psychology of education phd program

College of Education and Human Development

Department of Educational Psychology

School psychology PhD

Become a leader in helping schools and communities succeed.

Accredited by APA and approved by NASP/NCATE, the doctoral program in school psychology prepares you to become a leader in the field of school psychology. You’ll be eligible to receive your state and national school psychologist credential, and the license to practice psychology. You can become a university faculty member, conduct research, work with students, staff, and families in schools, or work with children and youth in other settings as a licensed psychologist.

Why study school psychology at the University of Minnesota?

• Challenging, cutting edge training preparation with a focus on justice and equity
• 100% of our students are employed in their field within a year of graduation*
• One of the strongest, most established programs in the nation
• Innovative faculty and students who are state and national leaders
• Faculty commitment to and expertise in diversity, educational equity, student mental health, and social justice
• Over $10 million in research and graduate training grants
• Compassionate, nimble in responding to COVID-19
• Committed to advancing antiracism
• 85-100% of students present and publish research each year*
• Fieldwork in diverse, urban schools. Start your first semester as part of robust peer teams.
• Accredited/approved by APA and NASP
• More information on program goals and competencies
• View the University of Minnesota's School Psychology Diversity Statement .

*Percentages of students since 2012

School psychologists: in-demand and well-compensated

• 100% of our students are employed in the field upon graduation*
• Expected employment growth: 11% between 2012 and 2022**
• Mean 9-month salary (full-time, school-based practitioner): $64,000-$71,000***
• Mean 9-month salary (university faculty): $77,800***
• Student Admissions, Outcomes and Other Data

*Percentages of students since 2012 **U.S. Bureau of Labor Statistics ***National Association of School Psychologists

Doctoral-level (PhD) school psychologists

Doctoral-level school psychologists: work in schools, universities (as faculty), mental health agencies, research centers and think tanks, clinical settings, state departments of education, and independent practices. The program emphasizes preparation of future faculty, so all students are trained not only as researchers, but in higher education teaching, supervision, and mentoring.

What to expect

Note: We no longer require GRE test scores for application and admission to the program.

All application materials must be received December 1 for admission in September of the following year. Files not complete by December 1 will not be reviewed.

School psychology PhD students generally complete four years of coursework and dissertation, followed by a year-long internship. All students prepare to become scientist-practitioners through coursework in research methods and statistics, and the completion of a supervised research project.

• See the program handbook for a full description of research expectations and requirements.
• Visit the educational psychology PhD course catalog for full course listings and descriptions.

Visit the College of Education and Human Development finance and funding page for information on tuition.

• Project AWARE/LIME
• School Psychology Internship Consortium
• College of Education and Human Development funding
• Graduate School fellowships

Review our frequently asked questions or program handbook .

The following faculty are currently accepting doctoral advisees.

Lisa Aguilar

Assistant professor Currently accepting doctoral advisees.

Faith Miller

Associate professor Currently accepting doctoral advisees.

Kirsten Newell

Amanda l. sullivan.

Birkmaier Education Leadership Professor, program coordinator Currently accepting doctoral advisees.

Instructors and supervisors

Annie hansen-burke.

Senior lecturer

Jessie Kember

Teaching assistant professor, fieldwork coordinator, and director of clinical placements

Mollie Weeks

Sarah wollersheim shervey.

The program is fully accredited by the Commission on Accreditation of the American Psychological Association.

Questions related to the program’s accredited status 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 / Email: [email protected]   Web: http://www.apa.org/ed/accreditation/  

School Psychology PhD

Doctor of philosophy in school psychology.

For Fall 2024 admissions, the TC School Psychology programs have retained use of the GRE scores

Faculty use the scores, along with undergraduate GPA, letters of recommendation, the personal statement, and other materials to perform a holistic review of each applicant. There is no minimum GRE cutoff score for either the EdM or PhD program in School Psychology.

For Fall 2024 admissions, the following faculty members will be reviewing PhD applications from external students (i.e., students not already in our EdM program): Dr. Melissa Collier-Meek [email protected] . Please indicate in your personal statement which of these faculty you are applying to work with.

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 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 90
• Entry Terms: Fall

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

Doctor of Philosophy

Educational Psychology

Investigate the mental processes of learning.

Learn how to ask scholarly questions and research the different ways people acquire and process knowledge as infants, children, adolescents, adults, and elders. 

Coursework for the PhD in Educational Psychology prepares you to conduct informed scientific inquiry in areas of human behavior, cognition, and development related to educational experiences in homes, schools, group settings, and workplaces.

The apprenticeship-mentor model of the program enables you to develop expert-level research skills and gain teaching experience that can help you become a successful research scholar, college instructor, university professor, or practicing educational psychologist.

Program of Study

• Why UAlbany

Admissions Requirements

• School of Education Home

The PhD in Educational Psychology is a research-based program in which you learn how to generate new scientific knowledge related to psychological aspects of human development, learning, and performance.  

Core Courses

One course in each of five of the following core subjects:

• Development
• Individual Differences and Special Education
• Research Methods
• Measurement and Evaluation

Doctoral Courses

• Advanced Educational Psychology: Learning and Instruction
• Advanced Developmental Psychology
• Statistical Methods II
• Educational and Psychological Measurement
• Educational Research and Design
• Scholarly Writing

Five advanced courses that support your goals in any of the core subject areas.

Research Experience

As a doctoral student at UAlbany, you get first-hand experience conducting scientific inquiry under the guidance of educational psychology research faculty. During your course of study, you may be involved in any or all phases of a research project, from problem identification to data analysis to publication of findings.

Professional Apprenticeship

To complete the PhD program, you also complete two semesters of a professional apprenticeship directly related to your career goals. This advanced training period can provide useful training in undergraduate instruction. For example, you might teach an undergraduate course in educational psychology, provide test and measurement consulting services, or advise master's students.

Research Tool

Three options are available for fulfilling the research tool requirement. See the Graduate Bulletin for details .

Pre-Dissertation Research

The pre-dissertation research requirement ensures that you engage in the research process prior to the initiation of your dissertation. You will have opportunities to participate in research activities in collaboration with or supervised by faculty mentors. Most students satisfy this requirement through a research apprenticeship.

Comprehensive Exam

The doctoral exam addresses learning, development, statistics, measurement and research methods.

Dissertation

Complete an original research project that contributes to the body of knowledge of educational psychology.

Additional Information

See the Graduate Bulletin for details .

For more information, contact Melissa Starman at [email protected] .

The University at Albany offers a number of annual assistantships and fellowships that provide qualified graduate students with stipends and partial or full tuition remission. Stipends vary year to year.

Work assignments also vary, but commonly include teaching, international research, student advisement, and tasks within one of UAlbany's educational research centers.

To receive this type of funding, you must be taking 12 or more credits and not be employed in any other capacity at UAlbany or elsewhere.

Students and faculty in educational psychology are an active and engaged intellectual community. Your graduate school experience is enhanced by the registered graduate student organization (RGSO), which organizes student orientations and social gatherings.

This group provides you with faculty support, peer mentorship, and opportunities to develop special skills in preparation for faculty positions or research careers.

The RGSO also offers conference travel and research funding.

Departmental Assistantship Consideration

Fall: January 15 Spring: Not Available Summer: Not Available  

No Departmental Assistantship Consideration

Fall: January 15 Spring: Not Available Summer: Not Available

• Transcripts from all schools attended
• Three letters of recommendation
• Statement of goals
• Optional: Official GRE scores

The statement is generally one to two pages discussing what you have to offer the program and what you wish to get out of the program. It should include a brief description of the applicant's field of interest, related background, desired area of study and research emphasis or career goals. 

Available information for  International Applicants .

This program requires an internship, field experience, study abroad component, or clinical experience requirement. Students who have previously been convicted of a felony are advised that their prior criminal history may impede their ability to complete the requirements of certain academic programs and/or to meet licensure requirements for certain professions.  If applicants have concerns about this matter please contact the Dean’s Office of the intended academic program.

Learning objectives that UAlbany students are expected to attain through their course of study within their academic program.

• Students will understand current theory and research in human development, learning, research design, measurement, and statistical analysis.
• Students will be able to demonstrate that they can read and write critically and analytically about theory, research, and practice.
• Students will be able to design and carry out rigorous and theoretically well-grounded empirical research that addresses important educational and developmental issues and problems.
• Students will learn how to make significant contributions to the field through professional presentations in national and international forums and conferences, and through publications in high-quality peer-reviewed journals.
• Students will demonstrate effective teaching skills in higher education, or competence in other relevant professional contexts.

Careers and Advisement

The Pathways Into Education (PIE) Center is the central office on campus serving undergraduate, graduate, and prospective students interested in pursuing careers in education and programs leading to teacher certification.

Please call or email to schedule an appointment.

Graduate Advisement: Email Graduate Advisement 518-442-3529

Request Information

Supplemental degree programs.

Graduate students can typically request a supplemental degree in one or more subordinate degrees without needing to go through the full admissions process again.

Visit the Supplemental Degree Programs page to learn how to apply for these programs.

Supplemental programs available with this degree:

Supplemental Program Africana Studies CGS Community College Leadership CGS Demography CGS Educational Psychology and Methodology MS Educational Research CAS International Education Management CGS

Best Educational Psychology Programs

Ranked in 2024, part of Best Education Schools

Future school psychologists and educators learn how to

Future school psychologists and educators learn how to evaluate the cognitive, social and emotional aspects of students' minds in these graduate programs. These are the top schools for programs in educational psychology. Read the methodology »

For full rankings, GRE scores and student debt data, sign up for the U.S. News Education School Compass .

Here are the Best Educational Psychology Programs

University of wisconsin--madison, university of michigan--ann arbor, stanford university, michigan state university, university of maryland--college park, university of texas--austin, university of minnesota--twin cities, vanderbilt university (peabody), ohio state university.

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Madison , WI

• # 1 in Educational Psychology
• # 1 in Best Education Schools  (tie)

$10,728 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$24,054 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

762 ENROLLMENT (FULL-TIME)

The School of Education at University of Wisconsin--Madison has an application deadline of Nov. 30. The application fee... Read More »

Education school

Tuition and fees (doctorate).

$10,728 per year (in-state, full-time)

$24,054 per year (out-of-state, full-time)

ENROLLMENT (FULL-TIME)

Average gre verbal (doctorate).

Ann Arbor , MI

• # 2 in Educational Psychology
• # 3 in Best Education Schools  (tie)

$27,714 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$55,826 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

433 ENROLLMENT (FULL-TIME)

The School of Education at University of Michigan--Ann Arbor has a rolling application deadline. The application fee... Read More »

$27,714 per year (in-state, full-time)

$55,826 per year (out-of-state, full-time)

Stanford , CA

• # 3 in Educational Psychology
• # 8 in Best Education Schools  (tie)

$58,746 per year (full-time) TUITION AND FEES (DOCTORATE)

335 ENROLLMENT (FULL-TIME)

The application fee for the education program at Stanford University is $125. Its tuition is full-time: $58,746 per... Read More »

$58,746 per year (full-time)

East Lansing , MI

• # 4 in Educational Psychology  (tie)
• # 21 in Best Education Schools  (tie)

$900 per credit (in-state, full-time) TUITION AND FEES (DOCTORATE)

$1,737 per credit (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

708 ENROLLMENT (FULL-TIME)

The College of Education at Michigan State University has an application deadline of Dec. 1. The application fee for... Read More »

$900 per credit (in-state, full-time)

$1,737 per credit (out-of-state, full-time)

College Park , MD

• # 25 in Best Education Schools  (tie)

$828 per credit (in-state, full-time) TUITION AND FEES (DOCTORATE)

$1,805 per credit (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

422 ENROLLMENT (FULL-TIME)

The College of Education at University of Maryland--College Park has an application deadline of Dec. 1. The application... Read More »

$828 per credit (in-state, full-time)

$1,805 per credit (out-of-state, full-time)

Austin , TX

• # 6 in Educational Psychology

$9,274 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$18,032 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

537 ENROLLMENT (FULL-TIME)

The College of Education at University of Texas--Austin has an application deadline of Dec. 1. The application fee for... Read More »

$9,274 per year (in-state, full-time)

$18,032 per year (out-of-state, full-time)

Minneapolis , MN

• # 7 in Educational Psychology  (tie)

$1,593 per credit (in-state, full-time) TUITION AND FEES (DOCTORATE)

$2,465 per credit (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

1,270 ENROLLMENT (FULL-TIME)

The College of Education and Human Development at University of Minnesota--Twin Cities has a rolling application... Read More »

$1,593 per credit (in-state, full-time)

$2,465 per credit (out-of-state, full-time)

Nashville , TN

• # 5 in Best Education Schools  (tie)

$2,241 per credit (full-time) TUITION AND FEES (DOCTORATE)

$2,241 per credit (part-time) TUITION AND FEES (DOCTORATE)

763 ENROLLMENT (FULL-TIME)

The Peabody College of Education and Human Development at Vanderbilt University (Peabody) has an application deadline... Read More »

$2,241 per credit (full-time)

$2,241 per credit (part-time)

Columbus , OH

• # 9 in Educational Psychology  (tie)

$12,515 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$40,245 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

496 ENROLLMENT (FULL-TIME)

The College of Education and Human Ecology at Ohio State University has an application deadline of Dec. 1. The... Read More »

$12,515 per year (in-state, full-time)

$40,245 per year (out-of-state, full-time)

University of Illinois Urbana-Champaign

Champaign , IL

• # 34 in Best Education Schools  (tie)

$13,776 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$29,760 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

387 ENROLLMENT (FULL-TIME)

The College of Education at University of Illinois Urbana-Champaign has an application deadline of Dec. 1. The... Read More »

$13,776 per year (in-state, full-time)

$29,760 per year (out-of-state, full-time)

University of California--Los Angeles

Los Angeles , CA

• # 11 in Educational Psychology

$12,264 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$27,366 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

617 ENROLLMENT (FULL-TIME)

The education school at University of California--Los Angeles has an application deadline of Dec. 1. The application... Read More »

$12,264 per year (in-state, full-time)

$27,366 per year (out-of-state, full-time)

University of California, Berkeley

Berkeley , CA

• # 12 in Educational Psychology
• # 14 in Best Education Schools  (tie)

235 ENROLLMENT (FULL-TIME)

The Graduate School of Education at University of California, Berkeley has an application deadline of Dec. 4. The... Read More »

See all 35 Ranked Schools

Get the U.S. News Grad Schools School Compass and start finding the grad schools school that's right for you. You'll have access to expanded data including GMAT scores, financial aid information, graduate salary and employment statistics and more!

More Schools in this List (Alphabetical)

Boston College (Lynch)

Chestnut Hill , MA

• in Educational Psychology
• # 23 in Best Education Schools  (tie)

$1,688 per credit (full-time) TUITION AND FEES (DOCTORATE)

$1,688 per credit (part-time) TUITION AND FEES (DOCTORATE)

336 ENROLLMENT (FULL-TIME)

The Lynch School of Education and Human Development at Boston College (Lynch) has an application deadline of Jan. 4... Read More »

$1,688 per credit (full-time)

$1,688 per credit (part-time)

Harvard University

Cambridge , MA

N/A TUITION AND FEES (DOCTORATE)

728 ENROLLMENT (FULL-TIME)

The application fee for the education program at Harvard University is $85. The Graduate School of Education at Harvard... Read More »

Indiana University--Bloomington

Bloomington , IN

$460 per credit (in-state, full-time) TUITION AND FEES (DOCTORATE)

$1,545 per credit (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

The education school at Indiana University--Bloomington has an application deadline of Jan. 15. The application fee for... Read More »

$460 per credit (in-state, full-time)

$1,545 per credit (out-of-state, full-time)

New York University (Steinhardt)

New York , NY

$50,424 per year (full-time) TUITION AND FEES (DOCTORATE)

$2,101 per credit (part-time) TUITION AND FEES (DOCTORATE)

1,320 ENROLLMENT (FULL-TIME)

The Steinhardt School of Culture, Education, and Human Development at New York University (Steinhardt) has an... Read More »

$50,424 per year (full-time)

$2,101 per credit (part-time)

Pennsylvania State University--University Park

University Park , PA

• # 46 in Best Education Schools  (tie)

$24,956 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$43,266 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

421 ENROLLMENT (FULL-TIME)

The College of Education at Pennsylvania State University--University Park has a rolling application deadline. The... Read More »

$24,956 per year (in-state, full-time)

$43,266 per year (out-of-state, full-time)

Teachers College, Columbia University

$1,970 per credit (full-time) TUITION AND FEES (DOCTORATE)

$1,970 per credit (part-time) TUITION AND FEES (DOCTORATE)

3,220 ENROLLMENT (FULL-TIME)

The education school at Teachers College, Columbia University has an application deadline of Jan. 2. The application... Read More »

$1,970 per credit (full-time)

$1,970 per credit (part-time)

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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 educational psychology experts in the country.

The department offers five areas of concentration for Ph.D. students, including the No. 17-ranked special education program in the nation 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:  

Allison Lombardi

Associate Professor of Educational Psychology

Email: [email protected]

The Council for the Accreditation of Educator Preparation (CAEP) accredits the Neag School of Education at the University of Connecticut. Read more about CAEP Accreditation, including the programs covered and the accountability measures .

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860-486-3815 [email protected]

Doctor of Philosophy in Education

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Improving the Teacher Workforce

With her research work, doctoral marshal Mary Laski, Ph.D.'24, is trying to make teaching in K–12 schools more sustainable and attractive

Building The ‘Bridge’ Between Research and Practice

Marshal Doug Mosher, Ph.D.'24, reflects on his journey to the Ed. School and the lessons — musical and teaching — learned along the way

Doctor of Philosophy (PhD) in Educational Psychology & Research Methodology

Graduate Programs

To attain the expertise needed to address major issues in education, students enroll in our research-oriented doctoral program. This program requires a dissertation and entails 60 hours of graduate credit beyond a completed master’s degree. These credits include 45-50 credit hours of graduate courses and 10-15 credit hours of dissertation research designed by each student with the approvals of his or her advisory committee and the departmental graduate committee.

Each student’s primary area of study includes foundational education courses, specialized education courses, and five research methods courses. Graduate students in educational psychology or gifted education receive credit for courses in which they earn a grade of “B” or higher.

This residential program has rolling admission . Incomplete applications are not reviewed. Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “Admissions” section below.

• July 1 is the deadline for Fall applications.
• November 15 is the deadline for Spring applications.
• March 15 is the deadline for Summer applications.

*Those applicants interested in being considered for any available PhD funding should submit completed applications by December 1 for the following Fall semester .

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

APPLICATION PROCEDURE

Application Instructions for the Educational Psychology and Research Methodology PhD program from the Office of Graduate Studies:

In addition to a submitted application (and any applicable application fees paid), all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

Here are the materials required for this application:

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students to submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Educational Studies
• Please select an Area of Interest: Educational Psychology
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

Program Requirements

I. departmental foundation requirement.

Two graduate level foundational statistics courses by advisement (6) One departmental advanced research methods course (3):

• EDPS 63000 – Research Procedures in Education

II. Primary Area Core Requirements

Two of the following (6):

• EDPS 53000 – Advanced Educational Psychology
• EDPS 53600 – Achievement Motivation and Performance
• EDPS 53500 – Personal and Social Development

Nine credits of enrollment in Variable Title/Variable Credit Seminars (9) One course (other than EDPS 53300/EDPS 63000) by advisement in research methodology/measurement (3)

III. Primary Area of Specialization

Four electives by advisement. Must be different from courses taken to meet requirements in II above (12)

IV. Related Area

Three electives by advisement from an area of study outside of educational psychology (must be different from courses taken to meet Requirements in II & III above). (9)

V. Thesis Credits

Multiple enrollments in EDPS 69900 (Research PhD Thesis) are expected while working on the thesis. Typically, students take 15-21 hours of EDPS 69900 credit for a PhD degree. (15) Total Credits: 63+

Supplemental Program Information

Areas of specialization.

Typical specializations include:

• Cognition and Learning
• Self-Regulated Learning
• Educational Measurement
• Data Analytics
• Personal-Social Development and Schooling

See Educational Psychology and Research Methodology Faculty for their areas of expertise.

NOT accepting graduate students: Brenda Downing, Youli Mantzicopoulos, and David Sears.

• Ackerman Center
• Serious Games
• CnI Online Fac
• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Literacy and Language Education
• Mathematics Education
• Science Education
• Social Studies Education
• Applied Behavior Analysis
• Counseling and Development
• Educational Leadership and Policy Studies
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

Hua-Hua Chang

Brenda downing, yingying jiang, chantal levesque-bristol, yukiko maeda, p. youli mantzicopoulos-james, helen patrick, toni kempler rogat, ala samarapungavan, david sears, anne traynor.

Course Registration, payment, drops/withdraws, and removing holds: [email protected] Career accounts: ITaP (765) 494-4000

Print Options

Bulletin 2023-2024, education/educational psychology phd.

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT

Learn more about the Doctor of Philosophy in Education .

About the Program

The interdisciplinary PhD program in Education, with a concentration in Educational Psychology, seeks to advance the understanding of learning, cognition and human development as these processes apply to educational processes and practices. The Educational Psychology specialty is characterized by a strong theoretical and research orientation, the interplay of theory and practice, an interdisciplinary approach, and a commitment to service. Designed for students seeking to become professors or researchers in higher education, it is structured around the three areas of learning and conceptual processes, motivation, and applied data analysis and research methodology.

Time Limit for Degree Completion: 7 years

Campus Location: Main

Full-Time/Part-Time Status: Students may matriculate either full- or part-time. Most courses are offered in the evening to accommodate working professionals. The length of time to complete the doctoral degree program varies depending on the number of courses taken each term .

Job Prospects: Graduates typically pursue careers in higher education.

Non-Matriculated Student Policy: Students may take up to, but not more than, 9 credits of graduate study in the program before being admitted to the program. The credits transfer into the program, if the student is admitted.  Students completing non-matriculated courses before being admitted to the program are NOT guaranteed admission .

Financing Opportunities: Financial support opportunities may include assistantships, fellowships, scholarships, tuition remission, graduate student employment, and other financial aid such as grants, loans and federal work study.

Admission Requirements and Deadlines

Application Deadline:

Fall:  December 1

Applications are accepted for the Fall term only. Applicants should submit all required admissions documents by the application deadline to receive priority consideration for admission and financial support. 

APPLY ONLINE to this graduate program .

Letters of Reference: Number Required:  2

From Whom:  Letters of recommendation should be obtained to provide insight regarding the applicant's academic competence. References from college/university faculty are recommended.

Master's Degree in Discipline/Related Discipline:  Students who hold a master's degree in a related field may transfer in up to 30 credits as advanced standing, with approval.

Bachelor's Degree in Discipline/Related Discipline:  A bachelor's degree is required. A minimum GPA of 3.0 on a 4.0 scale is expected.

International applicants should also submit an official document that validates completion and conferral of a degree, diploma and/or certificate. While not required, international applicants are encouraged to submit transcript(s) to the World Education Services (WES) for evaluation.

Statement of Goals: Write a 500- to 1,000-word statement in autobiographical style covering the following areas: 

• How have your personal, academic and professional experiences shaped your research interests, and how might a doctoral program in Education help you explore those interests? 
• What academic/professional goals would the program help you to achieve following graduation? 
• How does the doctoral program at Temple fit your individual interests, needs and future goals? Be certain to identify the faculty member whose research best matches your own interests.

Standardized Test Scores: GRE: Not required, but scores from the general test taken no more than 5 years prior to application may be submitted.

Applicants who earned their baccalaureate degree from an institution where the language of instruction was other than English, with the exception of those who subsequently earned a master’s degree at a U.S. institution, must report scores for a standardized test of English that meet these minimums:

• TOEFL iBT: 79
• IELTS Academic: 6.5
• PTE Academic: 68

Resume:  Current resume required.

Writing Sample:  The academic writing sample should be a paper written for a class within the last five years. If a recent paper is not available, the applicant should compose an op-ed piece on an educational issue of their choosing. The op-ed should be 400 to 1,200 words in length and of the kind that might appear in  The New York Times  or  Philadelphia Inquirer.

Other Requirement:  Official undergraduate and graduate transcripts from all accredited institutions attended and/or from which credit was earned must be submitted.

Program Requirements

General Program Requirements: Number of Credits Required Beyond the Master's: 48

Required Courses:

Of the 6 credits overall, a minimum of 2 credits of EDUC 9999 must be taken.

Internship: An internship in the form of a research apprenticeship is required.

Culminating Events: Preliminary Examination: The purpose of the preliminary examination is for students to demonstrate their development in the three core areas of a faculty member’s life: research, teaching and service. The exam requires students to undertake an integrative analysis of research; to demonstrate that they can bring research and theory into effective practice in their teaching; and to exhibit their ability to provide professional service. Preliminary exams are evaluated by a committee of faculty in the concentration. Evaluators look for a breadth and depth of understanding of research and theory; a critical application of that knowledge to specific phenomena and to teaching; integrative reasoning ability; and an ability to write technical prose.

Proposal with Oral Defense: The dissertation proposal demonstrates the student's knowledge of and ability to conduct the proposed research. The proposal should consist of the context and background surrounding a particular research problem; an exhaustive survey and review of literature related to the problem; and a detailed methodological plan for investigating the problem. The proposal should be completed and approved no more than one year after completing coursework.

The proposal is defended in an open hearing attended by the student’s Doctoral Advisory Committee, which is formed to oversee the student's doctoral research and is comprised of at least three Graduate Faculty members. Two members, including the Chair, must be from, or affiliated with, Educational Psychology. The Chair is responsible for overseeing and guiding the student's progress, coordinating the responses of the committee members, and informing the student of their academic progress. Upon approval of the proposal by the Doctoral Advisory Committee, a timeline for completing the investigation and writing process is established.

Dissertation with Oral Defense: The doctoral dissertation is an original study that makes a significant contribution to the field. It should expand the existing knowledge and demonstrate the student's knowledge of both research methods and a mastery of their primary area of interest. Dissertations should be rigorously investigated; uphold the ethics and standards of the field; demonstrate an understanding of the relationship between the primary area of interest and the broader field of business; and be prepared for publication in an academic journal.

The Dissertation Examining Committee evaluates the student's dissertation and oral defense. This committee is comprised of the Doctoral Advisory Committee and at least two additional faculty members, one of whom must be from outside Educational Psychology. The Dissertation Examining Committee evaluates the student's ability to express verbally their research question, methodological approach, primary findings and implications. The committee votes to pass or fail the dissertation and the defense at the conclusion of the public presentation.

Students who are preparing to defend their dissertation should confirm a time and date with their Dissertation Examining Committee and register with the Shimada Resource Center at least 10 days before the defense is to be held. After the time, date and room for the defense have been established, the completed "Announcement of Dissertation Defense" form, found in TUportal under the Tools tab within "University Forms," is sent to the Graduate School. A flyer announcing the defense is posted in a public location in the College.

Program Web Address:

https://www.temple.edu/academics/degree-programs/education-phd-ed-educ-phd

Department Information:

Educational Psychology PhD Program

College of Education and Human Development

1301 Cecil B. Moore Avenue

Philadelphia, PA 19122-6091

[email protected]

215-204-0999

Submission Address for Application Materials:

https://apply.temple.edu/CEHD

Department Contacts:

Admissions:

Office of Enrollment Management

Graduate Advising:

[email protected]

Program Coordinator:

Dr. Avi Kaplan

[email protected]

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Ph.D. in Education, Concentration in Educational Psychology

“ vcu’s e ducational psychology program gave me the opportunity to work on exciting research projects, focused on supporting students’ motivation and learning in urban classrooms. i collaborated with so many great faculty, graduate students, and k12 educators. this was crucial to translate our theories and research to practice. ” - martinique sealy, ph.d., postdoctoral researcher at american university, educational psychology graduate/vcu holmes scholar.

Designed for research-oriented doctoral students who want to promote the success of students in educational environments, the Ph.D. in education, concentration in educational psychology degree is ideal for students who want to specialize in achievement motivation and other related social processes.

Students in the program integrate theory and research in the areas of cognition, social psychology and motivation, assessment, educational policy and diversity to better study learning in schools or other educational settings. Graduates are well prepared to teach in educational psychology and related programs at the university level; as well as take leadership positions in state and local research and policy environments.

Doctoral students may be admitted with only a bachelor’s degree. It is expected that these students will have coursework related to educational psychology, research experience and/or academic writing experience.

Regardless of whether the student has a master’s degree or not, prerequisites will be determined by an analysis of the student’s transcript. All students who are admitted need to show competence in research methods in education and introductory social statistics. Students without the competencies will take up to two prerequisite classes for credit either at VCU, another institution or online.

Curriculum requirements

The Ph.D. in education, concentration in educational psychology requires a minimum of 60 total graduate credit hours:

Degree requirements for the Ph.D. in education, concentration in educational psychology »

Please keep in mind, however, that the exact course requirements may vary depending on when you matriculated into the program, so please consult your adviser or the program coordinator with any additional questions.

VCU BULLETIN INFO Ph.D. in education, concentration in educational psychology PROGRAM BASICS How to apply:   Graduate application Semester of entry:  Summer or fall Application deadline:  Jan. 15 Additional materials: Ph.D. Education-EdPsychology Handbook 2023_ADA [PDF] Faculty listing: Foundations of Education Research labs:  Discourse and Learning Lab Motivation in Context Research Lab Caring Adult Relationships Everywhere (CARE) Lab Center for Innovation in STEM Education (CISTEME) Resources and Checklists Application Checklist - Ph.D. Programs [PDF] ADMISSION REQUIREMENTS General admission requirements of the VCU Graduate School Baccalaureate or master’s degree in psychology, educational psychology or related discipline Three letters of recommendation addressing the student’s potential for graduate study in education Statement of intent describing: 1) alignment between applicant’s interests and goals with concentration mission and requirements, and 2) alignment between concentration faculty and applicant’s interest in research topics Transcripts of all previous college work A personal interview and additional writing sample (may be requested) Professional curriculum vitae Optional: GRE scores For more information about admission requirements, please consult our Ph.D. Education-EdPsychology Handbook 2023_ADA [PDF] . FOR MORE IN-DEPTH INFO Foundations of Education degree programs Student Spotlight: Kori Nicolai

The VCU Holmes Scholars Program  is a selective program that provides accepted doctoral students from  historically underrepresented groups  with resources and professional development to best position them for  tenure track faculty positions in high (R2) and very high (R1) research universities . Our cross-disciplinary scholars create a network that leverages the collective and individual strengths of each member to maximize their VCU School of Education program. Learn more about how we live our values  through the Holmes program!

Email [email protected] if you would like to do any of the following:

• Shadow a VCU Student: Ph.D. in Education - Educational Psychology Concentration
• Visit one of our concentration doctoral seminars
• Sharon Zumbrunn ’s faculty page and Motivation in Context Research Lab
• Christine Lee Bae ’s faculty page and Discourse and Learning lab website
• Jennifer LoCasale-Crouch ’s bi-weekly virtual, multi-disciplinary Caring Adult Relationships Everywhere (CARE) lab meeting
• Dr. John Fife ’s Center for Innovation in STEM Education (CISTEME)

Prospective students: We highly encourage you to contact faculty who you share research interests with directly to learn more about their work and inquire about whether or not they are currently accepting students.

• Christine Lee Bae, Ph.D. (Associate Professor)
• Thomas Farmer, Ph.D.   (Full Professor, Department Chair of Foundations)
• John Fife, Ph.D. (Associate Professor, Director of CISTEME)
• Jennifer LoCasale-Crouch, Ph.D. * (Associate Professor)
• Kathleen M. Rudasill, Ph.D. (Full Professor, Interim Dean of School of Education)
• Sharon K. Zumbrunn, Ph.D. * (Full Professor, Director of SOE Ph.D. Program)

Ready To Get Started?

• Christine Lee Bae, Ph.D.
• Coordinator
• (804) 828-1334
• [email protected]
• Jenna Lenhardt, Ph.D.
• Recruitment specialist
• (804) 827-2479
• Email: [email protected]

• Thomas Farmer, Ph.D.
• Department Chair
• (804) 827-2627
• [email protected]

Alternate contact email for this program: [email protected]

VCU Education @VCUSOE - May 14

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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."

Ph.D. in School Psychology

What you can earn, credits earned, time commitment, upcoming deadline, leaders of school psychology research and practice.

The School Psychology Ph.D. degree prepares leaders in the field of research and practice within school psychology. Our program stresses the expanded role of the school psychologist and offers formal coursework and practica in assessment, consultation, intervention, and counseling.

Our philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

The program is accredited by the American Psychological Association (APA) , approved by the  National Association of School Psychologists (NASP) , and meets requirements for state level licensure as a psychologist.

Our mission is to prepare scientist-practitioners whose practice of psychology is grounded in scientific knowledge and focused on enhancing the educational and socio-emotional competence of school-age children and youth.

The role of a health service psychologist with a specialty in school psychology is to assess, consult, and provide prevention and direct intervention services that focus on learning, behavior, and mental health. The graduate program in School Psychology at the University of Washington stresses the expanded role of the school psychologist and offers formal course work and practica in assessment, consultation, intervention, and counseling. In addition, the program philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

What you'll learn

The following are the nine profession-wide competencies and the specific objectives for graduates. Students' learning experiences are guided by the Discipline Specific Knowledge areas of APA and by the Profession-Wide Competencies in the APA Standards of Accreditation.

Program Objective: To prepare health service psychologists to be critical consumers of research, to have the knowledge and skills to conduct scientific inquiry, and to disseminate research.

Program Objective: To prepare health service psychologists to be competent in navigating and legal and ethical challenges and engaging in best practices associated with the APA Ethical Principles for Psychologists and Code of Conduct.

Program Objective: To prepare health service psychologists to integrate self-awareness, cultural knowledge, and culturally responsive skills in all professional activities including research, teaching, and clinical service.

Program Objective: To prepare health service psychologists to reflect the values and attitudes of psychology through integrity, professional identity alignment, professional behavior, and responsiveness to supervision and feedback.

Program Objective: To prepare health service psychologists to maintain effective relationships with colleagues, communities, organizations, supervisors, supervisees, and clients.

Program Objective: to prepare health service psychologists to incorporate the diversity characteristics of clients in psychological assessments and to present findings in an effective manner that is appropriate for audiences outside the discipline of psychology.

Program Objective: To prepare health service psychologists to implement evidence-based interventions with fidelity to empirical models along with the flexibility to adapt the interventions to the cultural and linguistic context of the clients.

Program Objective: To prepare health service psychologists to provide effective supervised supervision to less advanced students and peers appropriate for the service setting.

Program Objective: To prepare health service psychologists to demonstrate the ability to effectively collaborate in interdisciplinary contexts and integrated healthcare settings.

After graduation

Graduates are prepared for college teaching, clinical, and research positions in a variety of settings:

• School settings to serve students from all cultural, ethnic, and socioeconomic backgrounds
• University settings as trainers of school psychologists and continue to generate new knowledge for the practice of psychology
• Research settings where investigations are conducted related to learning, development, and behavior of school-aged children
• Teaching hospitals and other health agencies providing outpatient services for patients with school-related problems

Let's connect

We're excited that you're interested in our program! By joining our mailing list, you can receive updates on info sessions, deadlines, financial aid and more!

Connect with us

Related programs

The first three years of this Ph.D. program follow the sequence of the Educational Specialist (Ed.S.) program . The final three years of the Ph.D. program build upon and extend the training.

School Psychology Clinic

The UW School Psychology Clinic serves as a training site for graduate students in the School Psychology Ed.S. and Ph.D. programs. All services are supervised by a licensed psychologist/clinician, along with a program faculty member. The center also services as a clinical-research site for faculty and students.

The Ph.D. degree is a six-year, full-time program that requires three years of Ed.S. degree coursework, two years of Ph.D. coursework and one year of a predoctoral internship. If you already have an Ed.S. degree, the Ph.D. course of study can be shortened to three or more years.

With the support of your advisor, you will design an individualized program of study that is guided by a supervisory committee and chaired by a core school psychology faculty member.

Students who complete their Ed.S. degree at UW will use that coursework as their specialty area. Students who completed their Ed.S. at another institution will have their transcripts reviewed to determine course credits that may be applied to their Ph.D. program of study.

As doctoral students are completing the individualized program of study requirements, they must also complete the Ph.D. degree milestones (research and inquiry, general exam, dissertation proposal, dissertation defense). These procedures are described in the program handbook sections under “Ph.D. degree milestones.”

For details,  download the student handbook

The first three years of the Ph.D. degree follow the course sequence of our Ed.S. degree . The Ed.S. course sequence is organized so that all basic foundation courses are completed the first year, the second year is centered on applied experiences in schools and at the University of Washington, and the third year is a full-time, school-based internship in public schools. Students who have already earned their Ed.S. degree may begin the Ph.D. coursework immediately.

Autumn quarter

• EDPSY 565: Adv Practicum in Clinical Practice (4)
• EDPSY 508: Adv Practicum- Supervision & School Mental Health (2)
• EDLPS 525: Educational Inquiry (3)
• EDPSY 529: Developmental Psychopathology and the DSM (3)
• Additional cognate courses (including research methods courses)

Winter quarter

• EDLPS 526: Educational Inquiry (3)
• EDPSY 538: Multiple Regression (3)
• Additional cognate and research methods courses
• Prospective Candidacy

Spring quarter

• EDPSY 585: History, Systems, & Contemporary Issues in School Psychology (3)
• Research and Inquiry

Summer quarter (session A)

EDPSY 581: Seminar in APPIC/CDSPP internships (2)

• EDPSY 579: Advanced Practicum in Assessment and Intervention (3)
• R & I presentation (Nov)
• General Exam (Nov or Dec)
• If not doing APPIC, start working on creating a local CDSPP-aligned Internship
• Register only if completing the general exam this quarter
• To obtain an add code for dissertation credits, go to  education.uw.edu/practicum , select your advisor, EDUC 800 course, and describe your dissertation project.
• General Exam (if not completed in Autumn)
• Dissertation Proposal (or in Spring)
• Internship interviews and APPIC Match Day
• Register for 25 dissertation credits (total) by the end of the academic year. Leave 2 credits for the following year when you defend your dissertation (final orals).
• Dissertation Proposal (if not completed in Winter)
• EDUC 800: Dissertation (8-10)

Students apply for “on leave” status EVERY quarter except the quarter of the dissertation defense. If a student does not apply each quarter, they will drop from the University system and have to reapply for active status and pay a $250 fee to the Graduate School. During the quarter of the dissertation defense, students MUST register for the remaining 2 credits.

Each doctoral student is required to identify two supportive cognate fields in addition to the area of specialization. Depending upon your academic background, the range of credits required for each supportive cognate is between 6 and 15. The breadth and depth of each cognate is normally defined by the graduate advisor and the faculty member selected to represent the cognate area.

Each student must form a specialization from a unit outside of the College of Education.  The specialization outside the College will normally be in a single department (e.g., Social Work, Public Health). In exceptional cases, it may be a series of courses from different departments containing a common thread (e.g., Ethnic Studies, which may draw upon courses based in several departments). The breadth and depth of the specialization outside the College is normally defined by the graduate faculty representative from that specialization serving on your Supervisory Committee. 

The culminating experience for the Ph.D. degree is a predoctoral internship, which includes advanced, integrative, supervised experiences in applying science to practice. The predoctoral internship must be completed after the general exam is passed and the dissertation proposal has been approved.

The predoctoral internship requires an additional 1,500 hours of experience and can be completed in a school or non-school setting. Students are strongly encouraged to apply to APA-accredited predoctoral internship programs through the Association of Postdoctoral Psychology and Internship Centers (APPIC) Match process. Those who do not have the ability to complete APA accredited internships must complete local predoctoral internships that are CDSPP compliant.

Students take a required 27 dissertation credits after passing the oral general examination, complete an approved dissertation proposal prior to predoctoral internship,  and complete the dissertation either before or during the predoctoral internship.

Admission requirements and process

Preferential consideration is given to applicants who have had employment or volunteer experiences in P-12 schools and who also have research training and experience.

We accept applications once a year, for autumn quarter admission.  You must apply to the Graduate School by December 1 . Faculty reviews commence in January and continue until all vacancies are filled.

We are committed to recognizing and fostering the values derived from a diverse student population and are striving to promote increased diversity among practicing school psychologists. Toward this end, we apply a variety of criteria when evaluating applicants. We strongly encourage racially and ethnically diverse students to apply to this program.

A bachelor’s degree is required for applicants who will complete their Ed.S. degree coursework first. A degree may be in-progress when applying but it must be completed before the Program starts.

Applicants may apply to begin the Ph.D. coursework under ONE the following conditions:

• They are enrolled in the UW Ed.S. degree in School Psychology Program and have completed at least two years of coursework,
• They have completed their school psychologist certification, or
• They have earned a master’s degree or Ed.S. in school psychology.
• Include one transcript from each institution from which you've earned a degree and one from every institution you have attended in the previous 5 years.
• Your transcripts must include your name, coursework, and degree (if completed).
• If you are offered admission, the UW Graduate School will request an official transcript from your most recent degree earned.

The UW Graduate School requires a cumulative GPA of 3.0. However, we review your application holistically. If your GPA is below 3.0, contact us at [email protected] for advice on how to strengthen your overall application.

During the online application process, you will be given instructions for adding your recommenders and getting their letters submitted electronically. Your recommenders should be able to address:

• your communication skills, both written and oral
• your ability to interact productively with supervisors, peers, and children
• your ability to function without supervision
• your research competence and experience
• your teaching, counseling and/or assessment skills 
• other relevant aspects of your academic or professional development

A current academic and professional resume or vita is required. In addition to educational degrees and professional experience, you should include a list of all relevant awards, publications, presentations or other achievements that will help us to evaluate your application.

The admissions committee uses your statement of purpose, along with other evidence, to determine whether your goals are well-matched with our Program. Your statement should address goals, relevant experience, future plans, and how the desired specific program meets your needs. Include personal experiences that have prepared you for the challenge of graduate school, topics like:

• Reasons for seeking entry into this program 
• Post-baccalaureate experiences in teaching, counseling, and assessment  
• Your professional aspirations
• Your research interests

Your statement must be no more than 750 words (3 pages double-spaced) using 12-point font and 1-inch margins.

While optional, you can add to your application by submitting a personal history statement with each application. This statement should address your intellectual growth and development, inclusive of and beyond your academic goals. 

Statements should be no longer than two pages long, double-spaced, with 12-point font and 1-inch margins.

• Gather all required documents
• Visit the Graduate School website
• Log into your account or create a new profile if you are a first-time applicant
• Complete all steps in application process and upload your documents
• You may request a fee waiver during the application process
• Submit your application

Here is our general timeline for decisions.

Step 1: Application processing

• Within 7 business days after the deadline, we will check if your application if fully complete
• We will email you whether your application is complete or incomplete
• If your application is missing anything, you will have a short amount of time submit these items
• You can also log into the online tool and check your status and see any missing items

Step 2: Application review

• Committees begin reviewing applications about two weeks after the deadline
• You will receiving an email when your application has entered the review phase

Step 3: Interview day

We host an interview day during the first or second week of February for finalists who remain competitive after the primary and secondary review of their application. For those who are unable to attend this event, a web based or phone interview with one or more members of the core faculty in school psychology is required. Interviews are only by invitation.

Step 4: Decision notification

• The final decision will be emailed to you
• Your status will also be updated in the online application tool

We value and welcoming applications from international students! If you are applying from outside the United States, there are additional requirements and application materials.

• At minimum, you must have the equivalent of a U.S. bachelor's degree (a four-year degree from an institution of recognized standing)
• The national system of education in the foreign country
• The type of institution
• The field of study and level of studies completed
• International transcripts must be submitted in the original language.
• Your transcript should include date of graduation and title of the awarded academic degree
• If your transcript is not in English, you must also provide a certified English translation
• You do not need to have your transcript evaluated for the degree by an agency

Per  UW Graduate School policy , you must submit a demonstration of English language proficiency if your native language is not English and you did not earn a degree in one of the following countries:

• United States
• United Kingdom
• New Zealand
• South Africa
• Trinidad and Tobago

The following tests are accepted if the test was taken fewer than two years ago:

• Minimum score: 80
• Recommended score: 92+
• The UW's 4-digit code is 4854
• University of Washington All Campuses, Organisation ID 365, Undergrad & Graduate Admis, Box 355850, Seattle, WA, 98105, United States of America
• Minimum score: 6.5
• Recommended score: 7.0+
• School information for submission: University of Washington, All Campuses Undergraduate & Graduate Admission Box 355850 Seattle, WA 98195
• Minimum score: 105
• Recommended score: 120+
• Follow the instructions on the Duolingo website to submit your scores

If apply and are offered admission to UW, you will need to submit a statement of financial ability.

Costs and funding

We are a tuition-based program. Estimated tuition rates are based on your residency: 

• Washington state residents: $19,584 per year
• Out-of-state students: $35,352 per year

Estimates are subject to change and may differ due to course load and summer quarter enrollment. Estimates include building fees, technology fees, U-Pass, etc. Additional program-specific fees are not included in this estimate.

View the UW tuition dashboard → Visit the Office of Planning & Budgeting →

Graduate Student General Scholarships

Disclosure, outcomes and other data.

We post Program data, including students’ time to completion, program costs, internship placement, attrition, licensure, and other disclosures.

View outcome data

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Program staff.

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Best Online Doctorate in Educational Psychology

Staff Writers

Contributing Writer

Learn about our editorial process .

Updated October 25, 2023

Victoria Hudgeons

Contributing Editor

TheBestSchools.org is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site.

Are you ready to discover your college program?

Whether you want to work with young people or adults, a Ph.D. in educational psychology gives you the practical and research skills to help you succeed.

Doctoral students study theories of learning, lifespan development, and psychology research methods. Online doctorates in educational psychology help build strong analysis and applied research skills.

We listed the top online doctoral programs in educational psychology on this page in alphabetical order. Learn how to find the right program, common coursework and graduation requirements, and educational psychology career paths.

Educational Psychology Ph.D. Quick Facts

• Credits Required: 63-98 credits
• Completion Time: 3-7 years
• Average Cost: $400-$950/credit
• Admission Requirements: 3.0 GPA, resume, letters of recommendation, professional writing sample, statement of purpose, GRE scores
• Key Skills Learned: Research, measurement, and evaluation; knowledge of learning and development; application of research methods, effective communication of research

Featured Online Psychology Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

The Best Online Doctorate in Educational Psychology Programs

We use trusted sources like Peterson's Data and the National Center for Education Statistics to inform the data for these schools. TheBestSchools.org is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site. from our partners appear among these rankings and are indicated as such.

#1 Best Online Doctorate in Educational Psychology

Regent University

• Virginia Beach, VA
• Online + Campus

The Ed.D. in educational psychology program at Regent University allows students to earn a doctorate in an online learning format. With flexible enrollment options, the private school helps degree-seekers complete their doctoral studies. Enrollees receive research support and participate in scholarly events.

In the online educational psychology program, learners complete doctoral coursework and strengthen advanced skills. After meeting coursework requirements, doctoral candidates pass a comprehensive examination and conduct research for an original dissertation or project. With an educational psychology doctorate, graduates can work in academia, research positions, and leadership roles.

At the accredited institution, doctoral students can qualify for several forms of financial aid. Prospective applicants can contact the program for more about financial aid and admission requirements.

Regent University at a Glance:

Online Student Enrollment: 9,507

Online Master's Programs: 37

Online Doctoral Programs: 12

Student-to-Faculty Ratio: 29-to-1

Graduate Tuition Rate: $15,552

#2 Best Online Doctorate in Educational Psychology

The Chicago School of Professional Psychology

• Los Angeles, CA

The Ph.D. in counselor education and supervision program at The Chicago School of Professional Psychology enrolls online learners. With its flexible format, the private university makes doctoral studies more accessible. Doctoral students strengthen their research skills and present in academic conferences.

Learners complete doctoral coursework during the online educational psychology program. Doctoral candidates pass comprehensive examinations and conduct research for their dissertation. As the highest degree in educational psychology, the doctorate trains graduates for academic, research, and leadership careers.

Doctoral students can qualify for federal financial aid and fellowships at the accredited institution. Contact the counselor education program for more information about doctoral admission requirements.

The Chicago School of Professional Psychology at a Glance:

Online Student Enrollment: 2,459

Online Master's Programs: 9

Online Doctoral Programs: 6

Student-to-Faculty Ratio: 5-to-1

Graduate Tuition Rate: $21,564

#3 Best Online Doctorate in Educational Psychology

University of Georgia

The University of Georgia offers an online Ed.S. in educational psychology for doctoral students. The public university provides flexible enrollment options for degree-seekers. Doctoral students strengthen their research skills and present in academic conferences.

Learners take doctoral classes during the educational psychology program. After passing comprehensive examinations, doctoral candidates choose a dissertation topic and conduct research in their specialty area. A doctorate in educational psychology trains graduates for roles in research, academia, and leadership.

The accredited institution meets federal requirements for financial aid support. Prospective applicants can contact the program to learn more about financial aid opportunities and the admission process.

University of Georgia at a Glance:

Online Student Enrollment: 5,389

Online Master's Programs: 16

Online Doctoral Programs: 1

Student-to-Faculty Ratio: 17-to-1

Graduate Tuition Rate: $8,878

What Is an Online Ph.D. in Educational Psychology?

A doctoral program in educational psychology provides advanced training in psychological methods, research, and practice. Graduate students study the process of human learning, including how we understand things, communicate new information to others, and create new knowledge. They conduct original research, write a dissertation, and complete an internship or practicum to prepare for roles in psychology practice.

During a doctoral program, educational psychology students strengthen their research and analytical skills. By blending the fields of psychology and education, graduate students build the skills required for career paths in psychology, research, and education. For example, a doctorate meets the requirements for academic roles, such as psychology professor. Graduates can also work in research, training and development, school psychology, and instructional development.

Earning a doctorate requires a significant investment of both time and money. Before considering a doctorate in educational psychology, prospective students should make sure they meet admission requirements.

Some Ph.D. in educational psychology programs require a master's degree for admission, while others admit applicants with a bachelor's degree. Programs may expect candidates to have a psychology degree or meet course prerequisite requirements to enter the program. Applicants with a master's degree may qualify for a fast track within their doctoral program. Admission requirements often include a minimum GPA and standardized test scores.

Choosing an Online Doctoral Educational Psychology Program

Finding the right educational psychology doctoral program can positively impact your education and career opportunities. Carefully research schools to ensure you make the right choice. Factors such as cost, program length, and delivery format can help you narrow your options and find a good fit for your schedule and academic needs.

Consider whether the program offers specializations in your area of interest? Does the program emphasize practice, research, or both? What options do doctoral students have for faculty advisors? Answering these questions can help you find the program that best meets your needs.

Accreditation for Online Educational Psychology Degree Programs

Prospective applicants should always choose an accredited educational psychology program. Regionally accredited schools and programs meet the highest standards for educating students in psychology. Accredited universities can also distribute federal financial aid to students, and they are more likely to transfer credits from other accredited institutions.

Many psychology careers require an accredited degree. For example, licensed psychologists must attend a psychology doctoral program accredited by the American Psychological Association (APA) to apply for a license. The APA does not currently accredit any fully online doctoral psychology programs, though several accredited programs offer coursework partially online. Learn more about why accreditation matters in our accreditation guide .

What Else Can I Expect From a Ph.D. in Educational Psychology Program?

An educational psychology degree emphasizes research and analytical skills. During a doctorate in educational psychology, graduate students take courses in human development, theories of learning, and the instructional process. They design and implement research studies and analyze the results to write a dissertation.

Doctoral candidates focus their training through specialized courses in areas like educational technology, the psychology of motivation, and instructional design. Many programs also incorporate practicum requirements, which provide experience in educational psychology for doctoral candidates considering careers in psychology practice.

This section introduces common educational psychology courses and the requirements for earning a doctorate.

Common Courses for an Online Doctorate in Educational Psychology

• Lifespan Development: Students explore developmental milestones that occur in the prenatal, childhood, adolescent, adult, and late-adult stages of life. They examine the impact of genetic and environmental factors on human development, as well as strategies and interventions used to promote and sustain healthy developmental processes.
• Human Motivation: Educational psychologists must understand what forces drive students' behaviors in order to support academic achievement and social and emotional development. This class provides an overview of the diverse historical and contemporary theories behind human motivation, with a particular emphasis on children and adolescents.
• Theories of Learning: The best educational psychologists understand the full range of how student learning takes place. This class covers theories of learning, including constructivism, behaviorism, cognitivism, gestalt, information processing, and humanism. It also reviews theories of cognitive processes, such as language and memory.
• Psychology of the Exceptional Individual: Educational psychologists often work with students who deviate significantly from the norm in behavior and achievement. This can mean counseling students with physical or learning disabilities, or it can involve working with exceptionally gifted or talented students. The course emphasizes the importance of inclusion and diverse learning environments.
• Ethics and Standards of Psychology: To prepare students for the realities of their profession, many online Ph.D. in educational psychology programs feature coursework on ethics and professional standards. Students confront the ethical dilemmas that often arise in academia, individual counseling, and when working within diverse communities. This course also introduces students to ethical questions they may face if a client becomes involved in the legal system.

How Long Does It Take to Complete an Online Doctorate in Educational Psychology Program?

Earning a Ph.D. in educational psychology online usually takes 3-7 years, but this can vary depending on a few factors.

The first stage in earning your doctoral degree is completing required coursework. Students often take these classes as part of a cohort, meaning they learn alongside their peers as they progress through the program together. However, some programs may be self-paced, allowing students to proceed at their own speed. Most full-time students finish their coursework in 2-3 years.

The second stage of earning a psychology doctoral degree is completing a dissertation. Generally speaking, students work with a faculty advisor on their dissertations, but they do the majority of their research and writing independently and at their own pace. When finished, students defend their dissertation in front of a faculty committee. Most full-time students complete the dissertation process in 1-4 years.

Paying for Your Online Doctorate in Educational Psychology Degree

The first step toward earning an educational psychology Ph.D. online is completing the Free Application for Federal Student Aid (FAFSA). The FAFSA connects eligible students with various kinds of financial support, including grants, loans, and work-study opportunities.

Students do not need to pay back federal grants or work-study wages, but they do need to repay loans. However, federal loans have relatively low interest rates, and the federal government may also forgive all or a portion of a loan if a student works in public service for a set period of time.

Many states and private organizations offer scholarships to students based on academic achievement, community service, or financial need. Teachers looking to transition to a career as an educational psychologist may also qualify for discounted tuition or tuition reimbursement, depending on the program and their employer.

Finally, students can apply for private student loans. While these loans can be helpful in financing a part of the total cost of education, students should avoid taking out private loans to cover the majority of their tuition and other expenses. Private loans typically have higher interest rates than federal loans, and private loan organizations usually do not forgive loans for public service.

Educational Psychology Jobs

A Ph.D. in educational psychology helps prepare graduates for a variety of careers. While many work directly as researchers or academics, a doctorate can also lead to opportunities as training and development managers, school psychologists, or student development directors.

Educational psychologists can also work in private practice or pursue roles in instructional design, educational coordination, or counseling. Learn more about the typical salaries and job outlooks for common educational psychology careers .

Training and Development Manager

Training and development managers oversee an organization's human resources. They conduct assessments to determine training needs, design programs, and manage training and development specialists. They also evaluate programs and instructors, manage training budgets, and update current training programs. A background in educational psychology helps training and development managers create programs and instructional methods.

• Median Salary : $120,000
• Projected Job Growth (2022-2032): 6%

School Psychologist

School psychologists use their understanding of human behavior to support student learning. They may help students address emotional problems, design and implement plans to boost academic performance, or collaborate with teachers and administrators to develop broader teaching and learning strategies. Many school psychologists hold a doctoral degree like an online educational psychology Ph.D.

• Median Salary : $85,330

Postsecondary Teacher in Psychology

Postsecondary teachers instruct and advise students at colleges and universities. They also conduct psychological research or publish articles in educational psychology. While a master's degree may be sufficient for jobs at community colleges, most 4-year schools require a doctoral degree.

• Median Salary : $80,840
• Projected Job Growth (2022-2032): 8%

Instructional Coordinators

Rather than working with individual students, instructional coordinators design, implement, and assess school curricula and teaching standards. Instructional coordinators often need an advanced degree, and online educational psychology Ph.D. programs can help students develop the skills and knowledge necessary to create strong learning experiences for students.

• Median Salary : $66,490
• Projected Job Growth (2022-2032): 2%

School Counselor

School counselors support the academic and social-emotional development of students. They evaluate a student's abilities or aptitude through various assessments; work to address issues that affect school performance; and help administrators create programs and policies meant to curb bullying, drug use, or other problems. School counselors usually hold an advanced degree.

• Median Salary : $60,140
• Projected Job Growth (2022-2032): 5%

Behavioral Disorder or Mental Health Counselor

After earning an educational psychology Ph.D. online, some graduates may work exclusively with students with behavioral or mental health conditions. These professionals often collaborate with schools and educational organizations, but they may also work at treatment centers or in private practice. These positions typically require an advanced degree.

• Median Salary : $49,710
• Projected Job Growth (2022-2032): 18%

Frequently Asked Questions About Educational Psychologist

• Collapse All

What do educational psychologists do?

Educational psychologists research how people learn new information and develop instructional methods. They conduct research and work with children, adults, and other education professionals.

How do you become an educational psychologist?

Educational psychologists often hold a doctorate in their field, which meets the requirements for roles as school psychologists, educational psychologists, and psychology professors.

What is the difference between school psychology and educational psychology?

School psychologists focus their training on working with children, while educational psychologists work with adults and children. Educational psychologists also approach learning from a broader perspective.

How many years does it take to become an educational psychologist?

Earning a Ph.D. in educational psychology typically takes at least 3-5 years. Depending on the dissertation process, earning a Ph.D. can even take up to 7-8 years.

How much money do educational psychologists make?

Educational psychologists earn a median salary of $85,330 , according to the Bureau of Labor Statistics. Those working for the government earn higher median salaries of around $106,690 per year.

Do you need a Ph.D. to be an educational psychologist?

Many advanced roles in educational psychology, including researchers and professors, require a doctorate. Though, some positions may hire candidates with a master's degree and relevant experience.

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College of Education

School psychology doctoral program.

The University of Houston's School Psychology doctoral program is home to faculty and students committed to impacting the academic, behavioral and social-emotional functioning of children. Our faculty teaches students how to apply the core principles of school psychology inside and outside of schools. They challenge students to develop innovative solutions that connect the systems in which children and their families exist.

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About the Program

Our goal: Develop professional school psychologists who are engaged in applied research and ecologically sensitive evidence-based practice. To accomplish this, the School Psychology program adheres to a scientist-practitioner training model, and students learn to conceptualize according to an ecological-behavioral theoretical model. We aim to instill an awareness of diversity issues into our students, a task made easier considering the University of Houston’s status as one of our nation’s most culturally and linguistically diverse research institutions. That diversity extends to the program itself: almost one-half of our doctoral students claim non-Caucasian ancestry.

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington D.C. 20002-4242 Phone: (202) 336-5979 TDD/TTY: (202) 336-6123 Fax: (202) 336-5978 [email protected]

• Accredited by the American Psychological Association
• Approved by the National Association of School Psychologists
• 5 - 6 years to complete program without transferable graduate credit
• 4 - 5 years to complete program with prior graduate credit
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What will I learn while attending the school psychology program?

• Scholarly inquiry, research, writing and presentation skills
• Application of critical analysis and inquiry to existing research and the ability to identify, select, implement and evaluate evidence-based practices.
• Sensitivity to ecological, diverse and developmental considerations and concern for client preferences
• Exposure and supervised experience with diverse populations, conditions, professionals, settings and procedures.
• Understanding of the scientist-practitioner model which emphasizes an integrated, hierarchical sequence of coursework, practica, internship and research experiences

What can I do with my degree?

A doctoral degree in School Psychology prepares graduates for professional work as psychologists in academic and non-academic positions. Students who complete the program are prepared to apply for the following credentials:

• Licensed Psychologist
• Licensed Specialist in School Psychology
• National Certified School Psychologist
• Designation as a Health Service Provider by the National Register of Health Service Providers in Psychology
• Diplomate in School Psychology.

School Psychology Faculty

The following is a list of current school psychology faculty:, dr. jorge e. gonzalez.

School Psychology

Faculty Profile | Email

Dr. Kristen Hassett

Dr. elizabeth jelsma, dr. milena keller-margulis, dr. michael matta, dr. sarah s. mire.

Associate Professor — School Psychology

Dr. Bradley H. Smith

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The School Psychology faculty's research ranges from Autism Spectrum Disorder and language development to student assessments and multilingual classrooms. Visit the PHLS Research Portal to learn more about our diverse interests and discover faculty pursuing answers to the questions that matter to you.

Feel free to contact faculty directly to learn more about their research. You can find contact information in the Research Portal or by visiting the COE Faculty Directory .

• PHLS Research Portal

Financial Aid

All School Psychology doctoral students are encouraged to apply for scholarships through the UH and the College of Education. To learn more about how to fund your graduate studies, visit the Graduate Funding page .

Graduate Tuition Fellowship

Graduate Tuition Fellowship (GTF) provides tuition remission for 9 credit hours, during the academic year, to students who enroll in at least 9 credit hours. During the summer term, GTFs are contingent upon available budget. Not all years in the graduate program may be covered by this program.

Assistantships

Graduate appointments are usually available to students during the first two years of graduate studies. The program doesn't cover mandatory fees or course fees. Not all years in the graduate program are covered by this program. 

To learn more about funding your education, contact the COE's College of Graduate Studies at  [email protected]  or call 713-743-7676.

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Houston, Texas

Houston is the fourth largest city in the United States and one of the nation's most diverse cities. This fact benefits our students and faculty both personally and professionally. Home to more than 100 different nationalities and where more than 60 different languages are spoken, Houston is the perfect environment to practice what you're learning in the classroom. The city also boasts more than 12,000 theater seats and 11,000 diverse restaurants featuring cuisines from around the globe (Don't know where to start? Just ask a Houstonian, and they're sure to bombard you with at least a dozen places to eat.) 

Houston is bustling with culture, energy and offers something for everyone inside and outside the classroom.

(Background photo: “ Metropolis ” by eflon is licensed under CC BY 2.0 .)

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Ready to Apply?

Are you ready to apply to the University of Houston School Psychology doctoral program ? Yes? You can learn more about the application process by visiting the College of Education's Graduate Admissions page  or jump right into the application process by visiting the UH's How to Apply to Graduate School page .

If you need more information about the School Psychology program, we are here to help. You can always contact the COE Office of Graduate Studies by phone at 713-743-7676  or by email .

The School Psychology doctoral program is a member of UH's Psychological, Health, & Learning Sciences department .

Program Director:  Dr. Brad Smith

UH College of Education Stephen Power Farish Hall 3657 Cullen Blvd., Room 491 Houston, TX 77204-5023

Undergraduate: [email protected] or 713-743-5000 Graduate: [email protected] or 713-743-7676 General: [email protected] or 713-743-5010

Department of Education

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PhD in Psychology in Education

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Programme Leader:   Sebastian Suggate

The PhD in Psychology in Education is available to be studied in 3 modes: part-time, full-time, and  distance learning . 

In order to apply for a PhD place, we ask that you first submit an application form.  We cannot accept a CV or any other documentation in place of a formal application.  When you apply for a PhD place, you must submit a research proposal about 1,500 words in length. More information about the PhD application and admissions process can be found on the How to apply and FAQ  pages . Apply now for the PhD in Psychology in Education Apply now for the PhD in Psychology in Education (Distance Learning)

The PhD in Psychology in Education is designed to enhance specialised knowledge through academic study and research.

The programme aims to enable students to gain a solid grounding in research methodology, and to successfully carry out a substantial piece of academic research.

Entry requirements

Applicants are expected to have a good honours degree or a master's degree (MA, MSc or MEd) in a relevant discipline although candidates with other evidence of ability to succeed at PhD level will also be considered.

If English is not your first language, we do expect you to be able to demonstrate a high level of proficiency.  The minimum requirement for PhD in Psychology in Education is IELTS 7.0 with no less than 6.5 in Reading, Writing, Listening and Speaking.  For further information please see  English language requirements .

Apply now for the PhD in Psychology in Education

Apply now for the PhD in Psychology in Education (Distance Learning)

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PhD in Applied Developmental Psychology

The PhD in Applied Developmental Psychology (ADP) trains students to become world-class research scientists studying human development.

Our ADP faculty and students engage in applied research using a variety of methods and approaches, including in-depth observation, longitudinal modeling, and experimental designs.  ​

This 90-credit program can be completed in approximately five years. Students have the opportunity to learn and grow as researchers through the close mentoring relationships developed with our faculty.

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Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

5 years on average

Enrollment Term

Admissions Deadline

Admissions Requirements

No GRE Exam is required

Program Overview

Our PhD program in Applied Developmental Psychology prepares you for research careers answering meaningful practice and policy questions relevant to improving the lives of children, youth, and families.

You will study the following subjects in depth:

• The influence of individual, interpersonal, and contextual factors on learning and well-being outcomes for children and youth in school and out-of-school settings
• How human development and context interact to generate dynamic patterns of child and youth behavior
• The effectiveness of interventions to promote learning and wellbeing outcomes for children and youth

Students complete coursework in a diverse set of topics to learn academic writing skills, real-world applied research design, data analytic tools that match the complexities of the context under study, and authentic assessment strategies.

View Program Curriculum

Degree Requirements

The degree requirements can be found in our PhD in Applied Developmental Psychology Handbook (PDF)

Prerequisites

There are no specific prerequisite requirements. However, prior research and/or professional experience working with children and families in community or school settings is preferred.

Our most successful students have a few post-baccalaureate years of child- and youth-serving work experience to develop first-hand knowledge of child development in context.

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"I attended Pitt for all of my education. As a doctoral student, I've enjoyed instructing classes and conducting research both independently and collaboratively." Ashley Shafer - Pitt Alumni

Career Pathways

Our graduates go on to have successful research careers in a variety of settings including institutions of higher education and research centers.

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Kevin Crowley

Shannon Wanless

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PhD in School Psychology

Using data-driven solutions to enhance equality across the education system.

With a PhD in School Psychology, you will work directly with PK-12 students, while also publishing change-making research, that will help improve equity and inclusion in schools.

See important statements and positions from the School Psychology faculty

Our commitment to you

Upon graduation with a PhD in school psychology from Loyola, you will possess the following knowledge, skills, and professional values necessary to commence work as both a practicing school psychologist and researcher.

You will become a scientist-practitioner who understands and can implement evidence-based assessment, intervention, and consultation practice from a social justice perspective. Plus, you'll understand the history of school psychology, the impact of historical discrimination and inequity on educational and psychological functioning, and  individual differences and social/cultural influences on development and adjustment.

You'll conduct evidence-based direct counseling and mental health interventions, as well as indirect consultative interventions in applied settings. You will also be trained to carry out comprehensive psychoeducational assessments to support decision-making regarding special education eligibility and development of individual education plans (IEPs). On the research side, you'll critically evaluate research (i.e., designs, data analysis, and data interpretation) from a methodological, as well as ethical and social justice, perspective. Using research methodological skills and statistical expertise, you'll complete original dissertation research, present at psychological and educational conferences, and prepare manuscripts for publication.

Professional Values

Our graduates represent the scientist-practitioner ideal of a person who not only applies psychological knowledge within the context of their professional practice, but also a person who can generate new, applications-oriented knowledge through their research and scholarly activities and the application of such in the service of others through a social justice framework.

Program Faculty

Our dedicated  School Psychology Faculty  are experts in the field of School Psychology. They conduct research on topics such as equity in school mental health, discipline policy, early childhood development, family collaboration, school consultation, student identity development, and other scholarship that advances social justice in education. PhD students work on faculty research teams trhoughout their training. Additionally, faculty advisors support students throughout each stage of the program.

Accreditation

Loyola's PhD in School Psychology has been accredited by the  American Psychologist Association (APA)  and approved by the  National Association of School Psychologists (NASP).

APA Student Admissions Outcomes Reporting Measures

APA Student Admissions, Outcomes and Other Data (2023)

Program Features

All students begin in the first year with an introductory professional orientation course, beginning research courses, pre-requisite courses that lead to a second-year school-based practicum, and engagement with the community through the completion of a school-based, pre-practicum experience.

In the second year of the program, students complete two semesters of a structured school-based practicum, in which they spend two days a week in a school setting and complete structured activities tied to the practicum, while also taking additional courses in research methods/statistics, counseling, consultation, and assessment.

In the third year of the program, students complete an advanced practicum, more advanced research courses, and work on their dissertation proposals.

In the fourth year of the program, students apply for a calendar-year-long doctoral internship through the Association of Psychology Postdoctoral and Internship Centers (APPIC), an APA-accredited doctoral internship match system for doctoral students in Health Service Psychology programs.

In the fifth year, students are required to complete a calendar-year internship under the direction of a licensed psychologist and certified school psychologist.

Transfer Credit

Students with a master’s degree may be able to transfer up to 36 credit hours into the PhD program. However, a minimum of 63 credit hours and a minimum of 2 years of coursework must be completed at Loyola University Chicago.

Program Length

This is a full-time program. Students complete the course work for the program in four years, including summers. Time for degree completion, including the dissertation, is five years.

Continuous Enrollments Doctoral students in School Psychology are required to maintain continuous enrollment during their program of studies. A formal leave of absence may be granted upon request and with the approval of the Graduate School’s Associate Dean.

Admission Requirements

Interested in applying? Check out the  PhD i n School Psychology application requirements .

• For  application  related questions,  contact Graduate Enrollment Management . 
• For  program structure and academics  related questions, contact:  Ashley Mayworm , Program Chair

Tuition, Financial Aid and Scholarships

The School of Education and Loyola's Financial Aid Office are committed to helping students secure the necessary financial resources to make their education at Loyola affordable. You can learn more on the  Financial Assistance  page.

What is the difference between a PhD and EdS in School Psychology?

The EdS degree will allow you to be credentialed in Illinois as a licensed school psychologist through the State Board of Education and also prepares you to become a Nationally Certified School Psychologist (NCSP). This credential allows you to practice as a school psychologist in the public schools. The PhD program also prepares students to become credentialed school psychologists, but additionally provides research and clinical training that allows for careers in research and University-level teaching.

Does the School Psychology PhD program prepare me for licensure?

In Illinois, the PhD degree qualifies you to become licensed as a school psychologist by the Illinois State Board of Education, which is required to work in the schools. Graduates of the PhD program are also eligible to pursue clinical licensure (as a clinical psychologist) through the Illinois Department of Professional Regulations (IDPR). In Illinois, graduates of our School Psychology PhD program meet the educational requirements to pursue their clinical psychology license, but must meet IDPR requirements for internship, postdoctoral training, and exams; each case is reviewed by IDPR. Outside of Illinois, each state has its own credentialing requirements and individuals need to check with the state in which they want to practice school psychology for the particular state's credentialing requirements.

Do I need to take any licensure examinations?

All candidates must successfully pass the Illinois State School Psychology Content Examination prior to beginning internship. All candidates must also pass the PRAXIS School Psychology Examination to obtain NCSP status (National Certified School Psychologists). For doctoral graduates pursuing their clinical license in Illinois, they must also meet IDPR exam requirements (e.g., passing the EPPP).

How do I apply for state licensure?

Visit the  Placement and Licensure page  for details. 

I have taken graduate courses at another university. Will any of these courses transfer to Loyola's School Psychology program?

Because of the rapid changes in the field of education and school psychology, courses will only be transferred to Loyola if they have been taken during the five years prior to your admittance to the school psychology program. If you do not have a master's degree, then six semester hours may be transferred. If you have a master's degree, up to 36 semester hours may be transferred into the PhD program at Loyola.

How long does it take to complete the PhD in School Psychology?

Full-time students can complete the coursework and field placements in a minimum of four years by taking courses during the summer. A full-time 12-month internship must be completed during the last year of study. All coursework and the dissertation proposal must be completed prior to beginning an internship. Completion of coursework and dissertation typically takes five years.

Can I complete the PhD in School Psychology degree by taking courses part time?

The program is full-time only and requires attendance during the summer.

Is there a residency requirement?

As full-time students, all PhD students automatically satisfy the residency requirements.

Best Educational Psychology Programs

Psychology.org Staff

Contributing Writer

Learn about our editorial process .

Updated March 1, 2024

Psychology.org is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site.

Are you ready to discover your college program?

What is educational psychology, and what are the best educational psychology schools? Education psychology studies how people learn and how to improve learning outcomes.

This guide identifies the top schools, describes what to consider when choosing an educational psychology program, and answers your questions about careers. Keep reading to learn more about the best educational psychology programs

What to Look For in an Educational Psychology Program

The best educational psychology program for you depends on the curriculum, the school's quality and reputation, specialty courses in the areas that interest you, cost and financial aid , staff-to-student ratio, admission requirements , and the logistics of attending, especially if you plan to attend an online program.

Educational psychology degrees at the graduate level include more extensive practical experience requirements than undergraduate programs, so be sure you can find local placement or are willing to travel for your internship. This guide only lists accredited programs , so you can pick from this list with confidence.

Practical Experience Requirements

During a bachelor's program, you complete observation time in a live professional setting and participate in a summer or part-time internship. In graduate school, practicums and internships are a vital and required part of the curriculum.

In a practicum, students observe professionals working in the field and discuss observations. Generally, these are part of assigned courses, and students go through a registration process like any other course.

Internships are more like jobs. You must identify and apply for internships, though your school will provide support and advice. During the internship, you work with patients, though always under a licensed professional's supervision. You gain more independence as the internship progresses.

Career Relevance

Most educational psychologists work in schools. However, an educational psychology degree can also prepare you to work in corporations, the military, publishing, media (such as educational television), or even game design and development.

During your bachelor's education psychology program, you can explore different settings and types of learning, such as preschool, special education, adult education, or high school. In your graduate educational psychology program, you develop more of a focus on a particular type of learning or learner.

You must have a license to practice psychology in any state. If you plan to use your psychology education to become a licensed clinical psychologist, you must earn a doctorate, either a Ph.D. or a Psy.D. A Ph.D. emphasizes research and research methodologies.

Many education psychology Ph.D. graduates go on to teach psychology. A Psy.D. educational psychology degree emphasizes practicing with patients in professional settings. However, you can get a state license with either degree.

We use trusted sources like Peterson's Data and the National Center for Education Statistics to inform the data for these schools. Psychology.org is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site. from our partners appear among these rankings and are indicated as such.

#1 Best Educational Psychology Programs

University of Virginia-Main Campus

• Charlottesville, VA
• Online + Campus

UVA in Charlottesville offers an educational psychology and applied developmental science master's program at its main campus. The program prepares students for careers in education, psychology, and research. Coursework focuses on how developmental processes affect learning and behavior in school settings.

Admission requirements include a minimum undergraduate GPA of 3.0; no GRE/GMAT test scores are required. Students are assigned a faculty mentor to help with course selection and selecting internships. 

The program requires a 200-hour, six credit internship and features a 33-credit curriculum. Students can choose from two concentrations: an applied research or an applied professional track. Each track requires different coursework and internship requirements, but both comprise 33 credit hours.

Program completion takes 1.5-2 years on average for full-time students. Tuition costs $745 per credit hour for in-state students and $1,190 per credit hour for out-of-state students.

#2 Best Educational Psychology Programs

CUNY Hunter College

• New York, NY

CUNY Hunter College in New York offers a 31-32-credit master's in educational psychology degree. The college is accredited by the Middle States Commission on Higher Education.

Hunter College offers two concentrations in its educational psychology degree program. The general educational psychology track focuses on human growth and development and theories of learning. The assessment, research, and evaluation track emphasizes research-based tools for measuring the outcome of educational programs and evaluation methods.

Admission requirements include a bachelor's degree with a minimum GPA of 2.8 from an accredited college or university. Students with a lower GPA may submit optional GRE scores to show an aptitude for graduate level coursework. 

Program completion takes one year on average and costs around $470 per credit hour for New York residents and $855 per credit hour for out-of-state students. This program does not lead to New York state teacher certification or licensure.

#3 Best Educational Psychology Programs

Texas A&M University-Central Texas

• Killeen, TX

Texas A & M University-Central Texas offers a master of science in educational psychology with an emphasis in experimental psychology . The program features a 36-credit curriculum. The university is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Admission requirements include a bachelor's degree from a regionally accredited institution with a minimum GPA of 2.5. GRE/GMAT test scores are waived for the 2021/2022 academic year. 

The master of science in educational psychology program focuses on scientific research and writing to advance the psychology field by combining theory with observational research. Statistical analysis, scientific writing, and critical thinking are emphasized in the program's curriculum. 

Program completion takes two years on average. In-state students pay $309 per credit hour. Graduates can pursue research-based careers or continue their education in a doctoral program.

#4 Best Educational Psychology Programs

University of Wisconsin-Madison

• Madison, WI

UW offers a master of science in educational psychology program, featuring a 30-credit curriculum. The university is accredited by the Higher Learning Commission.

For admission, students need a bachelor's degree from a regionally accredited college or university with a cumulative 3.0 GPA from the last two years of coursework and GRE scores.

The master of science in educational psychology degree offers four concentrations of research: school psychology, human development, quantitative methods, and research sciences.

The educational psychology program takes two years on average to complete and costs around $461 per credit hour for in-state students, $1,623 per credit hour for out-of-state residents, and $639 per credit hour for Minnesota residents.

#5 Best Educational Psychology Programs

Georgia State University

• Atlanta, GA

Atlanta's GSU offers a master of science in educational psychology featuring a 36-credit hour curriculum. The program prepares students for many career paths, including education-related jobs, research, and applied practice. 

Scores from GRE tests, taken no longer than five years before the student's application date, are required as part of admission requirements. 

The educational psychology master's curriculum focuses on psychology principles and comprehensive educational study. Coursework emphasizes human development through the lifespan, analysis of students' behavior, cognitive function, and social health. A master's thesis or applied research project (under a licensed faculty member's supervision) and a two-hour oral master's exam are required to fulfill GSU's comprehensive examination requirement.

Program completion takes three years on average and costs around $5,840 per semester for in-state students and $16,172 per semester for out-of-state residents. 

GSU is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

#6 Best Educational Psychology Programs

University of North Texas

UNT offers a master of science in educational psychology degree program featuring a 33-credit hour curriculum. UNT is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

The educational psychology program emphasizes learning and cognition, research, and human development linked with learning. Specialized concentrations are available in several areas, including:

• Program administration and family policy
• Gifted and talented students
• Learning and development
• Research, measurement, and evaluation

The Graduate Writing Support Center helps students with research writing projects, and the Center for Interdisciplinary Research supports students in statistical research undertakings.

Program completion takes on 1.5-2 years on average for full-time students. Tuition costs around $228 per credit hour for Texas residents and $458 per credit hour for out-of-state students.

#7 Best Educational Psychology Programs

Texas Tech University

• Lubbock, TX

Texas Tech offers an educational psychology M.Ed. program featuring a 45-credit hour curriculum. The university is accredited by the Southern Association of Colleges and Schools Commission on Colleges. The curriculum adheres to the National Council for the Accreditation of Teacher Education standards and follows the guidelines from the National Association of School Psychologists.

The educational psychology course is available on campus or as a hybrid course, with both online and in-person classes. Students learn about research skills, foundations of education, and principles of motivation and learning. Graduates can consider a career path in the fields of educational psychology and health sciences.

GRE scores are optional for the 2022 academic year. Scores must not be older than five years at the time of submission. Tuition is around $530 per credit hour for in-state students.

#8 Best Educational Psychology Programs

Florida Atlantic University

• Boca Raton, FL

FAU is a public institution in Boca Raton that offers a master's degree in educational psychology , featuring a 36-credit-hour curriculum. FAU is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Admission requirements include a bachelor's degree and official GRE scores taken within five years of a student's admission application. 

This degree prepares students to measure factors in learning, such as motivation. It does not qualify students for a teaching degree.

Program completion takes 2-3 years on average and costs around $372 per credit hour for in-state tuition and $1,027 per credit hour for out-of-state students.

#9 Best Educational Psychology Programs

John Carroll University

• University Heights, OH

JCU, in University Heights, Ohio, offers a master's degree in educational psychology featuring a 40-46-credit curriculum. The program is accredited by the Council for the Accreditation of Educator Preparation, the North Central Association of Colleges and Schools, and the Ohio Department of Higher Education.

The program was designed for students from social science backgrounds looking to earn a master's degree or to further their education with a doctoral degree in educational psychology. 

Admission requirements include an undergraduate degree from an accredited college or university with a minimum 3.0 GPA. GRE test scores are required for admission. 

The curriculum emphasizes assessment and outcome-based practice and includes a six credit hour, in-person teaching internship. The program is only available for full-time students and requires one summer semester and a face-to-face internship at one of the program's partner school locations. In-state students pay $656 per credit hour.

#10 Best Educational Psychology Programs

Mississippi State University

• Mississippi State, MS

Mississippi State University offers a master of science in educational psychology program comprising 33 credit hours. The educational psychology program is approved by the National Association of School Psychologists. MSU is accredited by the Southern Association of Colleges and Schools Commission on Colleges. 

Admission requirements include a bachelor's degree with a cumulative GPA of 2.75 from an accredited institution and GRE test scores, including verbal, quantitative, and writing scores. 

The degree offers two concentrations: the general educational psychology track and the school psychology/psychometry track with an emphasis on behavioral assessment and evidence-based academic interventions. Students are required to complete a 300-hour practicum and successfully complete the master's comprehensive exam.

Program completion takes three years on average and costs around $506 per credit hour for Mississippi residents and $1,155 per credit hour for out-of-state students.

Frequently Asked Questions About Educational Pyschology

Where is educational psychology used.

Educational psychology is the study of how people learn. Schools are the most obvious and common setting for professionals, but the military, corporations, media publishers, nonprofits, and government all hire education psychology graduates.

Is educational psychology a good career?

The answer depends on your career and financial goals, but the positives include interesting and valuable work, the ability to make a difference in school and educational outcomes, and a range of career options. The median salary is $79,820 (for all clinical, counseling, and school psychologists), according to the U.S. Bureau of Labor Statistics .

Are educational psychologists the same as school psychologists?

School psychologists address student mental health more holistically, while educational psychology professionals focus on learning. In general, school psychologists work directly with students and families, while educational psychologists work to develop educational strategy at the macro level.

How do I become an educational psychologist?

To become an educational psychologist , you must earn a graduate degree (or doctorate, depending on the state) in education psychology, and meet certain professional experience requirements. To become a clinical or counseling educational psychologist, you must have a doctorate.

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Ph.D. Clinical Psychology

Ut tyler psychology and counseling, ph.d. clinical psychology (underserved populations), program brochure.

Program Objectives and Goals                                            

The Ph.D. program in clinical psychology at the University of Texas at Tyler is a scientist-practitioner based program which provides high quality academic, research, and clinical training with under-served populations.  Our focus is on training students to work with veterans, in rural mental health settings, and in geropsychology.   Training in cultural diversity issues is infused throughout the curriculum.  Students will receive additional courses and clinical training in these 3 emphasis areas during their time in the program.   Students are mentored by clinical faculty in research and provide supervision of their clinical work along the way.  A thesis and dissertation are required.  Clinical training is provided in our on-campus clinic and in a number of agencies in the East Texas area.  Students receive a stipend /financial aid package that allows them to focus on their academic and professional goals and involve research and teaching activities.   Upon completion of our program, students will be able to become licensed psychologists and work in a variety of academic, medical, or clinical settings.   Since we are a new Ph.D. program, we are in the process of seeking contingent accreditation from APA.  Our program objectives are as follows: 

• Program graduates are trained as scientist-practitioners who have a diverse knowledge of the scientific and behavioral foundations of psychology.
• Program graduates are capable of developing, conducting, and reporting research knowledge through their own program of independent research.
• Program graduates are competent to assess, diagnose, and treat psychological disorders using evidence based practices.
• Program graduates are trained in ethics, diversity issues, and professional issues related to clinical practice and research.
• Program graduates have additional clinical and research training in underserved populations such as with military veterans, older adults, and persons in rural settings.

Our program values diversity with respect to gender, ethnicity, age, religious beliefs, and/or sexual orientation. We do not discriminate based on these factors regarding program admission or completion.

Questions can be directed to Ceselie Tobin, MS, LPC graduate admissions advisor, or Dr. Dennis Combs , director.

IMPORTANT UPDATE:  All admissions materials are due by January 15th, 2024 for the Fall 2024 cohort.

Frequently Asked Questions Residency Requirement

The UT Tyler Clinical Psychology PhD program is designed as a full-time, five-year program, including four years on campus and an off-site, doctoral internship year.  It may take students an average of between 5-6 years to complete our program to allow for additional clinical training experiences and to make progress on dissertation requirements prior to the doctoral internship.   The program requires a minimum of 3 full-time academic years of graduate study, at least 2 of which is completed in this program, and requires 1 year in full-time in residence.  The PhD degree is awarded after all program requirements are completed and conferred after completion of the doctoral internship.

Program Format 

The PhD program in Clinical Psychology is designed to be an in-person, face to face program.  We are not a fully on-line program and students must attend the program and classes in person.  In our program, the format for classes can vary by instructor which includes face to face, hybrid, and online formats.  We value in person learning as it provides for enhanced training and mentorship and results in a better student community.  Faculty can teach classes in different formats based on their needs and availability.   Practicum training is done in person with some provision for telesupervision and telehealth methods.  Teaching involves lectures, clinical and case examples, discussions, and electronically delivered methods to enhance learning. 

Robert Emmons

Position Title Professor Emeritus

• 530-752-8844
• [email protected]
• https://twitter.com/Dr_RobertEmmons
• https://www.facebook.com/GratitudeWorks1/
• Ph.D., Personality Psychology, University of Illinois at Urbana-Champaign
• M.A., Personality Psychology, Minor: Clinical Psychology, University of Illinois at Urbana-Champaign
• B.A., Psychology, University of Maine

Robert A. Emmons, Ph.D. is Professor of Psychology at the University of California, Davis where he has taught since 1988. He received his Ph.D. degree from the University of Illinois at Urbana‚ÄëChampaign. He is the author of over 200 original publications in peer‚Äëreviewed journals or chapters and has written or edited eight books, including The Psychology of Ultimate Concerns (Guilford Press), The Psychology of Gratitude (Oxford University Press), Thanks! How Practicing Gratitude Can Make You Happier (Houghton-Mifflin), Gratitude Works! A Twenty-One Day Program for Creating Emotional Prosperity (Jossey-Bass) and The Little Book of Gratitude (Hachette). A leader in the positive psychology movement, Dr. Emmons is founding editor and editor-in-chief of The Journal of Positive Psychology. His research focuses on the psychology of gratitude and joy as they relate to human flourishing. Professor Emmons speaks regularly at medical and psychological conferences and at public events. Dr. Emmons has received research funding from the National Institute of Mental Health, the John M. Templeton Foundation, and the National Institute for Disability Research and Rehabilitation. His research has been featured in dozens of popular media outlets including the New York Times, USA Today, U.S. News and World Report, Newsweek, Time, NPR, PBS, Consumer Reports, Wall Street Journal, Forbes, and the Today Show. He lives with his wife of 24 years, Yvonne and their two sons and two dogs in Davis, California.

Research Focus

Professor Emmons' research is at the interface of positive psychology and the psychology of religion. His research focuses on the psychology of gratitude, joy and grace and how they are related to human flourishing.

He is co-project director with Dr. Peter Hill on a $4.1M initiative entitled Gratitude to God: Psychological, Philosophical, and Theological Perspectives. It includes a requests for proposals (RFP) . Learn more here: https://tinyurl.com/Gratitude-to-God

Publications

• Emmons, R.A. (2016). The Little Book of Gratitude: Create a Life of Happiness and Well-Being By Giving Thanks . London: Gaia.
• Emmons, R. A. (2013). Gratitude Works! A Twenty-One Day Program for Creating Emotional Prosperity. San Francisco: Jossey-Bass.
• Emmons, R. A. (2007). THANKS! How Practicing Gratitude Can Make You Happier . Boston, MA: Houghton-Mifflin.
• Emmons, R. A.,& McCullough, M. E. (Eds.) (2004). The Psychology of Gratitude. New York: Oxford University Press.
• Emmons, R. A., & Hill, J. (2001). Words of Gratitude . Radnor, PA: Templeton Foundation Press.
• Emmons, R. A. (1999). The Psychology of Ultimate Concerns . New York: The Guilford Press.
• Emmons, R.A. (2016). The Little Book of Gratitude . London: Gaia.

Professor Emmons teaches in the areas of social-personality, personality and religion, health psychology, and gratitude and well-being. Most recently he has taught courses in Psychology of Religion and Health Psychology.

Professor Emmons has won several awards and grants during his career. In 2010 he received the William James Award, APA Division 36, and in 2008 he received the Henry A. Murray Award, APA Division 8. He has also been awarded numerous grants from the John Templeton Foundation, The Institute for Research on Unlimited Love, National Institute for Disability Research and Rehabilitation and National Institute of Mental Health, among others. He is co project director with Pete Hill on a $4.1M initiative entitled Gratitude to God: Psychological, Philosophical, and Theological Perspectives: https://tinyurl.com/Gratitude-to-God

#StanGrad: Psychology Graduate Jordan Monk-Bettencourt Balances Education with Motherhood

For Jordan Monk-Bettencourt, balancing a college education with being a mother was something she originally thought might not be possible. This month, she will be graduating with a bachelor’s degree in psychology. 

Prior to enrolling at Stan State, Monk-Bettencourt took a significant hiatus after earning her associate degree to care for her daughters. Despite being nervous about returning to college, especially as a first-generation student, she said the advice and support from faculty and staff assuaged her concerns.  

“I had a deep fear that not finishing school on a traditional timeline would hold me back from achieving my goals, but I couldn’t have been more wrong,” Monk-Bettencourt said. “The faculty and staff at Stan State care about encouraging students and guiding them during their time here. Returning to school as a mother was a scary decision to make, but we were welcomed with open arms.” 

She often brought her daughters with her to campus, either dropping them off at the Child Development Center or bringing them to class with permission from her professors. 

“Being a mom isn’t just tolerated in the Psychology Department, it’s celebrated,” she said. “I hope my girls carry these memories with them, and it reassures them that school isn’t as scary as it seems.”  

Her daughters aren’t the only ones benefiting from attending class. Monk-Bettencourt has learned to embrace vulnerability as a path to growth.  

“While sincerity is scary, it isn’t something to shy away from,” she said. “It feels vulnerable to pursue opportunities that might not work out or show people how deeply you want something, but that vulnerability is valuable.” 

Monk-Bettencourt aspires to become both a counselor and an educator. She was recently accepted into Stan State’s Master of Science in Psychology with a concentration in behavior analysis and plans to use her education to help others enact positive change in their lives. 

  “I hope to eventually become a marriage and family therapist and teach behavior analysis and counseling classes here at Stan State,” Monk-Bettencourt said. “I plan to use my degree to help others feel empowered to change what they can within their environment in order to be the best, happiest versions of themselves.”  

#StanGrad File

Jordan Monk-Bettencourt

Turlock, CA

Degree/Credential

Bachelor of Arts in Psychology

What memories stand out most from your time at Stanislaus State?

“Some of my favorite memories from my time at Stan State are experiences I was allowed to share with my daughters. My oldest attends the Child Development center where I could go visit her between classes and admire the fact that she was on the same campus as I was, learning right alongside me. There were times when my childcare would fall through, and my professors wouldn't hesitate to allow my daughters into the classroom I hope my girls carry these memories with them and it reassures them that they can always pursue their education.” 

Which faculty or staff member had the greatest impact on you, and why?

“Shannon Bianchi, a faculty member in the Psychology Department, has taught me everything I know about behavior analysis and even more about what it means to be human. She believed in me before I believed in myself, and without her endless patience, encouragement and guidance I would surely be in a very different place than I am right now. 

“Dr. William Potter has provided me opportunities to pursue my research interests and has inspired and supported me in all my academic pursuits. 

“Dr. Gary Williams has taught me that my self-worth exists outside of my academic achievement and not to shy away from my eagerness to learn despite the fear of failing. 

“Dr. Keith Nainby has given me an example of what it looks like to move through the world with genuine kindness and authenticity, and he taught me the importance of providing a safe space for all students.” 

What advice would you give to current and future students?

“I would advise future students to be unafraid of trying. Fear of failure is normal but it’s a shame when it holds you back from opportunities that could bring you joy! This is something I’m still trying to embrace. I’d also remind students that faculty and staff are here to support them and not to be afraid to ask questions.” 

Note: This article is part of the StanGrad series highlighting Stanislaus State students who are part of the Class of 2024. Read more StanGrad profiles .

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The Many Benefits of Studying Psychology

How and why an understanding of psychology can be essential for anyone..

Posted May 18, 2024 | Reviewed by Ray Parker

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• Studying psychology helps better understand relationships in the home and at work.
• Contrary to popular belief, psychology can be a very employable college degree.

Even though psychology is one of the most popular undergraduate majors, many people question the benefits of a psychology degree. This is partially due to the fact that a career in the field of psychology typically requires a graduate degree. Yet, I am going to argue that there are many benefits to studying psychology that are beyond simply finding a rewarding career. Here are several:

A Good Understanding of the Scientific Method

Psychology provides a good grounding in the scientific method. Being a social science, psychology teaches us that rather than operating on our hunches or our own biased experiences, it is important to look for objective evidence to gain a better understanding. Psychology students learn that science strives to make informed decisions but also acknowledges that science is not “black and white” thinking. The scientific method relies on the ”best possible evidence,” meaning that as new evidence is gathered, conclusions may change.

We saw this at play during the COVID-19 pandemic and vaccine skepticism. Rather than relying on the best possible evidence of the vaccine’s effectiveness in preventing serious illness and death, skeptics relied more on biased information from uninformed sources or from their own observed (non-scientific) experiences.

Critical Thinking

A great deal of psychological content, and the methods taught and used by psychologists, focus on how to think critically. Critical thinking is considered to be essential to being an educated person. These critical thinking skills can benefit a variety of careers in business, law, and other professions.

Understanding of Relationships and Psychological Well-Being

Although studying psychology doesn’t necessarily make you psychologically healthier any more than studying medicine makes you physically healthy, psychology majors do have this knowledge at their fingertips and should be more aware of the fact that good interpersonal and family relationships require attention and hard work. Psychology also tells us that when we are having difficulties in relationships or in coping with life, it is important to seek out professional help and counseling.

A Better Understanding of Workplace Dynamics

Studying psychology, particularly the area of industrial/organizational psychology provides insights into the world of work. Knowledge of psychology can lead to improved work relationships, and it can benefit professionally, as well. A knowledge of human behavior is one of the "selling points" for psych majors when it comes to gaining employment, and a knowledge of basic psychology makes you a more effective supervisor/manager

Improved Employability

Contrary to popular belief, psychology is a very good general major for careers in law, social services, education , business, and many other occupations. The trick is knowing how to “sell” your psychology degree and background to a potential employer (the employer may hold to stereotypes that psychology is an "empty" major without real skills). However, savvy employers (and savvy job applicants) know that an understanding of human behavior is essential to success in the workplace.

Ronald E. Riggio, Ph.D. , is the Henry R. Kravis Professor of Leadership and Organizational Psychology at Claremont McKenna College.

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