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COE-ET Honors Track Coursework

The current Honors Track within the College of Education and Educational Technology (COE-ET) can be completed under one of two options:

Option 1:

EDSP 102 H (3)

EDSP 373 H (3) \
EDSP 376 H (3) > Student must take two of three
EDSP 378 H (3) /

EDSP 477 H (3)

EDSP 493 H (1)

Total Credits – 13 required

Option 2:

EDSP 373 H (3) \
EDSP 376 H (3) > Student must take all three
EDSP 378 H (3) /

EDSP 477 H (3)

EDSP 493 H (1)

Total Credits – 13 required

Option 2 is for students who do not start with the EDSP 102 H.

Since COE-ET students, regardless of whether they are in the Honors Track or not, must take EDSP 102, Option 2 is equivalent to completing the Ed Psych minor. Option one is short only one course of a completed Ed Psych minor. Consequently, many students choose to take the minor as well as the Honors Track.

Students eligible to complete the Honors Track may come from any department offering teacher education certification. That includes: Music Education and Art Education (College of Fine Arts); Math and Science Education (College of Natural Sciences and Mathematics); Foreign Language Education and Social Studies Education (College of Humanities and Social Sciences); Consumer Services/Home Economics (College of Health and Human Services); Business Education (Eberly College of Business); and, of course, Elementary Education and Special Education in the College of Education and Educational Technology. In other words, students may come from all six of the IUP colleges.

With that broad-based enrollment potential, it is virtually impossible to identify a single time slot for each course where students from all six colleges are likely to be free. Unlike the RECHC core, which is always taught at the noon hour, we have no common time that everyone accepts. Consequently, every semester we have students from some major who cannot take the honors section of the course being taught. Basically, we either accommodate those students, or we lose them. The following proposal, unanimously accepted by the EDSP faculty and endorsed by the COE-ET dean, will more likely meet the needs of our students. The program would be offered as follows:

Option 1:

EDSP 102 H (3)

EDSP 373/EDSP 373H (3) \
EDSP 376/EDSP 376H (3) > Student must take two of three
EDSP 378/EDSP 378H (3) /

EDSP 477 H (3)

EDSP 493 H (1)

Total Credits – 13 required

Option 2:

EDSP 373/EDSP 373H (3) \
EDSP 376/EDSP 376H (3) > Student must take all three
EDSP 378/EDSP 378H (3) /

EDSP 477 H (3)

EDSP 493 H (1)

Total Credits – 13 required

Option 2 is for students who do not start with the EDSP 102 H.

The department will continue to offer EDSP 102 and EDSP 493 as honors sections to “sandwich” the program with the original Honors-Level courses.

The three courses (373, 376, and 378) will be cross-listed offerings in which a non-honors section is listed with an honors section. While we do not anticipate doing so, we would have the option of using this model with multiple sections of the course should enrollment patterns warrant that option. For example, if there are two sections of EDSP 373 and both section need to be cross-listed to meet the needs of our students, we would have the capacity to do so. This is a nice compromise between offering honors-only sections and opening all sections up to honors students.

In the case of EDSP 477, the Department of Educational and School Psychology typically offers multiple sections as well as one or more sections of the dual-listed EDSP 477/577. The dual-level sections (477/577) are typically taught at night. We propose that the EDSP 477 sections that are tied to the EDSP 577 be the honors sections. That way, appropriate learning activities can be incorporated into BOTH the honors portion (477) and the graduate portion (577).

In all cases, we will guide our work with students based upon the original guiding principles in which the instructor will provide:

  1. a definition of an honors student for purposes of each course
  2. differences between the honors and non-honors activities
  3. a vision for how critical thinking skills will contribute to the class
  4. interactive and student-centered pedagogy
  5. expectations for self-initiated student learning
  6. integrative or synthetic approach to knowledge
  7. an appropriate pace
  8. concern for student’s affective and moral/ethical growth
  9. opportunities for the enhancement of written/oral communication skills
  10. response to students concerned about the quality of instruction within the course
  • Educational and School Psychology Department
  • Stouffer Hall, Room 246
    1175 Maple Street
    Indiana, PA 15705-1087
  • Phone: 724-357-2316
  • Fax: 724-357-6946
  • Office Hours
  • Monday through Friday
  • 8:00 a.m. – 12:00 p.m.
  • 1:00 p.m. – 4:30 p.m.