia case studies, and collaborative projects in virtual platforms. These adaptations not only preserved the rigor of theory-driven analysis but also gave candidates opportunities to examine motivation, engagement, and resilience through the lens of educational psychology in digital learning environments. Student reflections during this period often noted that the online adaptations deepened their ability to connect theory to the challenges of contemporary teaching.

The course revisions also align with the 2024 Louisiana Department of Education Teacher Preparation Competencies, particularly General Competencies B–C (demonstrating mastery of content and using evidence for reflection), F (differentiated instruction responsive to learner diversity), and H (assessment and data-informed instructional decisions). By embedding cultural and linguistic diversity into case discussions and assignments, candidates developed stronger capacity to apply psychological theory to equitable instructional planning, assessment adaptation, and classroom community building.

Across the three times I have taught this course, I have refined pacing to ensure deeper engagement with complex theories, scaffolded scholarly writing to strengthen candidates’ research literacy, and expanded opportunities for peer dialogue and professional collaboration. These refinements have consistently improved candidate confidence and their ability to apply theory to both classroom practice and systems-level analysis.

Looking ahead, I plan to further integrate Universal Design for Learning (UDL) applications into theory-to-practice assignments, expand applied research projects that require candidates to analyze authentic school or program data, and include digital learning environments as case contexts for evaluating the relevance of classical and contemporary psychological perspectives. These forward revisions will ensure that EDCG 5090 continues to prepare advanced candidates with both the deep theoretical grounding and the applied skills needed to lead equitable, evidence-based instructional practices.