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Nov 23, 2024
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2019-2020 Academic Bulletin [ARCHIVED CATALOG]
Educational Psychology MA
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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 must select one of the following concentrations: General, Instructional, Developmental, or Research.
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 concentration.
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.
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Developmental Psychology - 21
Instructional Psychology - 22
Additional Information
The 30+ credit MA Educational Psychology programs (without thesis) may be completed in one year of full-time study.
Students in the General, Developmental, or Instructional Psychology concentrations who are planning further graduate work are encouraged to include GDPC 699 Thesis. Please note that the thesis option will add an additional 3 credits to your 30-credit program.
Student Learning Outcomes
Graduates will demonstrate:
- The ability to integrate a spiritual perspective into educational psychological practice and theory.
- Knowledge and understanding of human development, and human learning across the life span.
- 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.
- The ability to use current technology for supervision, assessment, and professional record keeping and consultation.
- Ability to understand and interpret statistical data from research studies.
- Ability to integrate data from tests and other measurement sources.
- Ability to understand dynamics of research.
- Ability to communicate research findings to parents, students and other professionals in a meaningful way.
- 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.
- Ability to conduct research in the area of Education and School Psychology.
- Ability to understand ethical standards for the profession of Educational Psychology.
- Ethical behaviors in the area of Educational Psychology.
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