May 26, 2018
Educational psychologists are involved in the following settings: classroom teaching at the elementary, secondary, and higher education levels; research related to schools, learning and human growth and development; the construction, administration, and evaluation of tests; early childhood education programs; training programs in business and industry; and residence-hall directors.
Each student in the Educational Psychology program will select one of the following emphases: Instructional, Developmental, Research or General. The student and advisor plan a provisional sequence of experiences in accordance with the student’s professional objectives, the general requirements of the MA degree and the chosen emphasis.
Continuation in the Educational Psychology program is based upon a periodic review, by the department, of the student’s academic performance and personal qualifications as they pertain to an educational psychologist.
Educational Psychology: Research Emphasis
The MA program in Educational Psychology with an emphasis in research is designed for those interested in applying research and statistical principles for solving problems in educational, psychological and social settings. Graduates of the program may be consultants in research agencies, instructors in colleges and universities, and/or pursue doctoral degrees in research, statistics, measurement and evaluation.
Educational Psychology Core—9
The 30–33 credit MA Educational Psychology programs may be completed in one year of full-time study.
Students planning further graduate work are encouraged to include GDPC699 Thesis. Those who do not plan further graduate study may substitute course work for the thesis in their program.
Master-Level - Educational Psychology Student Learning Outcomes
- Demonstrate the ability to integrate a spiritual perspective into educational psychological practice and theory
- Demonstrate knowledge and understanding of human development, and human learning across the life span
- Demonstrate knowledge and understanding of the major theories of learning and motivation.
- Competency in the planning and prescribing of teaching and curriculum strategies for students
- Knowledge of human behavior and behavior management techniques and capacity to plan and implement classroom management procedures pertaining to the behavior of students
- The acquisition and mastery of a broad understanding of learning and learning impairments
- Skills in the ability to consult, counsel, and collaborate with students, parents, school personnel, and appropriate outside personnel regarding mental health, behavior, and educational concerns utilizing psychologist principles
- Knowledge of human growth and development in pupils with or without handicaps
- Demonstrate the ability to use current technology for supervision, assessment, and professional record keeping and consultation
- Understand and interpret statistical data from research studies
- Integrate data from tests and other measurement sources
- Understand dynamics of research
- Communicate research findings to parents, students and other professionals in a meaningful way
- Demonstrate ability to provide psychological information to special populations including ethnic minorities, female students, learning disabled students, mentally challenged students, emotionally handicapped students, physically disabled students, and gifted students
- Conduct research in the area of Education and School Psychology.
- Understands ethical standards for the profession of Educational Psychology
- Demonstrates ethical behaviors in the area of Educational Psychology