phd education psychology

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Neag School of Education

Uconn’s ph.d. in educational psychology.

Study at One of the Most Research-Productive Departments at UConn

The Department of Educational Psychology continues to be one of the most productive departments at UConn in terms of research. Opportunities abound for Ph.D. students looking to begin their research careers and learn from some of the top experts in the field, all at one of the top 25 Educational Psychology programs in the nation .

The department offers five areas of concentration for Ph.D. students, including the No. 13-ranked special education program in the country according to U.S. News & World Report.

Concentrations

The Ph.D. in Educational Psychology offers students a range of concentrations to choose from:

• Learning Sciences (formerly Cognition, Instruction and Learning Technology) 
• Giftedness, Creativity, and Talent Development  
• Research Methods, Measurement, and Evaluation  
• School Psychology  
• Special Education  

Request More Information

Plans of Study

The Department of Educational Psychology ordinarily admits full-time doctoral scholars. A Ph.D. student’s plan of study is developed between the Advisory Committee and the student. A suggested list of possible courses from which to choose for each concentration is provided.

Learning Sciences

Required Courses (Substitutions Allowed*): 

• EPSY 5605 – Quantitative Methods in Research I  
• EPSY 5610 – Applied Regression for the Education Sciences  
• EPSY 6601 – Methods and Techniques of Educational Research  
• EPSY 5510 – Learning: Its Implications for Education  
• EPSY 5602 – Educational Tests and Measurement  
• EPSY 5220 – Introduction to Educational Technology  
• EPSY 5621 – Construction of Evaluation Instruments  
• EPSY 5613 – Multivariate Analysis in Educational Research  
• EPSY 5515 – Professional Seminar in Cognition & Instruction (2 credits)  
• EPSY 5520 – Instructional Design  
• EPSY 5530 – Theories of Learning, Cognition, and Instruction  
• EPSY 5540 – Research Ethics in Education and Psychology (2 credits)  
• EPSY 6560 – Instructional Psychology  
• GRAD 6950 – Dissertation Preparation (15 credits)  

Recommended Courses (Substitutions Allowed*):  

• EPSY 5230 – Web-based Learning  
• EPSY 5195 – Distance Learning  
• EPSY 5240 – Interactive Learning Environments  
• EPSY 6230 – Advanced Educational Technology  
• PSYC 5615 – Human Factors  
• PSYC 5621 – Simulation and Training  
• EPSY 6621 – Program Evaluation  
• EDLR 5302 – Program Evaluation for School Improvement  
• EPSY 6626 – Sampling and Survey Research Methods  
• EPSY 6636 – Measurement Theory and Application  
• EPSY 6637 – Item Response Theory 5  
• EPSY 6611 – Logistic and Hierarchical Linear Models  
• EPSY 6240 – Academic Motivation  
• EPSY 6550 – Situated Cognition  
• PSYC 5420 – Cognitive Development  
• PSYC 5567 – Cognition  
• PSYC 5572 – Sensation and Perception II  
• PSYC 5575 – Introduction to Cognitive Systems  
• EDLR 5203 – Adult and Experiential Learning  
• EDLR 5201 – Influences on Adult Learning  
• PSYC 5332 – Research Design and Test Construction  
• PSYC 5702 – Field Research Methods  
• PSYC 5130 – Causal Modeling in Social Psychology  
• SOC 5201 – Social Research I  
• SOC 5210- Applied Survey Design and Analysis  
• SOC 5231 – Qualitative Methodology  
• SOC 5753 – Methods of Population Analyses  

*Note: Course substitutions are permitted with approval from the student’s primary advisor and advising committee.  

Giftedness, Creativity, and Talent Development 

Required Courses for the Ph.D.  

Giftedness, Creativity, and Talent Development Required Courses (15 credits)  

• EPSY 5850: Introduction to the Science of Creativity 
• EPSY 6710: Conceptions of Human Potential 
• EPSY 6730: Contemporary Issues in Giftedness, Creativity, and Talent Development 
• EPSY 6770: Concepts in Curriculum and Instruction for Talent Development     
• EPSY 6780: Affective Issues in Achievement and Talent Development 

Research and Other Required Courses (30 credits)  

• EPSY 5510: Learning: Its Implication for Education or EPSY 5530: Theories of Learning, Cognition and Instruction (EPSY requirement)   
• 2 of the following 3: EPSY 5605: Quantitative Methods in Research I; EPSY 5607: Quantitative Methods in Research II; EPSY 5610, Applied Regression Analysis (EPSY requirement; Gifted program students generally take EPSY 5605 and EPSY 5610)  
• EPSY 6601: Methods & Techniques of Educational Research or EPSY 6651: Introduction to Methods for Causal Inference Using Educational Data (EPSY requirement)   
• EDCI 6000: Qualitative Methods of Educational Research (Gifted program requirement)  
• GRAD 6950: Dissertation Research (15 credits – UConn requirement)  

Additional Course Options for the Ph.D.  

Possible Additional Research Courses  

• EDLR 6052: Qualitative Methods of Educational Research II (Gifted program recommendation)  
• EPSY 5621: Construction of Evaluation Instruments (Gifted program recommendation)  
• EPSY 6611: Hierarchical Linear Modeling  
• EPSY 6615: Structural Equation Modeling  

Possible Additional Gifted Education Courses (based on students’ background and interests)  

• Students should enroll in EPSY 5710: Introduction to Gifted Education and Talent Development (online course) if they enter the program without a strong gifted background.  
• Students should enroll in EPSY 5720: Developing Schoolwide Enrichment Programs (summer course) or the free online SEM course if they enter the program without a firm understanding of the Schoolwide Enrichment Model.  
• Students who anticipate accepting a position that involves training teachers in gifted education may wish to enroll in some of the following courses: EPSY 5740: Strategies for Differentiating the Grade Level Curriculum (fall on campus, summer online); EPSY 5750: Enhancing Creativity in the Classroom (summer on campus even years); EPSY 5760: Improving Students’ Thinking Skills (spring online); EPSY 5780: Social and Emotional Components of Giftedness and Talent Development (fall online).  
• Research Methods, Measurement, and Evaluation

Competency 1: Research Methodology and Quantitative Expertise (24 credits or 8 courses)  

Courses for which students may test out:  

• EPSY 5601: Introduction to Educational Research Methods*  
• EPSY 5605: Introduction to Quantitative Methods I*  
• EPSY 5607: Introduction to Quantitative Methods II*  

Required:  

• EPSY 5610: Applied Regression Analysis  
• EPSY 5613: Multivariate Analysis in Educational Research  
• EPSY 6601: Methods and Techniques of Educational Research  
• EPSY 6611: Hierarchical Linear Models  
• EPSY 6619: Advanced Modeling Using Latent Variable Techniques  
• EPSY 6651: Methods for Causal Inference from Educational Data  
• EPSY 6655: Advanced Methods for Causal Inference from Data  

*Expected (equivalent or competency exam required to be waived) but do not count towards 24 credits in this area  

Competency 2: RMME: Theories, Methods and Models (21 credits or 7 courses)  

• EPSY 5602: Educational Tests and Measurements  
• EPSY 5621: Construction of Evaluation Instruments  
• EPSY 6621: Program Evaluation  
• EPSY 6194: Advanced Program Evaluation  
• EPSY 6636: Measurement Theory and Application  
• EPSY 6637: Item Response Theory  
• EPSY 6638: Advanced Item Response Theory  

Competency 3: Theories of Educational Psychology (3 credits)  

• EPSY 5510: Learning: Its Implications for Education**  

** Students may request to have this requirement waived if they have taken a graduate-level Educational Psychology or Learning course from another university and earned a B or better.  

Additional Coursework (12+ credits)  

Students must take a combination of elective courses and independent study/practica which total at least 12 credits. At least 3 of these credits must be from coursework and at least 3 of these credits must be from independent study/practica.  

Dissertation Research (15 credits)  

Students must also register for 15 credits of dissertation research.  

School Psychology

Discipline-Specific Knowledge:  

• EPSY 5455 – History and Systems of Psychology  
• EPSY 5194 - Cognitive and Affective Bases of Behavior  
• PSYC 5140 - Foundations of Neuropsychology  
• EPSY 5318 - Human Growth and Development  
• EPSY 5194 – Advanced Social Psychology or EPSY 5570 – Current Topics in Social Psychology or EPSY 6750 – The Social Psychology of Stigma  
• EPSY 5430 – Child Psychopathology  
• EPSY 6601 - Methods and Techniques of Educational Research  
• EPSY 5605 - Quantitative Methods in Research  
• EPSY 5610 - Applied Regression Analysis  
• EPSY 6651 - Introduction to Methods for Causal Inference Using Educational Data  

Profession-Wide Competencies:  

• EPSY 5199 - Doctoral Seminar: Research in School Psychology   
• EPSY 5408 - Ethics in Educational and Professional Psychology  
• EPSY 5420- Roles and Functions of School Psychologists  
• EPSY5450 - Issues in Cultural Diversity  
• EPSY 5404 – Social Emotional Behavioral Assessment  
• EPSY 5403 - Intellectual Assessment  
• EPSY 5425 - Procedures in Academic Assessment  
• EPSY 5445 - Counseling in School Psychological Practice  
• EPSY 5405 - Applied Behavior Analysis  
• EPSY 5440 – Social, Emotional, and Behavioral Intervention in Schools  
• EPSY 5435 - Academic Intervention  
• EPSY 5194 - Crisis Prevention & Intervention  
• EPSY 5406 - Consultation   

Advanced Integrated Concentration (AIC) credits, including a minimum of 9 additional credits as approved by the major advisor.  

EPSY 6494 - Doctoral Practicum in School Psychology for a total of 18-24 semester hours across 6-8 semesters.  

EPSY 6491 - Doctoral Internship in School Psychology for a total of 12 semester hours.  

GRAD 6950 - Doctoral Dissertation Research (at least 15 credits must be included in the plan of study).  

Special Education

Each student will plan an individualized plan of study that includes required courses, recommended courses, and may include practicum and fieldwork opportunities.  

Required Courses  

Doctoral Seminars (12 Credits):  

• EPSY 6194: Four doctoral seminars are required. These are designed to provide in-depth exploration and discussion of current topics in special education such as law and policy, issues relating to persons with behavior disorders and learning disabilities, literacy, theory and academic writing. These can be taken out of sequence, and occasionally, in a different program with the advisor’s approval.  

Research Methods (9 Credits):  

• EPSY 5605: Quantitative Research Methods I (3 credits)  
• EPSY 5610: Regression (3 credits) and/or EPSY 5607: Quantitative Research Methods II (3 credits)  
• EPSY 6601: Methods and Techniques of Educational Research (3 credits)  

Learning Theory (3 Credits):  

• EPSY 5510: Learning (or the equivalent; 3 credits)  

Area of Emphasis:  

• A minimum of 12 credits (which could include independent study) provides an opportunity to develop expertise in a specialty area such as teacher education, cognitive and attention deficit disorders, early childhood special education, and postsecondary disability services.  

Dissertation Research (At Least 15 Credits Required):  

• GRAD 6950: Doctoral Dissertation Research  

Recommended Courses  

• EDCI 6000: Qualitative Methods of Educational Research (3 credits)  
• EPSY 6499: Doctoral Practicum (1-6 credits). A practicum comprises an opportunity to apply theory in a student’s area of specialization or interest. This may be in conjunction with a graduate assistantship.  

Learn more about each Ph.D. in Educational Psychology concentration in their handbooks:

• Learning Sciences 

Giftedness, Creativity, and Talent Development

• Special Education 

Program Cost and Financial Aid

UConn’s Office of the Bursar maintains up-to-date costs for graduate students. The Ph.D. in Educational Psychology is considered a Program with Tuition and Mandatory Fees. Please visit the Bursar Office’s website for details.  

The total Cost of Attendance (COA) includes direct educational costs (i.e., tuition, fees, housing, and food) and indirect costs.  Indirect costs include books, course materials, supplies and equipment, transportation, miscellaneous personal expenses, loan fees, and professional licensure or certification, if applicable.  For additional information about the Cost of Attendance at UConn, please visit https://financialaid.uconn.edu/cost/ .  

The University of Connecticut offers a variety of financial aid options, in addition to state and federal assistance. Visit the Neag School’s doctoral programs overview page for Schoolwide financial aid information.

EPSY Scholars Program

The Department of Educational Psychology also offers the EPSY Scholars Program, which has the following goals:

• To provide a mechanism for students to engage in research work that will result in peer-reviewed publications for the student.
• To facilitate faculty opportunity to support and prepare high-achieving graduate students.

EPSY Scholars will receive a 10-hour graduate assistantship from the Department of Educational Psychology for up to four years, contingent on satisfactory academic standing and consistent completion of program requirements (i.e., annual submission of a progress update and plan for committee review). This is paired with an additional 10-hour graduate assistantship (provided by the advisor or program), so all EPSY Scholars will be fully funded for at least four years. The EPSY Scholars Program is intended to be a competitive program that will support recruitment of nationally competitive Ph.D. students and will facilitate these students’ engagement with active scholarship during their program.

How to Apply  

Prospective Educational Psychology doctoral scholars must meet the admission criteria of both the Graduate School and the Department of Educational Psychology.

Ph.D. applications are due by December 1 for admission the following Fall. Applicants who submit by December 1 will be considered for funding opportunities (graduate assistantships, teaching assistantships). Applications are welcome after December 1 but may not be eligible for funding.

Consideration for admission requires the following:

1. Complete the online application to the Graduate School . In the Intended Program section of the application, select:   

• Level of Study: PhD/Doctoral  
• Academic Areas: Education  
• Program: Educational Psychology PhD
• Concentration: choose from the list.
• Campus: Storrs  
• Entry Term: Fall 2025  

2. Upload the following materials electronically into the online application. The Admissions Committee cannot make a decision about your application until all materials are submitted:  

• Transcripts of all collegiate work completed to date, graduate and undergraduate   
• Contact information for 3 individuals who can submit letters of recommendation on your behalf.  
• Complete the Residence Affidavit  
• GRE scores only if you are applying to the School Psychology or Giftedness, Creativity, and Talent Development concentrations. All other concentrations do not require GRE scores, but you are welcome to submit them as supplemental materials.  
• TOEFL Scores (if an international student)   
• Current Resume or Curriculum Vitae  
• Learning Sciences  

For questions related to the Learning Sciences concentration, contact:  

Michael Coyne

Professor and Department Head

Educational Psychology

Email: [email protected]

For questions related to the Giftedness, Creativity, and Talent Development concentration, contact:  

Catherine Little

Professor, Educational Psychology

Email: [email protected]  

For questions related to the Research Methods, Measurement, and Evaluation concentration, contact:  

Christopher Rhoads

Associate Professor of Educational Psychology  

Research Methods, Measurement and Evaluation

Email: [email protected]

For questions related to the School Psychology concentration, contact:  

Melissa A. Bray

Professor of Educational Psychology  

Email: [email protected]

For questions related to the Special Education concentration, contact:  

Joseph Madaus

Email: [email protected]

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School Psychology PhD

Doctor of philosophy in school psychology.

The Ph.D. program is fully accredited by the American Psychological Association (APA) and the National Association of School Psychologists (NASP). For general information about APA accreditation or specific information about the accreditation status of our program contact:

Jacqueline Remondet Wall, Ph.D. Director, Office of Program Consultation and Accreditation American Psychological Association  750 First Street, NE Washington, DC 20002-4242 (202) 336-5979 /  http://www.apa.org

If you have questions regarding the accreditation of the program by the National Association of School Psychologists (NASP) contact:

Natalie Politikos, Ph.D. National Association of School Psychologists 4340 East West Highway Suite 402 Bethesda, MD 20814 301-657-4155 / http://www.nasponline.org

Our Ph.D. program requires a minimum of 90 points. Attainment of the doctoral degree prepares students for certification as a school psychologist and licensure as a psychologist. On average, doctoral students should plan on five years of full-time attendance, including summers. This includes three years of coursework, a two-semester externship in the third year, a full-year internship during the fifth year, and a dissertation. The program can be completed in 5.2 years (enter in September of Year 1, graduate in October of Year 5 as internships end on either June 30 or August 31 and the next graduation date is early October) if students begin a program of research early in the program and complete the doctoral certification requirements (research methods examination, theoretical and empirical paper) by the 4th year of the program. Typically, most of the coursework (including practica, fieldwork, and externship) is completed by the end of the third year if the student completes only the one required externship. However, for many years, all students have completed two externships to make themselves more competitive in the APPIC match (one in a clinical setting, one in a public school), extending externship into the 4th year. Some students have chosen to do a third externship if they are specializing in intellectual disabilities/autism or child neuropsychology. The third externship increases competitiveness in the internship match and postdoctoral competition. The 4th and 5th (or 6th) years are devoted to dissertation and internship.

For more detailed information about our program, please download our Student Handbook.

Admissions Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall
• Enrollment Formats: Full-Time

Certification

View Public Disclosure Notification

• NY State Provisional: School Psychology

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

Doctor of Philosophy (Ph.D., 90 points)

Our American Psychological Association (APA)- and National Association of School Psychologists (NASP)- accredited doctoral program (Ph.D.) requires a minimum of 90 points. Students may have to complete courses in addition to those included in the curriculum if their advisor deems it necessary (e.g., an extra statistics course). Attainment of the doctoral degree prepares students for certification as a school psychologist and licensure as a psychologist. On average, doctoral students should plan on five years of full-time attendance, including summers. This includes three years of coursework, a two-semester externship in the third year, a full-year internship during the fifth year, and a dissertation.

Suggested Sequence of Courses by Year and Semester

Fall (12 credits)

HBSK5320(3) Individual Psychological Testing I*

HBSK4025(3) Professional and Ethical Functions of School Psychologists

HBSK4073(3) Childhood Disorders*

HUDM4122(3) Probability and Statistical Inference (most semesters)

HBSK657_(0) Research Practicum

Spring (15 credits)

HBSK5321(3) Individual Psychological Testing II*

HBSK5378(3) Practicum in Psychoeducational Assessment of School Subject Difficulties*

HBSK5050(3) Cognitive and Behavioral Interventions for Youth

HBSK6380(3) Practicum in Psychoeducational Assessment with Culturally Diverse Students

HBSE 4015(3)  Applied Behavior Analysis I

Summer (6 credits)

HUDM5122(3) Applied Regression Analysis (most semesters)

ORL5362(3)    Group Dynamics: A Systems Perspective (most semesters)

Second Year

Fall (13 credits)

ORLJ5040(3)   Research Methods in Social Psychology

HBSK5280(4)   Fieldwork in School Psychological Services

HBSK6584(3)   Seminar: School Psychology Consultation

HBSK6382(3)   Advanced Practicum in Psychoeducational Interventions in Schools

HBSK657_(0)   Research Practicum

Spring (18 credits)

HBSK5031(3) Family as the Context for Child Development

HBSK5280(4) Fieldwork in School Psychological Services

HBSK 6362(3) Group Work with Children & Adolescents

HBSK 4030 (3)   Multicultural Issues in School Psychology

BBS 5069 (2)  Brain and behavior I

Summer (8 credits)

HUDM5059(3) Psychological Measurement

HUDM5123(3) Linear Models and Experimental Design

BBS 5069 (1)   Brain and behavior II

Fall (5 credits)

HBSK5271(2)  Supervised Externship in Psychoeducational Practice (Section 1)

HBSK657_(0)  Research Practicum

HUDK6520(3) Seminar in Lifespan Developmental Psychology (offered every other year)

HBSK4074(3)   Development of Reading Comprehension

Spring (6 credits)

HBSK5096(3)  Psychology of Memory: Cognitive and Affective Bases

HBSK5273(1)  Supervised Experience in Supervision

HBSK 6383 (3)    Neuropsychological Assessment of Children and Adults

HBSK657_(0)  Research Practicum: 

Summer (3 credits)

CCPX6020(3) History and Systems of Psychology

Fourth Year

Fall (4 credits)

ORLJ5540 (3) Pro-seminar in Social Psychology

HBSK7503(1) Dissertation Seminar**

HBSK5271(0) Supervised Externship in Psychoeducational Practice (Section 2)

Spring (0 credits)

HBSK8902(0) Dissertation Advisement

HBSK6480(0)  School Psychology Internship

PLEASE NOTE

The following courses, which are included in a fall or spring semester in the suggested sequence can be taken in the summer. However, before deciding to take any of the following in the summer, please consult with your advisor.

1. HUDM4122, Probability and Statistical Inference (most semesters)

2. HBSK4074, Development of Reading Comprehension

• View Other Degrees

Phone: (212) 678-3942

Email: schoolpsychology@tc.columbia.edu

School of Education

Phd in educational psychology, educational psychology |.

Howard University’s commitment to preparing educational leaders dates back to 1890. Howard University’s School of Education (HUSOE) is not a newcomer to urban education; rather, for nearly a century and a half, it has been quietly actualizing its mission to improve and expand educational opportunity and access, particularly for African Americans and other underserved communities.

Doctor of Philosophy (PhD) in Educational Psychology The PhD in educational psychology emphasizes the practical application of learning and development theories to the study of human behavior. Students majoring in educational psychology pursue an empirically based interdisciplinary program of study. The primary objective of the program is to produce psychologists who are capable of performing scholarly research and evaluation studies and practitioners who are skillful in applying principles of psychology to the resolution of developmental and educational problems. In particular, graduates are expected to think critically; analyze and solve problems; make ethical decisions; apply knowledge by linking theory with practice; understand and use technology; know and understand self, history, and community; assume leadership roles in the global community; and demonstrate knowledge, sensitivity, and skill in working with special needs and diverse populations.

Kamilah Woodson

Kimberly freeman, ph.d., program details.

• Related Degrees: Ph.D.
• Program Frequency: Full-Time
• Format: In Person

Admission Requirements

Doctor of Philosophy

The School of Education accepts applications for all doctoral programs for the Fall semester only. The application deadline for the doctoral program in Educational Psychology is December 1st and all application materials must be submitted at that time, including official GRE general results.

Degree Requirements

Students seeking the Ph.D. degree must complete a total of 91 semester hours of graduate credit beyond the master's degree, including up to 12 credits in dissertation research.

Students without adequate background in specific areas of the program may be required to complete additional credits beyond the minimum. Up to 24 graduate credits from a completed master's degree program may be applied toward the minimum requirements of 91 credit hours. This is normally done by accepting the master's degree required for admission.

Qualifying Examinations

At various points in their studies, doctoral students must pass both written and oral qualifying examinations. These examinations fall into two categories: the written comprehensive examination, and the oral defense of dissertation.

The comprehensive examination is administered at the completion of the first two years of course work for the degree. It will cover in-depth the major field. Candidates must pass this examination within five calendar years after the beginning of the first term during which credit that is counted toward the degree was earned.

The oral examination is based primarily on the candidate's field of research and related areas of study.

Students whose performance on the comprehensive examination is unsatisfactory may request reexamination after a minimum of one term. Failure to pass the second examination constitutes cause for removal from the program at the option of the Examining Committee and/or the Dean. Should the student fail the comprehensive exam twice, the accumulated course work may be applied to either the M.Ed. or the Advanced Certificate program in the School of Education if recommended by the Department.

Admission to Candidacy

Admission to graduate work is not tantamount to admission to candidacy. A student will be admitted to candidacy for the Ph.D. degree after: passing the written comprehensive examination; certification by the department of competency in English; passing the protfolio requirement; developing an approved dissertation proposal; securing Institutional Review Board (IRB) approval for the dissertation research project; receiving the recommendation of the major department; securing approval of the Executive Committee of the School of Education and of the Graduate School.

Upon the student's admission to candidacy, the major department will appoint a committee of at least three members to supervise the studies upon which the student's dissertation will be based and will inform the Dean of the Graduate School of the personnel of the committee.

Candidacy for the Ph.D. degree is valid for not more than five calendar years. Any student whose candidacy has expired may make application to the department for readmission. The department in which the student is seeking the degree determines the conditions under which the applicant may be reinstated, subject to approval of the Executive Committees of the School of Education and the Graduate School.

Residence Requirements

A minimum of six (6) credit hours per semester constitutes full-time residency. A student must be in residence in the Graduate School for at least four (4) semesters in order to be recommended for a degree. Credits transferred from other accredited graduate institutions may not be used to meet the residency requirement.

Caution to Prospective Students

The Board of Trustees of Howard University on September 24, 1983, adopted the following policy statement regarding applications for admission: "Applicants seeking admission to Howard University are required to submit accurate and complete credentials and accurate and complete information requested by the University. Applicants who fail to do so shall be denied admission. Enrolled students who as applicants failed to submit accurate and complete credentials or accurate and complete information on their application for admission shall be subject to dismissal when the same is made known, regardless of classification."

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Educational Psychology Ph.D.

Welcome to the educational psychology doctoral degree program at penn state.

Doctoral programs for all students are developed individually by the student working together with a faculty adviser and doctoral committee. Beyond meeting the requirements of The Graduate School, a program is expected to reflect a student's background and career interests. The major steps in a doctoral program include:  

A candidacy examination after about one year of course work

Appointment of the doctoral committee

Program planning meeting with the doctoral committee

Comprehensive examinations after course work has been completed

A dissertation proposal meeting

The final oral defense of the dissertation

Students who enter the doctoral program with a master's degree can begin the doctoral program directly if the master's degree was in Educational Psychology or a closely related area and included a thesis. If the master's degree was not in Educational Psychology or a closely related area, the student may be required to take basic course work at the master's level and/or complete a thesis. Any student who has not completed a thesis in Educational Psychology or a closely related area will be required to complete the equivalent of a pre-dissertation research exercise. The orientation of the doctoral program in Educational Psychology at Penn State is toward the preparation of college or university teachers, researchers in educational research units, program evaluators or specialists in educational development settings such as state boards of education. Students interested in working as a clinician in a public school or other educational setting should apply to the School Psychology program, 125 CEDAR Building. Those students who are interested in becoming school counselors or student personnel specialists should apply to the program in Counselor Education, 125 CEDAR Building. Students interested in working with exceptional children should apply to the Special Education, 125 CEDAR Building.

Areas of Specialization

This area of study encompasses applications of cognitive psychology to education, instruction, and school learning. Preparation is for teaching and research in colleges and universities, public schools, state departments of education and industrial, military, and other educational and training settings. Courses of study are oriented toward developing a foundation in psychological theories and principles related to cognition, thinking and higher mental processes. Depending on the student's interest, preparation will include related courses on developmental processes, social processes or other areas of studies, including instructional systems. Although the primary emphasis is on cognitive studies, there are opportunities for including a behavioral emphasis by planning a program around specific courses in other departments of the University. In planning an individual program the student enjoys an excellent working relationship with other departments of Penn State, in which course work, research experience, and teaching experience related to his/her planned program of study may be pursued. The student's program of study will typically include foundation course work in Educational Psychology linked with additional study in the Departments of Psychology, Human Development and Family Studies, and/or Curriculum and Instruction. Participation in activities and symposia sponsored by various centers on campus is advised for all students in the program. A minor in a related area of specialization is typically a part of the student's planning with his/her adviser and committee. Graduates have taken positions in universities, colleges, schools of medicine, state boards of education, industrial training settings, public school research units, and regional educational research laboratories.

The faculty in Educational Psychology also offers a specialization in research methodology with an emphasis in educational and psychological measurement focusing on test design, instrument construction, scale analysis, and measurement theory. Persons working in this area typically have strong interests in supporting areas of statistics, research design, and mathematics to succeed in this field but students need to use math without fearing its applications. Postgraduate employment for measurement specialists has been in testing organizations (e.g., Educational Testing Service, American College Testing program, and Psychological Corporation); certification testing agencies (e.g., National Board of Medical Examiners, American Nurses Association); state education agency testing program units (constructing, administering, and interpreting data); and, more traditionally, as professors in institutions of higher education offering courses and researching in measurement and methodology applications.

Concentration can be in areas like learning and instruction across the lifespan, measurement, motivation, program evaluation, and instructional psychology, with an introduction to doing research in the area of concentration. All credits are minimum numbers unless otherwise noted. Requirements:

Core Courses - 12 credits

EDPSY 406 - Applied Statistical Inference for the Behavioral Sciences

EDPSY 450 – (PSY) Principles of Measurement

EDPSY 475 - Introduction to Educational Research

EDPSY 521 - Learning and Cognition: Educational Applications

These courses may be completed as part of the student's Master’s degree. Students who receive Master’s degrees at other universities or in other programs may have other courses approved in place of these in consultation with his/her advisor and the Professor-in-Charge.

Required Courses - 5 credits

EDPSY 575 – Professional Development Seminar

EDPSY 524 – Advanced Learning Theories

  Foundational Requirement 9 credits Three courses spread across the following two foundational areas, with at least one course per area:

Historical and philosophical foundations

  Empirical Research Requirement 3 credits

EDPSY 506, 507, or equivalent

  Advanced Courses in Learning and Measurement 6 credits

At least one advance course in learning (e.g., 500 level)

And one advanced course in measurement (e.g., EDPSY 554, 555, 550, or similar)

Courses taken to fulfill other requirements cannot be counted for this requirement also. EDPSY 506 and 507 do not fulfill the advance measurement requirement.

  Areas of Concentration Not specified - these credits are typically at a 500-level. Areas of concentration and the courses required are developed in coordination with the adviser and doctoral committee.

Along with course work, students must complete additional examination and assignment requirements to earn the Ph.D. These requirements, roughly in the order that they should be accomplished, are listed below.  

Research Practicum I (RPI) Completed in the first year during Professional Development Seminar

Candidacy Examination Typically taken during the first semester of the second year

Research Practicum II (RPII) Student must complete RPII sometime after the Candidacy Exam but before the Comprehensive Exam. Thesis work may be substituted for this activity. Students who do not require a thesis may take up to 3 credit hours of Independent Study when completing this work.

Form Doctoral Committee This committee should be formed soon after the Candidacy Exam in preparation for the Program Planning Meeting.The student must notify the Program Secretary as soon as this committee is formed.

Doctoral Program Planning Meeting Soon after the Candidacy Exam and completion of the Thesis requirement, the student meets with the Committee to plan coursework and professional development activities.

Dissemination Activity Student must complete the dissemination activity sometime after the Candidacy exam but before the Comprehensive Exam.

Comprehensive Examination The student should complete the Comprehensive exam in preparation for the dissertation proposal. The student must notify the Program Secretary as soon as this meeting is scheduled.

Dissertation a. Proposal Defense b. Final Defense - The student must notify the Program Secretary as soon as this meeting is scheduled.   

• Development Testing

Contact Professor-in-Charge of Educational Psychology

Professor of Education (Educational Psychology) Professor-in-Charge of Educational Psychology

333 CEDAR Building , University Park, PA, 16802

Email: [email protected]

Phone: (814) 865-4368

Contact the Academic Program Coordinator

Academic Program Coordinator

125B CEDAR Building , University Park, PA, 16802

Phone: (814) 863-0347

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PhD in Educational Psychology

The Doctor of Philosophy program in Educational Psychology develops researchers and scholars for higher education and applied fields of psychology. Students are admitted into one of four specializations*:

Applied Behavior Analysis Gifted & Talented Quantitative Methods Special Education

Students work closely with faculty to develop skills in research, teaching, and clinical practice within their specific areas of study.

Students may attend the on-campus, face-to-face full time or part time. The typical time to completion for full-time students is approximately 4.5 years.

To join our mailing list and receive links to virtual information sessions, complete this form:  Join Mailing List

Associate Professor PhD Graduate Program Director

* PhD in School Psychology is a separate degree program

Educational Psychology

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Doctoral Degrees

Educational psychology, educational psychology ph.d..

The Educational Psychology Ph.D. program provides students with both the scholarly and applied aspects of the field of educational psychology. The program offers an integrated degree that requires mastery of theory and content knowledge in educational psychology as well as expertise in relevant statistical and multiple methodological research methods.

Learn how to apply research in educational psychology to educational practice, policy, and teaching

Study and examine theories of psychological thought, student development, and socialization in instructional settings

Gain hands-on experience in research and college-level teaching

Sample courses.

See Required Coursework .

The program prepares students for both teaching and research careers, primarily in colleges and universities, but also in school settings, testing firms, industry, and research organization.

For more information about the program, contact Jessica Summers .  

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• Educational Psychology, PhD

The Department of Educational Psychology offers the master of science and doctor of philosophy degrees in educational psychology. The programs for the MS and PhD in educational psychology provide comprehensive knowledge of the field and intensive specialization in one of three areas of study and research: human development, learning sciences, quantitative methods. The program also offers a PhD in School Psychology.

The department provides training in research. Many faculty members in the department conduct controlled research studies with human participants; schools and other agencies in the Madison area cooperate in facilitating such research projects. Principal research facilities include the School of Education's Wisconsin Center for Education Research and the multidisciplinary Waisman Center.

Areas of Specialization 

Human development.

Professors: Bellmore, Enright, Hubbard, Matthews, Short, Starr, Vlach

This Human Development program focuses on individual development, with an emphasis on the beginning of the lifespan and formal schooling years (infancy through young adulthood). The Human Development area’s research seeks to make conceptual/theoretical contributions to the understanding of human behavior that can address practical concerns of educators, parents, and others. Special emphasis is placed on considering how diversity in personal backgrounds, contexts, and experiences contribute to the developing person. The graduate program provides a breadth and depth of knowledge about human development and educational psychology and encourages more detailed study in specific interest areas. Early in the program, students learn about general theories and issues in human development; specific developmental processes in childhood, adolescence, and adulthood; as well as associated statistical methods and research practices.

In the latter part of the program, students exercise individual choice in selecting courses in subject matter that will broaden or deepen an understanding of developmental processes. Such coursework may also extend to other programs of the university in which there is a research focus in human development.

Learning Sciences

Professors: Bell, Karumbaiah, Nathan, Puntambekar, Shaffer, Zhang (Fall 2024)

This program area bridges learning sciences and educational practice. Scholarship encompasses the coordinated design and study of learning environments ranging from preschool to university education, and reaches outside of school to informal contexts for learning, like museums and after-school programs. Faculty interests include the design of technologies as tools for learning, prolonged longitudinal study of relations between teaching and learning, the nature of knowledge in substantive domains of inquiry, like mathematics, science, and composition, and the analysis of learning using moment-by-moment data about learning processes. The program of study emphasizes an apprenticeship model of scholarship with early engagement in substantive problems of learning and teaching. Students work in concert with faculty to develop research studies in each of the first two years of study. Courses are coordinated to promote the development of research and communication skills so that students can become involved with important problems in educational research. As students progress in the program, they continue to work with faculty, both within and outside of the department, to craft systematic investigations of learning environments.

Quantitative Methods

Professors: Bolt, Kaplan, Kim, Pustejovsky, Wollack 

Educational research has a strong tradition of employing state-of-the-art statistical and psychometric (psychological measurement) techniques. Researchers in all areas of education develop measuring instruments, design and conduct experiments and surveys, and analyze data resulting from these activities. Because of this tradition, quantitative methods have long been an area of specialization within educational psychology. Graduates in this area teach, serve as consultants to educational researchers, and conduct research on statistics and psychometrics in education-related fields. Within the program, the quantitative methods area offers the two major specializations of statistics and measurement.

The study of quantitative methods takes advantage of the range of resources at the University of Wisconsin–Madison and includes coursework in statistics, mathematics, and computer sciences, and in other units of the School of Education.

School Psychology

The Department of Educational Psychology also administers a PhD in School Psychology .

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

For admission to graduate work, the department does not require a specific undergraduate major. However, it is preferred that applicants have completed approximately 18 credits in courses that provide a relevant foundation for further study in educational psychology. Neither certification as a teacher nor teaching experience is required. An undergraduate grade point average of at least 3.0 (4.0 basis) based on the last 60 semester hours of undergraduate coursework is required. A statement of purpose is also required.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Students are eligible to compete for UW–Madison fellowships. A limited number of teaching and project assistantships are available within the department, and prospective students are encouraged to refer to the instructions for fellowships and assistantships contained in the program application information.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

Mode of Instruction

Mode of Instruction Definitions

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

Curricular Requirements

Required Courses

Human development pathway 1.

These pathways are internal to the program and represent different curricular paths a student can follow to earn this degree. Pathway names do not appear in the Graduate School admissions application, and they will not appear on the transcript.

Learning Sciences Pathway 1

This includes any course in the Quantitative Methods program area or any other approved course by the Learning Sciences faculty as covering appropriate content in quantitative methods.

Quantitative Methods Pathway 1

Educational statistics and research methodology subarea.

Educational Measurement subarea

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate credits earned at other institutions.

With program approval, students are allowed to transfer no more than 9 credits of graduate coursework from other institutions. Coursework earned ten years or more prior to admission to a doctoral degree is not allowed to satisfy requirements. 

Undergraduate Credits Earned at Other Institutions or UW-Madison

No credits from a UW–Madison or other institution undergraduate degree are allowed to count toward the degree.

Credits Earned as a Professional Student at UW-Madison (Law, Medicine, Pharmacy, and Veterinary careers)

Refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Credits Earned as a University Special student at UW–Madison

With program approval, students are allowed to transfer no more than 9 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements. 

Refer to the Graduate School: Probation policy.

Advisor / Committee

Refer to the Graduate School: Advisor and Graduate School: Committees (Doctoral/Master’s/MFA) policies.

Credits Per Term Allowed

Time limits.

Refer to the Graduate School: Time Limits policy.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office Student Assistance and Support (OSAS)  (for all students to seek grievance assistance and support)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking, and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed. Many issues can be settled informally at this level. If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor. The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW–Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• Office of Student Assistance and Support (OSAS) (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427

For the PhD program, the department offers assistantships to incoming students.

• Professional Development

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

• Learning Outcomes
• Acquire a strong foundation in current and past theories, research findings, and methodologies in their program area. Use critical thinking skills to synthesize existing knowledge, evaluate strengths and limitations in existing theory and research, and identify issues in need of additional inquiry - including conceptual and methodological approaches available to address these issues.
• Demonstrate a knowledge of and sensitivity to human diversity in terms of individual abilities and orientations and sociocultural backgrounds.
• Retrieve, evaluate, and interpret professional and scientific literature; use this information to develop or adapt theoretical frameworks and derive testable hypotheses or predictions for their own research / program evaluation projects.
• Learn to design realistic and feasible research or assessment projects in their program area and to prepare necessary protocols that are sensitive to the backgrounds of individuals who are the focus of their work.
• Conduct independent research and analyze and interpret resulting data.
• Create clear and concise reports of their research or program evaluations that are appropriate to the intended audiences, which may include fellow scholars (via scholarly journals), practitioners (via practitioner journals or reports), and lay audiences (via online or other published reports).
• Communicate effectively in collaborative work, instructional activities, and/or consultation settings with students and professional colleagues.
• Conduct research or program implementation / evaluation in accordance with ethical standards established in their field of inquiry.

Professors: Asmus, Bell, Bellmore, Bolt, Enright, Kaplan, Kilgus, Kim, Nathan, Puntambekar, Quintana, Shaffer, Wollack Associate Professors:  Albers, Eklund, Garbacz, Hubbard, Matthews, Pustejovsky, Vlach Assistant Professors: Karumbaiah,   Klingbeil, Short, Starr, Zhang (Fall 2024) Clinical Associate Professor: Kelly Clinical Assistant Professor: Hagermoser-Bayley

• Requirements

Contact Information

Educational Psychology School of Education edpsych.education.wisc.edu

Amy Moschkau, Graduate Program Manager [email protected] 608-262-1427 880 Educational Sciences Building 1025 W. Johnson St., Madison, WI 53706-1796

Jennifer Asmus, Director of Graduate Studies [email protected]

Graduate School grad.wisc.edu

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Doctor of Philosophy - Educational Psychology

Jump to section:, learning outcomes, career possibilities, requirements.

• Documents and Downloads

The Ph.D. in Educational Psychology prepares students to become independent scholars who are able to make significant contributions to knowledge in specialized areas of educational psychology. The Foundations strand within the Ph.D. provides opportunity for specialization in assessment, learning and cognition, program evaluation, research, and learning in school domains is designed to enable students to become independent scholars, who are able to make significant contributions to knowledge in the discipline of educational psychology. The focus of the program is on the assessment and understanding of learning outcomes and processes in a variety of learning environments and in modifying those environments in ways that promote more effective learning.

Available Options

Foundations post master's track.

The doctoral foundations strands prepare students for a variety of professional careers related to teaching and research in both academic and non-academic settings. For example, students will be prepared to fill faculty, research, or assessment positions at academic institutions, such as universities, community colleges, and K-12 school districts. Representative occupations also include educational psychologist, program evaluator, educational assessment coordinator, and employee training specialist.

Foundations Post-Bachelor’s Track

School psychology track, school counselor track, assessment and quantitative analysis in education post-master’s track, accreditation.

For information regarding accreditation at UNLV, please head over to Academic Program Accreditations .

Upon completion of this program, graduates will be able to:

• Articulate, comprehend, and analyze key theories related to learning, cognition, and development.
• Understand how to design and modify learning environments to promote more effective learning.
• Critically evaluate research studies based on each study’s methodology, literature support, and significance.
• Understand and use advanced statistical research methods (including computer technology for the analysis of data); (b) understand the role of causation in science and the threats to causal inference posed by invalid research design and methodology; (c) identify and select research design and statistical analyses appropriate to various types of quantitative research questions; (d) critically evaluate research reports and differentiate legitimate from unjustified research conclusions.
• Understand (a) qualitative approaches to exploring phenomena related to educational and other social contexts, (b) the theoretical and practical considerations of conducting and interpreting case studies, ethnographies, participant observations, narrative reports, and design-based research, and (c) criteria for establishing goodness of qualitative studies; and (d) critically evaluate research reports and differentiate legitimate from unjustified research conclusions.
• Serve as independent scholars who can design, implement, and prepare reports of research studies, that make significant contributions to the discipline of educational psychology or the learning sciences and bridge the gap between practice and research.
• Understand the cultural context of learning and development including social thinking, social influence, and social relations.
• Demonstrate competence in delivery of assessment and evidence-based psycho-educational and mental health intervention services.
• University faculty
• Community college faculty
• Educational assessment director
• Educational psychologists
• Human resource education director
• Program evaluators
• Research coordinators for school districts, human services agencies, hospitals, businesses etc.
• School, agency, or private practice psychologist

Documents/Downloads

Plans of study.

• EPP 761 180.43 KB
• EPP 767 161.97 KB

Degree Worksheets

Graduate handbooks.

• Program Handbook 255.68 KB

Additional Downloads

• Ph.D in Educational Psychology Foundations Specialization Strands Study Form 361.4 KB

Related Links

• 2024-25 27.51 KB
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Graduate Coordinator

E. michael nussbaum, ph.d., department of educational psychology, leadership, and higher education.

The Department of Educational Psychology, Leadership, and Higher Education delivers and provides instruction in innovative research that informs the educational process from early childhood through higher education. Our curriculum prepares graduates for leadership positions in diverse settings and roles, provides foundational support for programs across the university, and investigates educational policy to inform practice in P-12 through higher education.

College of Education

The College of Education creates an intellectual environment that promotes quality instruction, significant research, and professional service. With four unique departments, graduates receive the necessary tools and experiences to make an impact on local, national, and global scales.

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• PhD in Psychology
• Educational Psychology

Educational Psychology Doctor of Philosophy in Psychology

Be a force for positive change in education and professional learning environments. The online PhD in Psychology, Educational Psychology program from Capella University is designed for those who want to solve real-world challenges in education and learning design, develop innovative strategies to enhance learning and shape policy and practice to make a lasting impact.

Coursework is focusing on cognition, motivation, learning science and the psychology of teaching.

Understand the psychology of teaching

Study areas relevant to your career; focus on child and adolescent development, program evaluation and measurement, or psychology teaching and instruction.

Complementary coursework approach

Get direct, intensive experience with virtual residencies that enhance your online coursework and help you complete your program successfully.

Scholar-practitioner faculty

Learn the latest in theory and practice from experienced doctoral faculty actively engaged in their professions.

Apply today with no application fee.

At a glance

• 7 Core courses
• 7 Specialization courses
• 3 Virtual residencies
• 4 Dissertation courses
• 84 Total quarter credits (24 Max transfer)

Reduce your tuition by $5,000

Enroll in a qualified program and apply for a $5K Capella Progress Reward, a scholarship to help fund your doctoral degree. Eligibility rules and exclusions apply. Connect with us for details.

Courses and skills

Explore educational psychology courses.

• This program requires a total of 84 quarter credits
• You’ll need to complete seven core courses, seven specialization courses, three virtual residency courses and four dissertation courses

View all courses in catalog

What you'll learn

Students in the PhD in Psychology, Educational Psychology specialization acquire a broad base of knowledge associated with learning, cognition, instruction, development and research. Core coursework provides a foundation of the science of psychology, and specialization coursework provides depth within the discipline of educational psychology. The curriculum provides students the opportunity to pursue a specific concentration within the program. This specialization is not designed or intended to meet licensure requirements for any licensed profession.

This specialization is designed to help you gain the following skills related to this field:

• Design, plan and conduct research and evaluation to advance knowledge and practice in educational psychology and related disciplines
• Apply scientifically established principles and knowledge from the study of human development and motivation to the practice of educational psychology
• Discern how humans learn, process and communicate information to create knowledge
• Respect individuality and embrace diversity
• Perform ethically in personal and professional interactions
• Communicate professionally in the field of psychology

Review the Capella career exploration guide to learn more about this program and career opportunities.

Tuition and learning format

How much does the  phd in psychology cost.

The total cost of your degree will depend on academic performance, transfer credits, scholarships and other factors, including: See GuidedPath cost information below.

A structured learning format with an active peer community and faculty guidance. We’ll set the schedule, you meet the deadlines.

• Based on the quarter system; 1-3 courses per 10-week quarter
• 1 semester credit = 1.5 quarter credits
• Weekly assignments and courseroom discussions
• Pay for what you take, price varies by courseload or term

$555  per credit, 72  coursework credits, 24  max transfer credits

Learn more about GuidedPath »

Tuition breakdown

Program phases.

$555 Per quarter credit

72 coursework credits

Per quarter credit

Dissertation

$2,780 Per quarter

Per quarter

Resource kit fee

$175 Per quarter

Coursework phase only; includes eBooks, textbooks, interactive media, software, course packs, articles, test kits, and other instructional materials

Application fee

$0 no application fee

no application fee

Tuition and program length are unique to you

Your total tuition and program length depend on a variety of factors, including:

• Academic performance
• Complexity of your dissertation
• Number of quarters spent working on practicum
• Prior coursework 
• Scholarships and finances
• Unexpected life events
• Employer and/or military benefits

About cost scenarios

The cost scenarios below are examples based on general program pricing and 2024–25 Capella tuition rates and assume the average number of transfer credits a student brings into the program. Pacing and pricing information is current as of Jan. 1, 2024. These rates are the same nationwide and may change depending on factors affecting program length and price. You are responsible for paying your own travel costs related to residencies, including plane, hotel, and food expenses.

To discuss whether the specialization you’re interested in has additional factors that may affect program cost and length, contact a Capella enrollment counselor.

Cost Scenarios

*Eligibility rules and exclusions apply. Connect with us for details.

Get the details

Connect with an enrollment counselor to further discuss the cost of the program and explore your eligibility for scholarships and discounts.

Scholarships and savings

Are there scholarships available for doctoral degrees.

Your education is an investment in your future. There are  more ways to save  than you might think.

$5K toward your doctorate

Apply for a $5K scholarship Capella Progress Reward, a scholarship to help fund your doctoral degree. Eligibility rules and exclusions apply. Connect with us for details .

Employer & association discounts

If your employer or organization is a Capella network partner, you may be eligible for a discount. Ask your employer what offers are available.

10% military discount 

Capella offers a tuition discount to active-duty service members, guard and reserve members, veterans, their spouses* and dependents. *Starting in July, spouses of veterans can now benefit from a 10% discount on eligible certificates, master’s and doctoral programs and a 15% discount on eligible bachelor’s programs.

Accredited and recognized

Capella is accredited by the higher learning commission..

Accreditation and recognitions provide assurance that we meet standards for quality of faculty, curriculum, learner services and fiscal stability. See all our  accreditations  and  recognitions .

How to apply

What are the phd in psychology admission requirements.

Applicants must provide the following information for  admission  to Capella programs and specializations:

• Admission application – no application fee required
• A master’s degree from an institution accredited by an agency recognized by the U.S. Department of Education, or from an internationally recognized institution
•  Your official master’s transcripts, with a minimum grade point average of 3.0 or higher on a 4.0 scale
• A valid, government-issued form of photo identification

GRE and GMAT are not required for admission.

International student requirements

If you completed your most recent academic coursework, degree, or credential at an institution outside the United States, regardless of your citizenship or where you currently live, you are considered an international applicant.

In addition to the above admission requirements, you will need to submit these materials:

• Minimum score on acceptable test for proof of English proficiency
• Transcript evaluation

Learn more about  international student admissions .

Faculty and support

What support does capella offer online students.

Our programs are designed to meet the unique needs of doctoral students. We’ve structured the experience in manageable pieces to help you earn your doctorate. You’ll have support from faculty, staff and online resources along the way.

Professional doctoral faculty

Work with faculty members who have years of experience and specialize in their areas of expertise throughout each phase of your program, including literature review and implementation planning.

Enrollment counselors

These specialists can provide details about your chosen doctoral program. They help you understand the differences among specializations and help you identify which is the best fit for you. They can also help you with the admissions process.

Academic coaches

Through quarterly appointments and as-needed counseling sessions, these specialists introduce you to Capella and help you tailor your program to your personal goals and experiences.

Articles and resources

Expand your perspective on academic and career topics with articles and resources from Capella University.

What’s it like to be a doctoral student?

What does it take to earn a doctoral degree? Learn more about the experience and explore each step of the journey.

Helping Professions Program Guide

Explore paths and programs that leverage your unique interests to help build a better world.

Career exploration

What can you do with an phd in psychology, educational psychology.

Your education can help you reach your professional and personal goals. Here are some of the jobs and employment settings to consider with a doctoral degree in educational psychology.

Related job titles to explore*

• Curriculum designer
• Curriculum specialist
• Digital learning specialist
• Instructional design manager
• Instructional systems designer
• Learning design manager
• Learning strategist
• Program director
• Training program manager

Employment settings to explore*

• Colleges, universities and professional schools
• Community colleges
• Educational support services
• Elementary and secondary schools
• Research and development in the social sciences and humanities

*These are examples intended to serve as a general guide. Some positions may prefer or even require previous experience, licensure, certifications, and/or other designations along with a degree. Because many factors determine what position an individual may attain, Capella cannot guarantee that a graduate will secure any specific job title, a promotion, salary increase, or other career outcome. We encourage you to research requirements for your job target and career goals.

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Educational psychology.

Educational Psychology, PhD: School Psychology

The doctoral specialization in School Psychology adheres to a scientist-practitioner model of training and is designed to fully integrate psychological theory with rigorous research and professional practice skills. The program is committed to training multi-culturally competent school psychologists. The PhD program is accredited by the American Psychological Association and approved by the National Association of School Psychologists.

The School Psychology program has five major goals. It aims to prepare school psychologists to:

• Design and implement evidence-based therapeutic interventions that meet the mental health and educational needs of children, adolescents and families
• Engage in problem-solving consultation within and across schools and community settings with families and professionals to enhance the competencies and resilience of youth and to promote healthy home, school and community environments
• Conduct comprehensive assessments that are directly linked to interventions aimed at improving understanding and outcomes of youth, families and schools
• Provide service delivery and to conduct research that reflects APA and NASP ethical and professional standards
• Conduct, interpret, critique and disseminate high quality scientist-practitioner research that advances the field of school psychology

Educational Psychology PhD

The goal of the Doctor of Philosophy in Educational Psychology is to prepare psychologists, researchers and educational professionals to effectively work on the unique challenges of promoting education, learning, and mental health in urban environments. The four areas of emphasis in the doctoral program are:

• Counseling Psychology
• Cognitive and Developmental Sciences
• Educational Statistics and Measurement
• School Psychology

See the Educational Psychology Website for more information on these areas.

The Counseling Psychology and School Psychology specializations at the master’s and doctoral level are accredited by the American Psychological Association (APA).

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 E-mail:  [email protected] Website:  American Psychological Association Website

Admission Requirements 

Credits and courses, additional requirements, application deadlines.

Application deadlines vary by program, please review the application deadline chart for specific programs. Other important dates and deadlines can be found by using the One Stop calendars .

To be considered for admission to the program applicants must complete the Graduate School online application, and satisfy all UWM Graduate School admission requirements in addition to the following program requirements:

• Undergraduate GPA of at least 3.0.
• A letter outlining the applicant’s academic and professional background, declaration of School Psychology as the Area of Concentration, as well as specific research interests and goals for the PhD program.
• Three letters of recommendation from individuals familiar with the applicant’s intellectual achievement and potential.
• Resume or curriculum vita.

In addition to the requirements listed below, please refer to the program handbook.

Advising and the Major Professor

Upon admission to the doctoral program in Educational Psychology, students are assigned a temporary advisor in their area of emphasis (e.g., Counseling Psychology, Cognitive and Developmental Sciences, Educational Statistics and Measurement, or School Psychology). This person is available to discuss initial course selection and provide general advice about the program. After beginning the program and before filing a Student Academic Plan, students should seek a Major Professor. The permanent Major Professor may—but does not have to be—the same person who is the temporary advisor. Students must select an advisor in their area of emphasis. Selection of a Major Professor is by mutual consent between the student and the faculty member. Students should notify the Training Director within their emphasis when the Major Professor has been selected.

The student must meet minimum  Graduate School residence requirements  of one continuous academic year of full-time graduate studies at UWM. This can be satisfied by completing at least 8 graduate credits in each of two consecutive semesters, or 6 or more graduate credits in each of three consecutive semesters. 

Students are required to complete practicum requirements to become licensed.

Following Practicum, students are required to complete a year-long internship in order to be licensed.

Publishable Paper

Students are required to work with faculty to have a “publishable” paper within 30 credits after admission to the program. It may be a collaborative effort, such as publishing a chapter or article with a faculty advisor or other faculty collaborator.

A minor is an option. Students interested in a minor should contact their Major Professor.

Master's Degree

Students may apply to receive the master's degree upon completion of 30 credits.

Doctoral Preliminary Examination

The Doctoral Preliminary Examination is taken at the end of a student’s coursework. A description of the Preliminary Examination is provided in the doctoral handbook corresponding to the student’s specialization area within Educational Psychology.

The Preliminary Examination consists of a written component and, in some specializations, an oral component. The purpose of the Preliminary Examination is to determine whether the student demonstrates understanding of coursework and related bodies of knowledge and is qualified to proceed with dissertation planning. A minimum of three faculty members in the specialization area shall participate on a student’s Preliminary Examination.

Proposal Hearing

A doctoral student qualifies as a “doctoral candidate” upon completion of the doctoral Student Academic Plan, successful completion of the Doctoral Preliminary Examination for the PhD degree, and successfully passing a dissertation proposal hearing. The hearing is open and the date, time and location must be announced by the Major Professor. Each member of the committee must sign the doctoral dissertation proposal hearing form, and indicate approval or disapproval. A simple majority of all committee members is required. No absentee ballots are acceptable.

Dissertation Defense

The candidate must write a dissertation that demonstrates the ability to pursue independent research. The candidate must pass an oral exam in defense of the dissertation.

Exit Requirements

Contingent upon satisfactory completion of program requirements, passage of the preliminary qualifying examination, and successful oral defense of the dissertation, the Chair of the Department of Educational Psychology will give final approval of the PhD in Educational Psychology.

It is expected that most students will complete all degree requirements within six years of initial enrollment in the doctoral program. All requirements MUST be completed within ten years from the date of initial enrollment.

Educational Psychology PhD: School Psychology Learning Outcomes

School Psychology doctoral students will be able to: 

• Demonstrate competency in the integration of science and practice, including substantial knowledge of scientific methods, procedures, and practices.  
• Demonstrate the substantially independent ability to conduct research or other scholarly activities that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base. 
• Critically evaluate and disseminate research or other scholarly activity via professional publication or presentation at the local (including the host institution), regional, or national level. 

Ethical and legal standards 

• the current version of the APA Ethical Principles of Psychologists and Code of Conduct; 
• relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and 
• relevant professional standards and guidelines. 
• Recognize ethical dilemmas as they arise and apply ethical decision-making processes to resolve the dilemmas.  
• Conduct self in an ethical manner in all professional activities. 

Individual and cultural diversity

• Demonstrate an understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.  
• Demonstrate knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service. 
• Demonstrate the ability to integrate awareness and knowledge of individual and cultural differences, including intersectionality, in articulating an approach to working effectively with diverse individuals and groups. 
• Demonstrate the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews differ from their own. 

Professional values and attitudes  

• Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, the integration of science and practice, professional identity, accountability, and concern for the welfare of others. 
• Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness. 
• Actively seek and demonstrate openness and responsiveness to feedback and supervision. 

Communication and interpersonal skills 

• Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services. 
• Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts. 
• Manage difficult communication well. 

Assessment 

• Demonstrate current knowledge and application of knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology. 
• Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity considerations and contextual influences (e.g., family, social, societal, and cultural) of the service recipient. 
• Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective. 
• Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences. 

Intervention 

• Establish and maintain effective relationships with the recipients of psychological services. 
• Develop and implement evidence-based intervention plans specific to the service delivery goals informed by the current scientific literature, assessment findings, diversity considerations, and contextual variables. This includes the ability to modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking. 
• Evaluate intervention effectiveness and adapt intervention goals and methods consistent with ongoing progress evaluation. 

Supervision 

• Demonstrate knowledge of supervision models and practices. 
• Demonstrate knowledge of contemporary evidence-based supervision literature. 

Consultation and interprofessional/interdisciplinary skills 

• Demonstrate knowledge and respect for the roles and perspectives of other professions. 
• Demonstrates knowledge of consultation models and practices. 

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College of Education

Overview: phd educational psychology.

The PhD in Educational Psychology prepares students to conduct research on psychological processes as they affect student learning and successful teaching in urban settings.  Graduates become research experts and innovators in one of two focus areas; Human Development and Learning or Measurement, Evaluation, Statistics, and Assessment .  Nevertheless, all graduates are expected to have knowledge of the main areas of research found in the field of Educational Psychology.  In addition to accepting traditional academic research positions, our graduates work for private and not-for-profit organizations, national and state licensing and certification boards, state and federal agencies, and testing companies.

Overview of Requirements (Fall 2013) Heading link Copy link

The PhD in Educational Psychology requires a minimum of 96 semester hours beyond the baccalaureate degree, and a minimum of 64 semester hours beyond the master’s degree.  These requirements include completion of a 12-hour Doctoral Studies Core, a 12-hour Methodology Requirement, a 4-hour research project, and 12 semester hours of dissertation research.  You are also required to pass written and oral portions of a preliminary examination and successfully defend your dissertation research.  Specific requirements are as follows for students who enter the program with an earned master’s degree.

• COE Doctoral Studies Core —12 hours
• Methodology Requirement –– 12 hours
• Educational Psychology Program Core — 8 hours
• Area of Specialization —16 hours
• Research Project — 4 hours
• Preliminary Examination — Written Portion
• Preparation of a Dissertation Research Proposal
• Preliminary Examination — Oral Portion
• Dissertation Research — 12 hours (minimum)
• Dissertation Defense

Earning a Masters degree while enrolled in the doctoral program .  If you enter with a bachelor’s degree but not a master’s degree you are required to take up to 32 hours of additional coursework (the equivalent of a master’s degree) in an area of specialization.  Any student who chooses to do so may earn a master’s degree while enrolled in the Ph.D. program, but should be alerted to the fact that those courses that are aligned with an M.Ed. degree cannot simultaneously be applied toward the Ph.D.

You are free to substitute a more advanced course for any of the required core courses that are normally associated with the Ph.D. in Educational Psychology.  Decisions about which courses to substitute are normally made in consultation with your program advisor, the Director of Graduate Studies for the Educational Psychology Department, and the Graduate College.

Doctoral Studies Core (12 hours) Heading link Copy link

All doctoral degrees in the College of Education require a core of courses that focuses on different types of research in educational settings, research design, and the analysis of educational data.  These core courses will help you develop the minimum skills needed to evaluate research literature and to begin your own independent research.  You are encouraged to take these core courses early in your program; however, you may take other courses in the program before completing this set of courses.

The requirements of the Doctoral Studies Core are:

• ED 504—Urban Contexts and Educational Research (4 hours)
• ED 505—Introduction to Educational Research: Paradigms and Processes (4 hours)
• ED 506—Introduction to Educational Research: Designs and Analyses (4 hours)

Methodology Requirement (12 hours) Heading link Copy link

In addition to the Doctoral Studies Core above, you must take a minimum of three research methodology courses as described below.  Note also that you may choose or be encouraged by your faculty advisor to take additional courses in research methodology beyond these minimums in order to meet your personal scholarly and professional goals.

The Methodology Requirement includes:

• ED 502—Essentials of Qualitative Inquiry in Education (4 hours)
• ED 503/EPSY 503—Essentials of Quantitative Inquiry in Education (4 hours)
• A third methodology course selected in consultation with your advisor (4 hours)

Educational Psychology Program Core (8 hours) Heading link Copy link

To explore breadth in the field of Educational Psychology, all students, regardless of their focus area, enroll in three program core courses, totaling 10 semester hours.

• EPSY 500 — Proseminar in Educational Psychology I: Socialization into the Field (2 hrs)
• EPSY 501 — Theories of Educational Psychology (4 hours)
• EPSY 508 — Proseminar in Educational Psychology II: Discourses in the Field (2 hours)

Area of Emphasis (16 hours minimum) Heading link Copy link

This PhD program requires that you take courses in both the College of Education and the Department of Psychology.   All students enroll in a breadth core that involves exposure to the range of topics typically associated with a degree in Educational Psychology.  Nevertheless, you are typically admitted into one of the following two focus areas.

Human Development and Learning

This concentration includes most of the school-based research that is salient in the field of Educational Psychology.  Individuals who focus primarily on human development usually specialize in issues that pertain to early childhood, middle childhood, adolescence, or adulthood as well as a substantive area of emphasis salient in the field of human development.  Individuals who focus on learning typically specialize in processes of cognition and how knowledge of cognitive processes can be used to shape instruction and the learning environment.  Available areas of expertise change as the composition of the faculty and the field change.  You are advised to look at the research interests of current faculty to determine which topical interests to focus on during your program of study.  Our current faculty members specialize in the following three areas.

Cognition and instruction .   This research area involves a multidisciplinary group of faculty members and students interested in Learning Sciences.  Specific areas of study within this concentration include cognitive development, metacognition and self-regulated learning, reading comprehension and text processing, learning from multimedia materials, design of learning environments, and the use of cognitive models in assessment.

Early childhood education .  This research area focuses on the cognitive and social development of young children. Specific areas of study include social and cognitive development, cultural differences in parent-child interaction, children’s play, and the development of children with learning disabilities.

Social development .  This research area focuses on processes of social growth and cultural factors that affect individuals’ development and educational processes. Specific areas of study include cultural factors in students’ development and learning, emotional and other forms of socio-moral development, gender roles and gender identity, legitimate parent and teacher authority in relation to student autonomy, motivation, peer relations, play, and social competence.

Measurement, Evaluation, Statistics, and Assessment

This focus area combines training in measurement, evaluation, statistics, and assessment with research experiences gained from participation in research projects. In Measurement and Evaluation, specific areas of study include measurement theory, Rasch measurement, Item Response Theory, true score theory, generalizability theory, test score equating, standard setting, instrument design, and program evaluation. In Statistics, areas of study include statistical theory, hierarchical linear modeling, nonparametric modeling, regression analysis, multivariate analysis, structural equation modeling, factor analysis, causal analysis, categorical data analysis, research synthesis and meta-analysis, exploratory data analysis, model estimation, model goodness-of-fit analysis, model selection, robust analysis, missing-data analysis, and research methods. In Assessment, study areas include qualitative methods, testing for licensure and certification, computer adaptive testing, large-scale testing, and classroom-based assessment.

You  can specialize in a particular focus area, yet everyone is encouraged to take courses in each of four areas.  Available areas of expertise change as the composition of the faculty and the field change.  You are advised to look at the research interests of current faculty and determine your own topical interests as early in their program of study as possible.  Our current faculty members specialize in the following four areas.

Measurement .  Measurement courses cover a range of theories, models, and methods for measuring variables of aptitude, achievement, and attitudes. They include test, questionnaire, rating scale, and survey construction for data collection, and include contemporary measurement models for data analysis. These courses are designed to prepare researchers and practitioners to meet measurement challenges they will encounter when conducting research and applying measurement models in a variety of settings.

Evaluation .  Evaluation courses deal with the systematic collection of information about the activities, characteristics, and outcomes of programs and how this information can be used to make judgments about program quality, improve program effectiveness, and/or inform decisions about future program development.  Students learn about evaluation theory and methods in coursework emphasizing the processes associated with planning and conducting evaluations. They become informed, critical consumers of standards-based assessment procedures and program evaluation.

Statistics .  This concentration enables students to conduct evidence-based research, to rigorously answer questions that are important to the educational and social sciences.  Statistics courses cover a broad range of statistical models that are useful for the analysis of many types of data sets. They include models that discover the relationship between one variable with and a set of other variables, and models that describe causal relationships between variables (for example, the causal effects of educational treatments on academic achievement). Students who take statistics courses will gain the knowledge, skills, and abilities to analyze, interpret, and draw accurate conclusions from data.

Assessment .  Assessment courses focus on the process of collecting, synthesizing, analyzing, and interpreting quantitative and qualitative information to aid in decision-making.  Assessment training allows students to design, administer, score, and interpret results from various types of assessments that measure simple and complex learning outcomes.  Students learn how to design paper-and-pencil tests, performance assessments, and product assessments that are aligned with those standards that are to be evaluated as well as how to interpret various statistical findings.  These skills can be used for a variety of purposes including the interpretation of score reports, determining appropriate modifications or accommodations when using a tool to assess the performance of students with disabilities or language limitations, the development and defense of grading procedures, and important legal purposes associated with education and employment.

Selecting an area of emphasis .  Within each focus area, you may select the remaining courses to form your own area of emphasis (minimum of 16 hours).  These courses are usually chosen in consultation with your faculty advisor.  A minimum of 8 hours should be Educational Psychology or Psychology courses.  At least 3 of these 8 hours should focus on Psychology.  Note that the required course hours are the minimum number required. You may wish to take more than the minimum number of courses or may be required to do so by your advisor.

Although you may take all your courses in the College of Education and the Psychology Department, you are strongly encouraged to take courses in other UIC departments as well.  Such courses can strengthen your conceptual and methodological knowledge (needed for independent research) and broaden your exposure to the range of research perspectives of faculty members in your specific area of interest.

Research Project (EPSY 593, 4 hours) Heading link Copy link

The research project is an important beginning experience in doing research on actual problems in your chosen area of study.  The research project usually offers you an opportunity to explore and pilot test ideas for your dissertation research.  You may seek out a program faculty member to collaborate with on a research project and perhaps collaborate with other doctoral students.  Ideally, you will work on such projects as a full research colleague and be involved in all aspects of the project from design through execution, analysis, and writing of results.  Such work may lead to a presentation at a scholarly conference or to submission of a manuscript to a professional journal for publication.  (See Section V on the need for IRB approval of a proposed research project.)

You should consult with your faculty advisor to determine when you are ready to embark on this research project.  You are responsible for obtaining the assistance of a faculty member when designing and completing a research project.  You are also responsible for taking the initiative needed to fully complete the research project and this step indicates a readiness to complete a dissertation (see below). The sponsoring faculty member may be either a your program advisor or another faculty member who will bring particular expertise and experience to support the project.

Annual Reviews Heading link Copy link

You are required to submit a formal progress report each year.  These reports provide you with an opportunity to reflect on whether you are meeting your goals while allowing faculty to assess whether adequate progress is being made.  Program faculty review and discuss these reports and provide written feedback to you about whether you are meeting expectations.  Recommendations for ways to enhance or sustain your progress are a likely result of this process.  If you are not making adequate progress you may be placed on probation and given directive feedback on how to proceed.

The Preliminary Examination Process Heading link Copy link

You are required to complete a dissertation to earn your Ph.D., and to verify your readiness for such research, you will proceed through a preliminary examination process.  This process is complex and involves the formation of at least one committee of 5 faculty members, comprised of at least two faculty members from the UIC College of Education.  It is common for a student to establish one committee of 5 faculty members who serve both as the members of the Preliminary Examination Committee and who serve as members of the Dissertation Committee.  It is also common for the Chair of each committee to be the same person.  Nevertheless, for a wide range of reasons, you may need to form two different committees, replace individual members on a committee, or to otherwise adjust this process.  Below is a detailed outline of the requirements for both committees and how these committees guide you through the final, and often most difficult, portions of the doctoral program.  More information on the steps that occur after the Preliminary Examination and requirements for doctoral candidates can be found in Section IV.

Steps for the Preliminary Examination Heading link Copy link

The purpose of the preliminary examination is to determine your readiness to undertake dissertation research.  The examination has three steps —a written portion demonstrates expertise in a specific focus area, a dissertation proposal outlines the dissertation project, and an oral examination is a review of both the dissertation proposal and your readiness to execute the project being proposed.  All three steps are evaluated by members of a Preliminary Examination Committee; the written examination is evaluated by at least three members of the Preliminary Examination Committee and the dissertation proposal review and oral examination includes all 5 committee members.  Once you have completed all three steps, you are formally admitted to candidacy for the Ph.D, and may be referred to as a ‘Doctoral Candidate’.

The written examination .  The written portion of the preliminary examination should be taken when you have completed most, though not necessarily all, of your coursework.  This step offers evidence that you have the necessary expertise to undertake dissertation research.  You will pass this step after at least 3 members of your Preliminary Examination Committee read the written exam and agree that you have demonstrated a readiness to proceed to the design of a proposal.  This is noted in your academic record by completing a form indicating that you have passed the written examination and filing that with the Office of Student Services in the College of Education.

The dissertation proposal .  After successfully passing the written examination, you will be asked to write a dissertation proposal.  It is likely you and the Chair of your Preliminary Examination Committee will first work through the process of designing a proposal and the related application for approval by UIC’s Institutional Review Board (IRB) before submitting a full draft of the proposal to the committee.  Once you and your Chair are satisfied that the proposal is ready for full committee review, the proposal is then disseminated to the full committee.  Nevertheless, it is also common for a student to seek the advice of all of his or her committee members at some point during the design of the dissertation proposal.  The formal committee is noted in your record by completing the Committee Recommendation Form and sending that to the Office of Student Services which then sends that on to the Graduate College where your record undergoes a formal transcript review to ensure that all the program requirements necessary to proceed to the oral defense have been met.

Oral defense of the dissertation proposal .  The final step of the Preliminary Examination Process involves an oral defense of the dissertation proposal and the committee’s recommendation that you are ready to move to Candidacy and complete the dissertation.  Once the proposal is complete and sent to the full Preliminary Examination Committee, an oral defense is scheduled to include the full members of the Preliminary Examination Committee.  You are required to take and pass the oral portion of the exam before beginning your dissertation research.  In addition, you should also receive approval from the Institutional Review Board (IRB) (see Section V), even if it reflects a declaration that the project is exempt from IRB review.  Movement to candidacy is noted in your record by having all faculty members indicate that the student has passed the entire Preliminary Examination process using the signature form generated by the Graduate College.  Once that form has been processed, you are designated as a Doctoral Candidate (ABD in casual conversation).

Forming a Preliminary Examination Committee Heading link Copy link

You should begin making arrangements to take the preliminary examination when your coursework is nearly completed.  First, you should find a faculty member to chair the Preliminary Examination Committee.  Typically, this person is your faculty program advisor, but if interests migrate it may be necessary to identify another faculty member whose interests and expertise may align more closely with your program of study and dissertation research.  You are required to have a committee chair who is a member of the Educational Psychology faculty although you may choose a faculty member outside Educational Psychology to serve as co-chair of your committee.  The Graduate College now officially acknowledges the roles of chair and advisor to indicate such collaborations.  You will work with your committee chair(s) to build a committee of 5 members who are willing to serve.  At least three members, including the chair, should be UIC faculty who are Full Members of the Graduate College.  Tenured or tenure-track faculty members are generally Full Members of the Graduate College; clinical and visiting faculty members generally are not.  At least two committee members should be tenured faculty in the College of Education (i.e., Associate Professors or Full Professors).  The Graduate College does not require that the Preliminary Examination Committee include a member from outside the Department.  However, since the Graduate College does require that all Dissertation Committees have a member from outside the program (see Section IV), and we prefer that you work with the same individuals as members of your Preliminary Examination Committee and as members of the Dissertation Committee, you should ask an outside member to serve in both capacities.

Once you are ready to defend your proposal, your Preliminary Examination Committee is formally constituted by submitting a Committee Recommendation Form to the Office of Student Services and the Graduate College.  This step typically occurs after you have successfully passed the Written Examination and have prepared a dissertation proposal that you and your Preliminary Examination Committee Chair agree is ready for a defense.  Before submitting the Committee Recommendation Form,you should be sure that all potential committee members have agreed to serve.  To include a member who is not on the UIC faculty or is not a member of the UIC Graduate College, approval from the Graduate College is required.  This approval process is initiated by submitting, along with the Committee Recommendation Form, a copy of that outside person’s full current curriculum vitae to the Office of Student Services.

Step 1: The Written Examination

The written portion of the preliminary examination will focus on your area of expertise and interest within Educational Psychology.  This document will be reviewed by at least 3 UIC faculty members who are also members of the Preliminary Examination Committee, one of whom is a member of the Educational Psychology Program Faculty (often the committee Chair or Co-chair).  There are three options for the written portion of the exam.  You may indicate a preferred option, but the Preliminary Examination Committee will make the final decision concerning the form of your examination.

Options 1 and 2 :  The Chair, in conjunction with other committee members, will write an examination consisting of three to five questions.  These questions will tap your knowledge of the following areas as the areas relate to your specific area of interest: (a) research design and methodology; (b) theoretical constructs and systems; (c) empirical research; and (d) implications for teaching and learning, where applicable.  In Option 1 , the questions are administered as a take-home exam with a deadline negotiated between you and your committee members.  Appropriate response length may vary for each question, but in no case should a response to a question exceed 20 double-spaced typewritten pages.  In Option 2 , the questions are administered as a proctored exam at the College.  If the first version of either of these options is not of passing quality, you will have one opportunity to retake the exam.

Option 3 :  You may review the literature on a topic related to your area of specialization and write a critical review in a form that would be suitable for publication.  After receiving evaluations from members of the Preliminary Examination Committee, you will have the opportunity to submit one revision.

You indicate your preferred option by submitting to your committee chair a one- to two-page statement of the problem outlining the topic of investigation for the preliminary examination.  If  you prefer Options 1 or 2, this statement should indicate your particular area(s) of interest and specialization within Educational Psychology.  If you prefer Option 3, this statement should indicate your intended paper topic and a beginning list of references.  After consulting with both you and the members of your Preliminary Examination Committee, the chair will indicate whether this problem statement has been approved.  You may be asked  to revise your proposed statement of intent or to select a different option.  Therefore, you should factor time for such revisions into the overall project timeline.

This written examination step is completed once at least three members of the Preliminary Examination Committee have agreed that your work indicates that you are ready to proceed to the design of a dissertation proposal.  This step is recorded when the three committee members who participated in this step sign and submit to the Office of Student Services the Written Examination Form.

Step 2: Preparing a Dissertation Proposal

Your coursework, research project, and independent readings should give you a good start on planning your dissertation research.  Ideally, you will have decided on your research topic, conducted a relevant review of literature, and/or carried out a pilot study before starting the written portion of the preliminary examination.  It is expected that the written portion of the preliminary exam helps you further develop your dissertation project.  After passing the Written Examination, you will write a dissertation proposal and prepare to defend your work before your Preliminary Examination Committee.

Dissertation research may be developed from the many possibilities related to your area of study and from a variety of research traditions.  The process of writing a dissertation proposal is challenging, but it provides unprecedented opportunities for creative and personally rewarding work.  In the past, students have found it helpful to draw on their studies to date and avail themselves of the advice and support of their committee chair and members, other faculty, and fellow students whenever possible. They have also joined a course in research design (e.g., EPSY 509) or one that offers specialized information necessary for their dissertation project (e.g., advanced statistics).

Dissertation proposals may take many forms and be of varying lengths.  The organization, content, and length of your proposal will be decided in collaboration with the Chair of your Preliminary Examination Committee.  We assume that these decisions reflect your involvement in a public discourse community and that you will follow the conventions within that research network. We can recommend a book such as Making the Implicit Explicit: Creating Performance Expectations for the Dissertation (by Barbara E. Lovitts), which fully describes the performance expectations of a quality dissertation, specifically, a dissertation that makes important new intellectual contributions to the given field of study. Of course, the writing style of a dissertation also needs to comply with the latest Publication Manual of the American Psychological Association .

When you and your committee chair(s) agree that the dissertation proposal is ready for review and approval, you will work with the Chair to distribute the proposal to members of your Preliminary Examination Committee and schedule the oral portion of the preliminary exam.  You should distribute this proposal to committee members for review at least three weeks before the scheduled exam date.  It is strongly recommended that you include a draft of the IRB application with the proposal.  As a rule, you should not submit the IRB application until after the oral portion of the examination is completed since a committee may make recommendations for changing research protocols during the exam.  See Section V for information about IRB requirements and procedures.

The readiness to defend a proposal is typically recorded when you initiate a formal Committee Recommendation Form with the Graduate College.  The Committee Recommendation Form may be obtained from the Graduate College’s website.  At the same time, you should ask the Office of Student Services (3145 ETMSW) for a degree checklist.  A list of the courses taken is available through the my.UIC portal. You must return the completed degree checklist with the signed Committee Recommendation Form to the Office of Student Services.  The completed form must be signed by the committee chairperson and submitted to the Office of Student Services at least three weeks before the date of the examination.

Step 3: Oral Portion of the Exam

The oral portion of the preliminary exam is primarily a hearing on your dissertation proposal, although it may also address aspects of the written examination and your readiness to complete dissertation research.  You are required to complete and pass the oral portion of the exam before beginning your dissertation research.  A primary function of the oral portion of the exam is committee approval of the dissertation research proposal.  It is highly recommended, but not required, that your Preliminary Examination Committee include the same members as the Dissertation Committee.  Evidence that you have moved to candidacy is obtained when all Preliminary Examination Committee members sign the document generated by the Graduate College for the oral examination and at least 3 of the 5 members indicate that you have passed the oral defense.

Guidelines for Evaluating the Preliminary Examination Process Heading link Copy link

The two written steps and the oral portions of the preliminary examination are each evaluated on a pass-fail basis.  It is common for students to be asked to make at least minor revisions in this process.  Yet, if two or more members of the Preliminary Examination Committee assign a failing grade to any portion of the exam, you will fail that portion.  If necessary, the entire portion of the exam or some element of that portion can be retaken once.  If you fail any portion of the exam you may be asked to do additional work or to revise your dissertation research plan before the committee gives final approval.  Even if a committee does not fail you on the oral portion of the exam, committee members may require you to make particular changes in the dissertation proposal before the proposal is approved.

Passing the oral portion of the preliminary exam and addressing all requests for revisions signifies that your committee members have given their approval for you to carry out your proposed dissertation research.  At this point, you become a doctoral candidate.  After reaching this point, you should be sure to submit the final version of the IRB application for approval (see Section V).  Before submitting this application to the IRB it is to be reviewed and signed by your committee chair and the chair of the Educational Psychology Department.

Proceeding to Dissertation Research (EPSY 599, 12 hours minimum) Heading link Copy link

After passing the oral portion of the preliminary examination and receiving approval from the IRB, you may begin your dissertation research.  The process of registering for courses and completing steps in the dissertation process are the same for all students in the College of Education, regardless of their program.  As noted in Section IV doctoral candidates face a number of new registration requirements and must adhere to the same professional standards required of all individuals conducting research (see Section V).  In addition to following all the guidelines in Section IV, the Educational Psychology program requires that you register for a minimum of 12 hours of dissertation credit during the time that you conduct and write up your research.

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EDEP Educational Psychology

Doctorate in educational psychology, phd in education psychology.

Spring 2025 Admissions: Accepting Applications until October 1

Typical Length 5 years

Delivery Campus-Based

Nationally Accredited

The PhD program in Educational Psychology is directed toward increasing students’ competence in educational inquiry, and provides rigorous knowledge and expertise with two specializations, 1) human learning and development; and 2) measurement, statistics, and evaluation (MSE). Courses are offered in the areas of human learning, cognition, and development; and statistics, measurement, evaluation and research design and methodology. The program prepares individuals to conduct applied and original research and evaluation in public and private educational settings and provide instruction and consultation appropriate for all educational levels.

"I have had opportunities to learn about culture-based education and indigenous pedagogy at the college, which has stimulated me to think about an education program for Okinawans."

Kazufumi Taira Educational Psychology PhD Student

Educators pursuing careers as professors, researchers, specialists, administrators, or other types of leadership positions may want to consider a masters degree or PhD in the field of Educational Psychology. The Department of Educational Psychology (EDEP) promotes inquiry in human learning and development within the context of a diverse society.

The primary employers are educational institutions, both public and private, at all levels: K through 12, postsecondary (community colleges and universities). Also, government and private agencies like testing companies, non-profit agencies, research institutes, and private or public educational organizations.

There is no single job title for educational psychologists in organizations, but some examples include professor, program evaluator, educational consultant, test developer, statistician, psychometrician, and educational specialist.

Eligibility Requirements

• Master’s Degree: It is strongly recommended that applicants have graduated, or will graduate, from a UHM recognized, accredited, master’s degree program prior to beginning the PhD, Educational Psychology program
• GPA: 3.0 or above

Application Requirements

• Official transcripts from each post-secondary institution attended (except for UH system transcripts)
• Submit GRE scores
• Chosen Emphasis (i.e., General Educational Psychology or Measurement, Statistics and Evaluation)
• Description of Research Skills and Experience and other Relevant Experiences
• Curriculum Vitae or Resumé
• Sample of Scholarly Writing
• Submit Three (3) recommendation forms (letters are optional; academic recommendations preferred, such as former or current professors)
• Applicants who are not native English speakers may need to take the TOEFL or IELTS (Academic) tests. For more information, view the Graduate Division Standardized Exam website .
• Admitted international students are required to complete a Confidential Financial Statement, which includes identification documents and proof of sufficient funding. More information can be found at: h ttps://manoa.hawaii.edu/graduate/forms/

Campus-Based Program (Evening, hybrid, and online courses at UH Mānoa)

EDEP courses are generally offered face to face with one to two classes offered online or using a hybrid model each semester. Classes are usually offered in the late afternoon to accommodate students’ work schedules.

All doctoral students will be required to take 33 credits of required core coursework. Students will need to receive a grade of no lower than B (B- will not be acceptable) in each of these core courses.

Core Courses

• Introductory Courses (6 credits)
• Learning and Development (12 credits)
• Qualitative Research Methods (3 credits)
• Measurement, Statistics, and Evaluation (12 credits)

Note: see EDEP handbook for specific courses

Additional Degree Requirements

• Cognate Area of Specialization (Nine credits in learning & development or measurement, statistics, and evaluation)
• College Teaching Experience
• Minimum residence of three semesters of full-time work or equivalent in credits at UHM
• Dissertation
• Minimum of one course of dissertation credit (1 credit minimum) during final semester

For more information regarding degree requirements beyond core courses please see the EDEP Student Handbook .

The current tuition rate is $650 per credit for residents and $1402 per credit for non-residents. Information on tuition and fees can be found under the “General & Post-Baccalaureate Unclassified” heading on the Office of the Registrar’s website .

There are many resources available to help graduate students pay for college, including College of Education scholarships. There are also several scholarships listed generally through the UH Manoa General Scholarship List ,  STAR website (please note that this is only accessible to students with a valid UH ID number – must be admitted as a student prior to looking for scholarships on this site) and the Financial Support section of the Graduate Division website . For more information on financial aid and additional resources, please visit the UH Manoa Financial Aid Office ( [email protected] ).

Some students may find employment as graduate assistants (GAs) which includes a tuition waiver as well as a stipend.

Our faculty and staff will provide you with guidance and resources to support your success from beginning to end. You will receive a dedicated faculty advisor to partner with you on your journey.

Program Coordinator

(808) 956-4299

[email protected]

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School Psychology PhD Program of Study

Doctoral program course sequence.

Program Handbook (PDF)

Students in our APA-accredited PhD program complete a minimum of 117 graduate credits. Students who enter the program directly from the baccalaureate degree earn a master's of education (M.Ed.) in education en route to completing the doctoral program requirements. Students who enter the program with previously earned graduate credits may apply up to 12 of those credits toward the doctoral plan of study. Students are not required to retake courses that apply to the doctoral plan of study in school psychology; rather, courses and credits in excess of the 12 that are transferred in are waived from the doctoral plan of study and replacement courses are selected in areas mutually agreed upon by the student and advisor. In these instances, students often elect to take additional course work in areas of psychology and neuroscience, and measurement and statistics. Typically, students are awarded their PhD degree after 5 or 6 years of graduate work – 3 or 4 years of coursework (including practicum requirements), 1-year full-time doctoral internship, and dissertation work (which usually bridges the 4 years on campus and the year of internship).

**In addition to the courses listed above, students are required to take EDUC 687M (research credits) during any semester in which they participate in a research project (e.g. faculty research, dissertation support) or participate in regularly scheduled faculty research team meetings.

Accreditation

Questions about our APA-accreditation should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 apaacred [at] apa [dot] org (apaacred[at]apa[dot]org) www.apa.org/ed/accreditation

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Ph.D. in Education, Educational Psychology

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Take the science of learning to the highest level with a Ph.D. in Educational Psychology

There is still so much to learn about how people actually learn. For example, what influences a person’s ability to retain information? Do we all process information in the same way? Does technology, media, culture, age or trauma influence a person’s ability to learn? The Doctor of Philosophy in Education, Emphasis in Educational Psychology program at the University of Missouri–St. Louis delves deeply into these issues by applying psychological science to improve learning processes and promote educational success.

The Ph.D. in Education, with an emphasis in Educational Psychology is designed to provide specialized knowledge, skills and training in a flexible format. You’ll learn from highly qualified educators and researchers who hold terminal degrees from some of the world’s most prestigious academic institutions.

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Why earn your Ph.D. in Educational Psychology at UMSL?

UMSL provides a unique platform for students to pursue a doctorate in educational psychology. After completing the program’s foundational courses, candidates can choose additional courses based upon their own interests to build their knowledge and skills by focusing on what they are interested in learning and doing in their current and future careers. 

• Learn from expert faculty. Our faculty, staff and community partners are committed to providing experiences to build the knowledge and skills needed for individuals to be successful in multiple educational settings and occupations.
• Expand your experience. The College of Education hosts many centers and initiatives that enhance student experiences in our programs, and works with more than 35 public, private and charter schools throughout the region, as well as sponsoring eight charter schools.

What can you do with a Ph.D. in Educational Psychology?

You may choose to practice as an educational psychologist upon completion of your degree. You may decide to work to develop and implement educational programs or help teachers create classroom curricula that enhance learning processes. You may prefer to work directly with families and children, with groups of people or with agencies and other organizations. You can also use your degree to teach at the college or university level, or to perform educational research to examine learning processes throughout all stages of life. With a PhD Emphasis in Educational Psychology from UMSL, your options are many and varied…all focused on helping others learn to succeed.

The median annual salary for a university professor is $79,640 according to the U.S. Bureau of Labor Statistics.

Career Opportunities

• Career Training and Development Manager
• College/University Professor
• Director of Curriculum
• Educational Consultant
• Educational Psychologist
• Program Evaluator
• Psychometrician
• Researcher in Psychology and/or Education

Plan of study

Non-Missouri Residents: Prospective students are responsible for reviewing the UMSL state authorizations page to see if this program is offered in their state throughout their program and to review the licensure or certification requirements for the state in which they reside.

Career Services – Students have access to professional career counselors who can assist in everything from resume development and interview preparation to lining up an internship or connecting you with your next fulltime career. UMSL alumni also enjoy high quality, lifelong career management programming, services, events and resources to assist in all phases of career development.

Networking – with the largest alumni network in the region, UMSL graduate students have access to leading professionals engaged in business, research, entrepreneurship, non-profit, government, community organizations. Our academic units engage this network in curriculum development to ensure our graduate students gain the skills needed to advance along their choose career path.

Research – There are many opportunities for graduate students to showcase their research including our annual Graduate Research Fair, which is open to students from all graduate programs. Doctoral and thesis master’s students can also compete in the Three Minute Thesis challenge to be evaluated by a panel of judges for a chance to win cash prizes.

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Why Choose the UMSL College of Education?

The UMSL College of Education shapes the educational landscape in the St. Louis region, advances educator quality and professional development in Missouri, and is recognized nationally as a leader of vital research and as a hub of innovation. Whether you’re a first-time college student, a career-changer or a seasoned educator seeking additional professional learning and qualifications, the College of Education has much to offer you. Join a warm, supportive and collaborative environment that will help you explore and grow for a meaningful career in education.

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The College of Education's comprehensive and rigorous curriculum prepares teacher candidates to be highly successful educators. Students complete a year-long practicum experience in a local school or in one of our dozens of area Studio Schools located throughout the region. Practicum incorporates our innovative ResponsiveDesign™ model, our Inquiry Into My Practice approach as well as informative on-campus seminars - all designed to ensure that each teacher candidate is fully prepared for certification and has a promising future as an effective educator. UMSL also offers exciting pathways to become a counselor, principal or superintendent as well as professional certificates to advance your career.

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College of Education faculty have been educating the next generation of leaders more than 50 years. With decades of collective teaching experience, our faculty provides students with world-class education, hands-on experience and innovative curriculum to become an in-demand educator. As a research-focused university, we strive to provide modern, practical training that prepares our students to lead in the classroom from day one.

Join a network of professionals.

The College of Education has prepared over 20,000 educators for service – more than any other university in the region. We have had the privilege of educating truly remarkable students. Among all undergraduate students who have graduated in the last four years, more than half have been first generation college students. For our adult learners – whether undergraduate or graduate – Great Value Colleges has highlighted UMSL’s commitment to nontraditional students, ranking the university 5th nationally in its “50 Best Colleges for Adult Education” survey. UMSL education alumni make up a strong network of noble educators, counselors, administrators and scholars motivated to transform the lives of others and advocate for all.

MORE Flexibility. MORE Possibilities.

When it comes to your education, we know one size doesn’t fit all. Offering exceptional academics at the undergraduate, graduate, and doctoral levels, our degree programs are built to fit any schedule. Whether you want to earn your degree on campus, fully online, during the evening or weekends with our 4-, 8-, 12- and 16-week course offerings – UMSL will meet you when and where you want.

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Xun Liu, Ph.D.

Research Assistant Professor of Research, Assessment and Evaluation, Foundations of Education

• Ph.D. in Educational Psychology, Texas Tech University
• M.Ed. in Educational Psychology, Texas Tech University
• M.A. in Applied Linguistics, Texas Tech University
• B.A. in English Language and Literature, Beijing Normal University
• B.A. (double major) in Chinese Language and Literature, Beijing Normal University

Research interests

Quantitative research methods and statistics (longitudinal modeling, structural equation modeling, multilevel modeling, etc.), marriage and family studies, educational motivation

Career highlights

• Texas Tech University Doctoral Dissertation Completion Fellowship (2014-2015)
• Texas Tech University AT&T Chancellor’s Fellowship (2011-2015)

Selected publications/projects

• Li, J. & Liu, X. (2021). Internet Addiction and Acculturative Stress Among International College Students in the United States (2021). Journal of International Students, 11 (2).  doi: 10.32674/jis.v11i2.2092
• Liu, X. , Wheeler, J. N., Broda, D. M., Daire, P. A., Dominguez, N. V., Griffith, M. S., & Case Pease, J. (2020).  Relationship Satisfaction Trajectories among Low-income Ethnically Minority Couples Before and After a Relationship Education Intervention. Journal of Social and Personal Relationships, 37 (7), 2053–2077. doi: 10.1177/0265407520916203
• Carlson, R., Wheeler, J. N., & Liu, X. , Daire, A.P., & HIPP, C. (2020). The Relationship Between Social Support and Family Relationships Among Low-Income Couples Attending Relationship Education. Family Process, 59 (4), 1498-1516. doi:10.1111/famp.12499
• McKee, S., Liu, X. , Truong, D., Meinert, A., Daire, A., & Mire, S. (2020). Use of the Family Adjustment Measure to Identify Stress in Parents of Children with Autism Spectrum Disorder. Journal of Child and Family Studies, 29 (2), 592-604. doi:10.1007/s10826-019-01569-4
• Wheeler, N. J., Daire, A. P., Liu, X. , Tucker, K., Griffith, S. M., & Regal, R. (2020). Correlational study of differences in distress following relationship education for individuals with or without illness. Counseling Outcome Research and Evaluation, 11 (2), 88-103. doi:10.1080/21501378.2019.1663703
• Daire, A., Liu, X. , Tucker, K., Williams, B., Broyles, A., & Wheeler, N. (2019).  Positively Impacting Maternal Stress and Parental Adjustment through Community-Based Relationship Education (RE). Marriage & Family Review, 55 (3), 239-257. doi:10.1080/01494929.2018.1458687
• Daire, A., Liu, X. , Wheeler, N., Tucker, K., & Williams, B. (2017). Examining RE and Emotional Distress in Population with Existing Cardiovascular Disease and/or Cardiovascular Disease Risk Factors and Those Without. The Family Journal: Counseling and Therapy for Couples and Families, 25 (4), 291-300
• Liu, X. , Daire, A., Griffith, S., O’Hare, V., Keller-Margulis, M., & Tucker, K. (2017).  Validity and diagnostic accuracy of a measure of family adjustment stress in parents with typically developing children. Journal of Child Custody, 14 (2), 175-190

Dr. Xun Liu teaches courses in educational statistics and quantitative research methods. She has a strong interest in using advanced quantitative research approaches to inform practical implementation to schools, teachers and students.

Dr. Liu has been performing advanced data analysis, including longitudinal modeling, structural equation modeling, and multilevel modeling in her research. Her research area focuses on quantitative research methodology, marriage and family studies, and educational motivation. Dr. Liu is also a statistical consultant for the Consortium for Family Strengthening Research, providing statistics consultation to faculty and graduate students for publications and grant applications.

Curriculum Vitae

(804) 827-6847

[email protected]

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Cognitive and Psychological Sciences

Graduate study.

Our graduate programs are highly selective, successfully recruiting and retaining excellent students, competing with the top programs in the world. Our doctoral students go on to be scientists and scholars who contribute to the generation of knowledge in both academic and non-academic settings.

Graduate Program Handbook

About our programs, how to apply, director of graduate studies, william heindel, graduate advisors, fulvio domini, oriel feldmanhall, bertram f. malle.

Graduate Certificate in Applied Behavior Analysis

Program details.

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• Applied Behavior Analysis

About this Program

Earn a graduate certificate in Applied Behavior Analysis (ABA) and acquire the skills to help individuals with challenging behavior and/or skill deficits reach their goals. Our online program instructs and prepares students to work as Board Certified Behavior Analyst in educational settings such as school and centers and provide services to a variety of individuals with or at-risk for disabilities. Learn from experienced practitioners who research and actively participate in this field while developing a specialized skill set to best assist individuals across the lifespan.

Designed For

This program is intended for individuals interested in working with individuals with behavioral challenges or developmental disabilities, aiming to apply evidence-based techniques to improve behavior and quality of life. Prospective students often have backgrounds in psychology, education, or related fields and are pursuing careers as behavior analysts or therapists in clinical or educational settings.

Offered by the College of Education

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Fill out this form to be sent information on the Graduate Certificate in Applied Behavior Analysis program, including deadlines, tuition, application requirements and more!

What You’ll Learn

In this certificate program, you will learn the principles of human behavior and how to build positive social skills and improve the lives of individuals who are neurodivergent and/or have learning disabilities.

Course Examples

• EDS 601 Concepts and Principles of Applied Behavior Analysis
• EDS 630 Advanced Methods Teaching Students with Disabilities
• EDS 605 Assessment and Treatment of Social and Adaptive Behaviors
• EDS 618 Assessment and Treatment of Problem Behavior
• EDS 603 Behavioral Consultation and Supervision
• EDS 633 Single Case Design

GOT QUESTIONS?

Schedule time to meet with a representative from UK Online to discuss your online learning options.

How to Apply

Admissions criteria.

• Bachelor or Masters degree in a related field (e.g., education, psychology, special education, social work, communication disorders). If not, pre-requisite of EDS 516 (or equivalent from another institution).
• Must have obtained a baccalaureate degree, prior to the start of the admission term, from a fully accredited U.S. institution of higher learning or from a recognized foreign institution. See Graduate School admissions for specifics. 
• An overall grade point average of  2.75  on undergraduate work and  3.00  on all graduate work, if applicable.
• International applicants whose native language is not English must submit either a TOEFL (Test of English as a Foreign Language) or IELTS (International English Language Testing System) score. See Graduate School admissions for specifics.

Application Requirements

• Updated resume overviewing your education and experience.
• Scholarly writing sample (research article, literature review).
• Personal statement describing previous experience that led to this desire to obtain ABA certificate.
• One (1) letter of recommendation speaking to your experience working with children or youth (Only email addresses required. Our system will email them to upload their reference.)

Program Contact

Why uk online.

Once you become a student, you will have access to a wide variety of academic support services to maximize your success. 

Frequently Asked Questions

Do i need to have a master's degree to enroll in this graduate certificate.

The only degree needed to enroll in a graduate certificate program is a bachelor's degree.

Can I take this graduate certificate by itself?

Yes, graduate certificates can be  taken by themselves. Our graduate certificate programs are designed to allow students to gain very specific skills and knowledge in a shorter amount of time than our degree programs in similar areas. Certificate programs can be useful to your career by itself, or when coupled with a degree-bearing program. This choice is completely up to the student.

What is the admission criteria?

Please view the Admission Criteria section, located under "How to Apply" on this page.

Is financial aid available if this is the only program I enroll in?

Federal financial aid is not available to students who only enroll in a certificate program. If you are concurrently enrolled in a degree-bearing program, you would qualify for federal financial aid. 

How much does the online program cost?

The tuition rate for this program is listed at the top of this page. If you still have questions, please reach out to the program representative.

Is there a tuition cap?

Yes! For graduate students who enroll full-time (9+ credit hours) exclusively in a distance education program, will receive a capped tuition rate. To see the current term’s capped tuition rate, please visit https://www.uky.edu/studentaccount/tuition and look for “Graduate Students Enrolled Exclusively in Distance Education Courses -- full-time.” This is the per semester rate you will pay when enrolled for 9 or more credit hours. Please note, this rate only applies to programs using the standard graduate tuition rate. 

Ready to Take Your Next Step?

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Distance Learning Authorization & Licensure

Where you live matters when completing distance education activities. If you will live outside of Kentucky while completing your program, please check the Distance Learning Authorization & Licensure page to confirm that the program can be offered in your state or country, and if relevant, that it meets professional licensure requirements in your state. Please note: Admission and enrollment in a fully-online program can NOT lead to the issuance of a J-1 or F-1 student visa.

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