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Mei Chang

Title
Associate Professor
Department
Educational Psychology
College
College of Education

Education

PhD, Ball State University, 2011.
Major: Educational Psychology
EdS, Andrews University, 2003.
Major: School Psychology
MA, Andrews University, 2000.
Major: Community Counseling
BA, National Chung Shing University, 1992.
Major: Sociology and Social Work

Current Scheduled Teaching*

EDSP 3210.004, Educational Aspects of Exceptional Learners, Spring 1 2019
EDSP 3210.021, Educational Aspects of Exceptional Learners, Spring 1 2019
EDSP 3210.001, Educational Aspects of Exceptional Learners, Fall 1 2018 Syllabus
EDSP 3210.003, Educational Aspects of Exceptional Learners, Fall 1 2018 Syllabus

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

EPSY 5050.020, Foundations of Educational Research Methodology, Summer 5W1 2018
EPSY 5210.020, ED STATISTICS, Fall 2017
EPSY 6020.001, Research Methods in Education, Fall 2017
EPSY 5050.020, Foundations of Educational Research Methodology, Summer 5W1 2017
EPSY 5050.026, Foundations of Educational Research Methodology, Summer 5W1 2017
EPSY 6950.723, Doctoral Dissertation, Spring 2017
EPSY 6010.001, Statistics for Educational Research, Spring 2017
EPSY 6010.002, Statistics for Educational Research, Spring 2017
EPSY 6020.001, Research Methods in Education, Fall 2016
EPSY 6010.001, Statistics for Educational Research, Fall 2016
EPSY 5050.020, Foundations of Educational Research Methodology, Spring 2016
EPSY 5050.600, Foundations of Educational Research Methodology, Spring 2016
EPSY 6010.002, Statistics for Educational Research, Spring 2016
EPSY 5050.020, Foundations of Educational Research Methodology, Fall 2015
EPSY 5050.026, Foundations of Educational Research Methodology, Fall 2015
EPSY 6010.002, Statistics for Educational Research, Fall 2015
EPSY 5050.001, Foundations of Educational Research Methodology, Spring 2015
EPSY 6010.021, Statistics for Educational Research, Spring 2015
EPSY 5210.020, ED STATISTICS, Fall 2014
EPSY 5210.026, ED STATISTICS, Fall 2014
EPSY 5210.790, ED STATISTICS, Fall 2014
EPSY 6010.002, Statistics for Educational Research, Fall 2014
EPSY 5050.001, Foundations of Educational Research Methodology, Spring 2014
EPSY 6010.021, Statistics for Educational Research, Spring 2014
EPSY 5210.001, ED STATISTICS, Fall 2013
EPSY 6010.020, Statistics for Educational Research, Fall 2013
EPSY 6010.790, Statistics for Educational Research, Fall 2013
EPSY 5050.020, Foundations of Educational Research Methodology, Spring 2013
EPSY 6010.021, Statistics for Educational Research, Spring 2013
EPSY 6010.791, Statistics for Educational Research, Spring 2013
EPSY 5050.021, Foundations of Educational Research Methodology, Fall 2012
EPSY 6900.001, Special Problems, Fall 2012
EPSY 6030.723, Practicum, Field Problem or Internship, Summer 5W2 2012
EPSY 5050.020, Educational Research and Evaluation, Spring 2012
EPSY 5050.026, Educational Research and Evaluation, Spring 2012
EPSY 5030.701, Practicum, Spring 2012
EPSY 5230.001, Cognitive and Performance Evaluations, Fall 2011
EPSY 6900.001, Special Problems, Fall 2011
EPSY 6900.791, Special Problems, Fall 2011

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

,
Overall
Summative Rating
1
Challenge and
Engagement Index
2
Response Rate
0
out of 5
0
out of 7
%
of
students responded
A Challenge and Engagement Index of "n/a" means
there were not enough student responses to calculate a score.
  • 1 Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • 2 Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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