Department Head: Mary McCaslin
Graduate programs in the Department of Educational Psychology prepare students for productive roles in research, teaching, and many other areas in which educational psychology is applied.
The department offers master of arts in educational psychology and doctor of philosophy with a major in educational psychology.
Student programs in each area are individualized with a wide range of courses, internships, and research offerings.
The department is also home to the Center for Research on Classrooms (CRC). The CRC brings research into a primary consideration as part of the debate in improving student learning in K-12 classrooms.
A graduate program consists of more than coursework. Although coursework is important, the Department of Educational Psychology expects that students will avail themselves of other opportunities to become scholars in their chosen fields. Coursework provides some background for this scholarship, but students must go beyond course requirements to adequately prepare for productive roles in educational psychology.
Students are expected to seek opportunities for research experience and other individualized studies to augment their coursework. In particular, the department recommends that all graduate students engage in research as part of their graduate studies. We believe that students should formulate their own research questions, learn the canons of the field, and conceptualize, conduct, and disseminate original research. Our faculty are active and committed educators who help students refine and publish their research.
Many opportunities exist within the department for gaining valuable teaching, research, assessment, and evaluation skills. The university provides support and opportunities, but the main responsibility for taking advantage of the opportunities belongs to the student.
Students initially are assigned to temporary advisors based upon scholarly interests. The support of the advisor or potential advisor is a major factor in selecting a student for admission or financial assistance. Faculty interests include a wide range of areas in educational psychology, and the advisor plays an important role in program planning. Once a student selects an advisor, he or she is encouraged to work closely with the advisor in determining a course of study to fulfill the student's educational goals. Students are expected to maintain consistent contact with their faculty advisors. Students may change their advisors or committee members at appropriate times.