Educational Psychology Assistantship Openings for 08-09 year

2008-2009 TA Openings for Non-QUERIES positions

Teaching/Graduate Assistantships Available 2008-2009
Department of Educational Psychology

(For QUERIES TA open positions click here)

APPLICATION DEADLINE Friday, April 4, 2008

To apply, please send one set of the following materials PER COURSE NO LATER THAN Friday, April 4, 2008 to Iesha Johnson in 226 Education Building, MC-708 (i.e., if you are applying to 4 courses, submit 4 separate sets):

• Letter of interest stating the position you are applying for, your qualifications, and relevant coursework you have taken
• Current vita or resume (maximum of 3 pages)
• Current transcript (an unofficial academic history/transcript from Banner/Enterprise is acceptable)
• Advisor signature confirming good standing status (see attached)

If you are applying as a new doctoral student to enroll for the first time in Fall 2008, you are required to submit ONLY a letter of interest and a resume.

To be eligible for TA/GA positions, you will need to be a UIUC graduate student enrolled and in good standing with the Graduate College. Priority will be given to graduate students in Educational Psychology in the 1st four years of their graduate training. If you change departments after being offered a TA position, the Department of Educational Psychology will review an offer previously made and may choose to withdraw a TA offer.

Positions vary from 25% - 50% FTE. Expected level of support is indicated for each course. All TA/GA positions 25% or greater include a Base Rate Tuition and Fee waiver. The Tuition and Fee waivers associated with assistantships offered in our department will not apply to students who are in professional programs that do not accept these waivers (such as business, law, etc.). All offers are provisional and are contingent upon final Department budget approval, adequate enrollment in the course, and approval by the Associate Chair.

All TA positions involve grading, administration, holding regular office hours, and providing faculty support.

Positions requiring teaching or leading of discussion sections are noted below. International Students must pass the SPEAK test or have passed Test of Spoken English (TSE) to teach discussion sections.

*New TAs are required to attend a Campus TA Orientation (August 18 & 19) and a departmental TA orientation before they begin their teaching assistantship. In addition, each TA will be evaluated by their supervisor at the end of each semester.
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EPSY 201. Educational Psychology

Basic foundation undergraduate course in educational psychology for prospective teachers, clinicians, and parents; materials and principles from the various areas of educational psychology (developmental psychology, psychology of learning, assessment, effective pedagogical practices, etc.) applied to the practical problems of teaching and learning.
What skills and/or background are needed for this assistantship?
TAs must be able to lead a group of 25 undergraduate in a two-hour discussion recitation session for each of the fourteen weeks of the semester (including the design and presentation of a lesson related to a weekly theme), must attend and participate in weekly lectures, must attend all regularly schedule weekly staff meetings, and must supervising two evening examinations and the course's schedule final examination. All course grading is handled by the TA staff within assigned sections.
What students might be particularly well-suited for this position?
Successful applicants must posses educational psychology foundations knowledge (1) in areas of child and adolescent development (i.e., cognitive, social, personality, moral, intellectual and cultural development), (2) in the areas of learning theory (e.g., cognitive, behavioral, humanistic, emotional, and constructivist), (3) in the areas of effective pedagogy (cooperative learning, problem-based learning, critical thinking paradigms, and differentiated instruction), and (4) in the areas of reflection and self-discovery. Applicants must possess a thorough understanding and working knowledge of the Illinois Secondary Education system. Successful applicants must be well-versed in contemporary teaching and learning issues of the field of educational psychology, since these become opportunities for relevant scholarship initiatives which support the acquisition of fundamental knowledge, concepts, and insights of the Discipline.
TA leads discussion section, grades student assignments, develops instructional materials, proctors exams, tutors students and holds office hours.
Fall and Spring. (Nine 25% positions each semester).
Professor: Dr. David Zola

EPSY 202. Exploring Cultural Diversity

Course introduces students to cultural diversity and social justice issues through interdisciplinary readings, discussion, and experiential activities. One hour lecture each week which focuses on raising awareness of key issues, concerns and concepts, provides accurate information and data on diverse groups, and relates theories and models to critical incidents of social oppression in everyday life. Two hour discussion section each week follows a group dialogue and experiential activity format.
TA leads Discussion section, grades student assignments, proctors exams, and holds office hours
Fall and Spring. (Six 25% positions each semester).
Professor: Dr. Joycelyn Landrum-Brown

EPSY 220. Career Theory and Practice

Design and implementation of a life planning process; a participatory experience that includes a survey of theories, models, and research on life planning and that encourages systematic skill identification, values clarification, and the development of job search strategies.
TA teaches a class section, grades student assignments, develops instructional materials, and holds office hours. In addition to the preceding, one Coordinator TA coordinates the work of other TAs.
Fall and Spring. (Eleven 33% positions each semester).
Additional note on this course: 2 sections of this course are 8 week courses so it may be requested that you teach the course in a concentrated time span.
Professor: TBA

EPSY 236. Child Development for Elementary Teachers

Study of child growth and development designed particularly for those preparing to teach in the elementary school; special emphasis on the significance of the developmental process for educational programs and procedures; and systematic experience in studying and evaluating children's behavior and in supporting their learning and development.
TA leads discussion section, grades student assignments, develops instructional materials, proctors exams, tutors students and holds office hours.
Fall (Four 25% positions) and Spring (Two 25% positions).
Professor: Dr. Jenny Singleton

EPSY 405. Personality and Social Development

Major theories of personality and social development, with attention to processes of social learning, individual differences in personality development, and outcomes of social development; applications to school, home, and other field settings.
TA grades student assignments, proctors exams, and holds office hours.
Fall and Spring. (Two 25% positions each semester)
Professor: Dr. Philip Rodkin

EPSY 420. Theories of Psychotherapy

Study of counseling and psychotherapeutic processes and theories. Coverage of major models and theories as well as current trends and a review of counseling skills are included.
TA grades student assignments, does some teaching.
Fall. (Two 25% positions).
Professor: Dr. Lisa Spanierman

EPSY 430. Early Adolescent Development

Course examines early adolescent development designed particularly for those preparing to teach in the middle grades; special emphasis is given to physical, cognitive, emotional, and social transitions in early adolescence and to understanding how these developmental transitions influence educational programs and procedures.
TA leads discussion section, grades student assignments, develops instructional materials, and proctors exams.
Spring. (Seven 25% positions)
Professor: Dr. Brendesha Tynes.

APPLICATION DEADLINE Friday, April 4 , 2008

You will be contacted about our decision by mid to late May 2008

Questions or concerns? Contact Iesha Johnson, at 333-5518 (iajohnsn@uiuc.edu)
or Dr. Dorothy Espelage, Assoc. Chair, 333-9139 (espelage@uiuc.edu)

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2008-2009 TA Openings for QUERIES positions

Teaching/Graduate Assistantships Available 2008-2009
Department of Educational Psychology, Queries Division

APPLICATION DEADLINE Friday, April 4, 2008

Please send one set of the following materials NO LATER THAN Friday, April 4, 2008 to Iesha Johnson (226 Education Building):

• Letter of interest stating the courses you are interested in, your qualifications, and relevant coursework you have taken
• Current vita or resume (3 page maximum)
• Current Transcript (an unofficial academic history/transcript from Banner/Enterprise is acceptable)
• Advisor signature confirming good standing status (see attached)

If you are applying as a new doctoral student to enroll for the first time in Fall 2008, you are required to submit ONLY a letter of interest and a resume.

To be eligible for TA/GA positions, you will need to be a UIUC graduate student enrolled and in good standing with the Graduate College. Priority will be given to graduate students in Educational Psychology in the 1st four years of their graduate training. If you change departments after being offered a TA position, the Department of Educational Psychology will review an offer previously made and may choose to withdraw a TA offer.

Positions vary from 25% - 50% FTE. Expected level of support is indicated for each course. All TA/GA positions 25% or greater include a Base Rate Tuition and Fee waiver. The Tuition and Fee waivers associated with assistantships offered in our department will not apply to students who are in professional programs that do not accept these waivers (such as business, law, etc.). All offers are provisional and are contingent upon final Department budget approval, adequate enrollment in the course, and approval by the Associate Chair.

Positions requiring teaching or leading of discussion sections are noted below. International Students must pass the SPEAK test or have passed Test of Spoken English (TSE) to teach discussion sections.

*QUERIES TAs are required to attend a Campus TA Orientation (August 18 & 19) and a departmental TA orientation before they begin their teaching assistantship. In addition, each TA will be evaluated by their supervisor at the end of each semester.

EPSY 280. Elements of Statistics

Course content includes descriptive statistics, correlation, regression, the normal curve, statistical interference, and the presentation of statistics. The course does not require calculus and makes use of examples drawn from education, medicine, social science, business, and the popular media. Designed for professional training of students whose major interests are not in math or science.
This TA must not only act as a TA, but will also actually teach the course. TA will also be given one 17% grader to assist him/her.
(One 50% position to teach the course & one 17% grader TA in Fall and Spring). 

EPSY 471. Intro to Evaluation Methods

Introduces the methodology of educational and social program evaluation, including the design of an evaluation, the data collection and analysis, and reporting; emphasis on negotiating the unique facets of evaluative practice, notably evaluator role, working with clients and other stakeholders, the political dynamics of evaluation contexts, and utilization of evaluative results. Students collectively conduct a field-based evaluation project. Prerequisite: EPSY 480.
TA holds office hours, assists instructor in preparing course materials, grades assignments and projects and other course related duties
(One 25% position in Spring.)

EPSY 480. Educational Statistics

Designed for terminal value for professional training of students not intending to pursue advanced graduate work, and for introductory value for students continuing graduate study in education; descriptive statistics, introduction to correlation and regression, the normal curve, statistical inference, and the presentation and interpretation of statistical data in educational literature. TAs must attend class taught by Faculty member.
TA grades student assignments.
(One 25% position Spring only ).

EPSY 485. Assessing Student Performance

Designed especially for secondary education majors, course introduces students to basic concepts in assessment including: characteristics of traditional and alternative assessment practices, purposes of assessment, aligning curricula and assessment, assessment standards, administration, scoring, and interpretation. The lab sections are organized by content specialization: English, Math Science, and Social Studies. The labs are  project-based and provide students with supervised experience in developing, administering, scoring and interpreting traditional and alternative assessments.
TA leads one or more lab sections, holds office hours, tutors students, grades student assignments, and proctors exams.
(Two 25% positions (Science & Math) and two 50% positions (Social Studies & English) Fall only.)

EPSY 578. Qualitative Inquiry Methods

Introductory course addressing the practice of qualitative inquiry. Topics include developing inquiry questions appropriate for qualitative studies; designing qualitative studies; generating data via interviews, observations, document analyses; analyzing and interpreting qualitative data; judging the quality of inquiry; representing and reporting qualitative inquiry; addressing ethical and political issues in the conduct of qualitative inquiry.
TA holds office hours, grades student assignments, occasionally teaches.
(One 25% position, Spring only).

EPSY 580. Statistical Inference in Education

Introduction to inferential statistical methods in education; includes probability theory, distribution theory, interval estimation, hypothesis testing, regression and correlational analysis, and analysis of variance.
TA grades student assignments.
(Two 25% positions in Fall only .)

EPSY 581. Applied Regression Analysis

Emphasis on educational research applications of correlational techniques; special attention to issues in principles of research design underlying appropriate uses of such techniques as multiple, partial, and part (semipartial) correlation and factor analysis; and illustration of techniques by examples drawn from published studies and projects conducted on this campus. Emphasis will be placed on application and interpretation of techniques rather than on theoretical rationales.
TA grades student assignments and holds office hours.
(One 25% position; Spring only.)

EPSY 582. Advanced Statistical Methods

Advanced topics in analyses of variance and covariance, and principles of experimental design; brief introduction to multivariate analysis, including rudiments of matrix algebra.
TA grades student assignments and holds office hours.
(One 25% position, Fall only)

EPSY 584. Multivariate Analysis in Psychology and Education

Examines the principal methods of descriptive and inferential statistics used in the analysis of multiple measurements, emphasizing linear transformations, multiple regression, principal components, multivariate analysis of variance, canonical correlation and variates, discriminant functions and variates, and conventional procedures of factor analysis; involves both theory and applications.
(One 25% position, Spring only)

EPSY 587. Hierarchical Linear Models

This course provides an overview of the use of multilevel models. Students will learn the techniques and theory of hierarchical linear models and apply the methods to data from studies in education, psychology and social sciences. Topics covered include multilevel analyses, random intercept and slope models, 2- and 3-level models, hypothesis testing, model assessment, longitudinal (repeated measures) data, and generalized hierarchical models for categorical variables.
(One 25% position, Fall only)

Application Deadline Friday, April 4, 2008

You will be contacted about our decision by mid to late May 2008

Questions or concerns? Contact Iesha Johnson, 333-5518 (iajohnsn@uiuc.edu)
or Dr. Dorothy Espelage, Assoc. Chair, 333-9139 (espelage@uiuc.edu)