PhD in Psychology, Educational Psychology
School of Social and Behavioral Sciences
Doctoral learners in the Educational Psychology specialization acquire a broad base of knowledge associated with learning, cognition, instruction, development, and research. Core coursework provides a foundation of the science of psychology, and specialization coursework provides depth within the discipline of educational psychology. Successful graduates of this specialization are prepared to pursue careers in teaching and instruction; higher education; corporate and military educational training; child, adolescent, and adult development; instructional technology; test construction; learning evaluation; program evaluation; or research. These specialization requirements are not intended to prepare graduates for licensure as professional counselors or licensed psychologists.
Twenty-Four Required Courses
At least 102 quarter credits
Residency Requirement(s):
Three ten-week courses with a four-day
embedded residency experience (PSY-V8925, PSY-V8926, PSY-V8927). See
university policy 3.04.05
Attendance at Residencies and the Residencies
page on Campus for more information. Also see each graduate school’s
residency courses.
Core courses:
PSY8002 |
Foundations of Theory and Practice for Doctoral Psychology Learners
In this course, learners improve their ability to navigate the
virtual campus and become familiar with library, career center, and
writing center resources. Learners identify the educational steps and
requirements necessary for successfully completing the doctoral degree
program in their chosen specialization; review their specialization’s
requirements, associated professional roles and organizations, and
ethics and professional standards; and articulate a professional
identity based on doctoral-level psychology training.
For PhD in Psychology learners only. Must be taken during the
learner’s first quarter. Cannot be fulfilled by transfer.
| 5 quarter credits |
---|---|---|
PSY5110 * |
Ethics and Multicultural Issues in Psychology
In this course, learners analyze multicultural perspectives and
factors such as ethnicity, socioeconomic status, and gender, and their
influences on the ethical behavior of psychology professionals.
Learners evaluate and articulate multicultural issues within the
context of different settings and practice applying ethical reasoning
principles and standards within their profession.
Prerequisite(s): PSY5002 or PSY8002.
| 5 quarter credits |
PSY7115 |
Research Foundations of History and Systems in Psychology
Learners in this course explore historical and contemporary schools
of thought such as behavioral, humanistic, and psychodynamic
psychology. In particular, learners begin the process of becoming
independent researchers by developing a dissertation topic that is
appropriate for their specialization and aligned with foundational
theories within their chosen school of thought.
For PhD learners in Psychology only. Cannot be fulfilled by transfer.
| 5 quarter credits |
PSY7864 |
Quantitative Design and Analysis
In this course, learners investigate the fundamental concepts needed to conduct quantitative research. Learners examine and apply quantitative research techniques; appropriate applications of quantitative research; research design, measurement, and analysis, and their associated interdependencies; variable types and levels of measurement; sampling; descriptive and inferential statistics; and hypothesis testing. Learners define the strengths and limitations of descriptive statistics, analyze the quantitative scales of measurement, review the logic of probability and null hypothesis testing, and leverage technology when applicable. Learners also determine the steps necessary to ensure human subjects protection, and consider methodological adaptations when conducting research with vulnerable and diverse populations. Learners may only earn credit for PSY7864 or RSCH7864. | 4 quarter credits |
PSY7868 |
Qualitative Design and Analysis
Learners in this course assess the fundamental concepts needed to conduct qualitative research. Learners practice qualitative research techniques; appropriate applications of qualitative research; the strengths and weaknesses of qualitative research design, sampling, and analysis and their associated interdependencies; and leverage technology when applicable. Learners also determine the steps necessary to ensure human subjects protection, and consider methodological adaptations when conducting research with vulnerable and diverse populations. Learners may only earn credit for PSY7868 or RSCH7868. Cannot be fulfilled by transfer. | 4 quarter credits |
PSY8658 * |
Quantitative Research Methods in Psychology
In this course, learners synthesize knowledge of quantitative research methodology and use it to develop a quantitative research design that may form the basis of their dissertation research project. Learners compare their quantitative research design to a previously developed qualitative design on a similar topic and identify and justify the methodology most appropriate for investigating their research topic. For PsyD and PhD in Psychology learners only. Prerequisite(s): PSY7868. Cannot be fulfilled by transfer. | 5 quarter credits |
PSY-V8925 * |
Doctoral Project Development – Topic Ideation
In this ten-week virtual residency, learners develop and evaluate proposed topic areas and theories for their doctoral project. Learners analyze the literature on potential topics to assess relevance to the discipline and potential methods to use in the doctoral project. Learners gain an understanding of the writing, research, and critical thinking skills necessary to complete the final project. Further development of the doctoral project is determined through a final assessment. This residency includes required synchronous sessions. For PhD in Behavior Analysis and PhD in Psychology learners only. Grading for this course is S/NS. Prerequisite(s): PhD in Psychology learners must have completed PSY7115. PhD in Behavior Analysis learners must have completed PSY7860, PSY8301, PSY8302, PSY8303, PSY8352. Cannot be fulfilled by transfer. | 3 quarter credits |
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PSY-V8926 * |
Doctoral Project Development – Topic Development
In this ten-week virtual residency, learners apply advanced research and writing skills through the development of a detailed project framework based on work in prior residencies. Learners develop a project framework that includes methodological and/or research design, sampling or participant recruitment plan, intervention plan (if applicable), strategies for data collection, analysis, and outcomes of the project. Further development of the doctoral project is determined through an assessment of the project framework, which is finalized once the learner enters the advanced doctoral stage of the program. This residency includes required synchronous sessions. For PhD in Behavior Analysis and PhD in Psychology learners only. Grading for this course is S/NS. Prerequisite(s): PSY-V8925. PhD in Psychology learners must have completed PSY7868, PSY8625. PhD in Behavior Analysis learners must have completed PSY8307. Cannot be fulfilled by transfer. | 3 quarter credits |
PSY-V8927 * |
Doctoral Project Development – Framework Development
In this ten-week virtual residency, learners apply advanced research and writing skills through the development of a detailed project framework based on work in prior residencies. Learners develop a project framework that includes methodological and/or research design, sampling or participant recruitment plan, intervention plan (if applicable), strategies for data collection, analysis, and outcomes of the project. Further development of the doctoral project is determined through an assessment of the project framework, which is finalized once the learner enters the advanced doctoral stage of the program. This residency includes required synchronous sessions. Learners must complete Track 3 prior to beginning the comprehensive examination phase of the program. For PhD in Behavior Analysis and PhD in Psychology learners only. Grading for this course is S/NS. Prerequisite(s): PSY8307 or PSY8658; PSY-V8926. Cannot be fulfilled by transfer. | 3 quarter credits |
Choose one from the following two courses:
PSY8625 * |
Advanced Inferential Statistics
Learners in this advanced course examine a variety of statistical
analyses, including statistical power and effect size in research
design, factorial and repeated measures of analysis of variance
(ANOVA), analysis of covariance (ANCOVA), selected nonparametric
analyses, and bivariate and multiple regression. Learners are expected
to have proficiency in the use of statistical software appropriate to
dissertation-level research.
Prerequisite(s): PSY7864. Cannot be fulfilled by transfer.
| 5 quarter credits |
---|---|---|
PSY8635 * |
Advanced Qualitative Analysis
This course extends the topics covered in PSY7868 by further
exploring the philosophical underpinnings of qualitative research and
inquiry and emphasizes effective execution of the six school-approved
dissertation research methodologies: ethnography, case study,
grounded-theory phenomenology, heuristics, and generic qualitative
research. Learners examine primary source references, books, and
journal articles written by the developers of the six methodologies
and gain an understanding of their nuances and applications. This
course is designed to prepare learners to develop and conduct their
own qualitative study for a dissertation.
Prerequisite(s): PSY7868.
| 5 quarter credits |
Specialization courses:
PSY6110 |
Learning Theories in Psychology
Learners investigate the concepts and principles of learning theory and its sub-processes, especially those associated with cognition. Learners evaluate and articulate major learning theories, practice applying these learning theories and their associated processes to teaching, and analyze the effects of various behavioral and cognitive sub-processes on learning. | 5 quarter credits |
---|---|---|
PSY7421 |
Cognitive/Affective Psychology
Learners in this course apply their knowledge of theoretical
foundations and the basic principles and models of cognitive/affective
psychology to mental processes, such as how individuals acquire,
process, and store information; how they think, perceive, remember,
and learn; and how they experience feelings, moods, and emotions.
Learners also demonstrate the ways in which the integration of
cognition and affect influence an individual’s behavior. | 5 quarter credits |
PSY7422 |
Motivation
In this course, learners study major motivation theories, principles,
and research findings in order to understand the complexities of
motivational processes. Learners then use examples of motivational
processes as applied in educational settings to propose ways of
facilitating motivation within those settings. Learners also examine
the role their beliefs, cognitions, emotions, and values play in
achievement situations. | 5 quarter credits |
PSY7610 |
Tests and Measurements
Learners investigate essential concepts, principles, applications, and social and theoretical issues of psychological testing. Learners gain understanding in the construction of tests; analyze the development and use of tests in measuring aptitudes, achievement, attitudes, interests, and personality; and identify underlying theories of various tests. Learners analyze the characteristics desired in psychological and educational tests, with particular emphasis on reliability and validity, and evaluate best practices and professional standards for educational and psychological testing, including test bias and fairness. In addition, learners assess the role of technology in delivery, administration, scoring, and interpretation of tests. | 5 quarter credits |
PSY8100 * |
Principles of Educational Psychology
This course is an examination of current issues, theories, models,
and research design methods in the educational psychology field.
Throughout the course, learners evaluate principles of learning,
motivation, and assessment design strategies used to create curriculum
that is designed to enhance pedagogy, adaptation, and learner
performance.
Prerequisite(s): PSY5002 or PSY8002.
| 5 quarter credits |
PSY8110 |
The Psychology of Teaching
Learners in this course examine the psychological basis of
postsecondary instruction in psychology and other social sciences.
Learners study both face-to-face and online higher education learning
environments for students 18 years and older. Topics include
evaluation of effective teaching and assessment strategies, and
consideration of classroom management practices. Learners analyze how
culturally competent teaching practices and instructional
decision-making impact student learning. Additionally, learners
examine special student populations including adult learners. Learners
also assess their own professional skills and self-efficacy. | 5 quarter credits |
PSY8130 |
Adult Learner in the Classroom
This course is a critical appraisal of the theories, research, and
fundamental tenets associated with the education of adult learners. In
particular, learners examine adult learning theories associated with
cognition, intelligence, and motivation; the influences of technology,
culture, community, and society on adult learners; effective
instructional and assessment methodologies appropriate for adult
learners in traditional, distance, and hybrid environments; and
strategies for effectively communicating and building positive
professional relationships with adult learners. | 5 quarter credits |
PSY8170 * |
Principles of Instructional Design
Learners in this course gain an understanding of core instructional
design concepts by applying research-based learning science to
effective instructional design in multiple learning contexts. Learners
explore the intersection of instructional design and learning theory
and assess the effectiveness of the instructional design process to
achieve learning outcomes. Learners also make curriculum decisions
that incorporate fundamental elements of instructional design across a
spectrum of educational environments. | 5 quarter credits |
In addition, choose one of the following nine courses:
PSY5140 * |
Program Evaluation
This course provides an examination of the theories, techniques,
methods, and processes of program evaluation. Learners synthesize
knowledge and skills gained from prior coursework to design a program
evaluation, plan its implementation, and communicate the results in
appropriate and effective formats.
Prerequisite(s): PSY7864.
| 5 quarter credits |
---|---|---|
PSY6010 |
Human Prenatal Development
Learners in this course gain an overview of prenatal and postnatal development through the first three months of life. Learners analyze genetic and reproductive technology and articulate its impact on families and society. Throughout the course, learners demonstrate their knowledge of the stages of prenatal development (embryonic and fetal). Learners investigate various prenatal illnesses and physical problems while considering the impact of prenatal health disparities. In addition, learners engage with research, theory, and culturally relevant best practices related to promoting healthy newborn and infant development. | 5 quarter credits |
PSY6015 |
Lifespan Development
In this course, learners gain and apply knowledge of lifespan development from infancy through adulthood, including human development processes and milestones while considering individual and cultural differences. Learners evaluate theories and approaches for examining human development and analyze human development processes related to their specialization. | 5 quarter credits |
PSY6020 * |
Advocacy in Child and Adolescent Development
Learners in this course critically evaluate and apply theory and
research to child and adolescent development issues and current
topics. Learners analyze the impact of policy and legislation in areas
such as education, health, mental health, the military, media, and the
economy on child and adolescent developmental outcomes and advocate
for issues related to policy and legislation that improve the lives of
children and adolescents.
Prerequisite(s): PSY6010; PSY6025 or PSY6030.
| 5 quarter credits |
PSY6030 |
Adolescent Psychology
In this course, learners gain and apply knowledge of the
developmental stages from early adolescence to emerging adulthood.
Learners evaluate and articulate the physical, psychosocial,
emotional, sexual, moral, and cognitive changes associated with
adolescent development and examine the ways in which adolescent
development is influenced by family, society, and culture. Learners
also assess the evolving needs of adolescents and apply theory and
research in order to recommend appropriate responses to those
needs. | 5 quarter credits |
PSY7660 * |
Survey Construction and Administration
Learners in this course explore the conceptual and applied aspects of
survey construction and administration processes. Course topics
include comparative study designs (crosssections versus panels);
sampling techniques; data collection procedures and methods
(face-to-face, telephone, paper, and Internet); survey question design
that accurately measures behavior, attitude, and personality; data
processing and analysis; results reporting; ethics of surveys; causal
inference; and survey critiques.
Prerequisite(s): PSY7864.
| 5 quarter credits |
PSY8150 |
Exceptional Children in the Classroom
In this course, learners examine different disabling conditions in
children and adolescents and study their theoretical perspectives,
characteristics, etiology, assessment, and remediation. Learners also
explore recent trends in the field, research-based interventions, and
the predominant special education law that impacts the practice of
school psychology. | 5 quarter credits |
PSY8626 * |
Multivariate Statistics: Theory and Application
Learners investigate the theory and application of multivariate
statistics, including discriminant analysis, factor (components)
analysis, multiple analysis of variance (MANOVA), and logistic
regression. Using SPSS, learners perform and interpret the results of
these analyses. Learners also apply multivariate analysis, analyze and
understand research results in peer-reviewed psychology journals, and
utilize SPSS to produce output consistent with the correct parameters
and assumptions of specific multivariate procedures. In addition,
learners evaluate the mathematical aspects of multivariate and
inferential statistics theory and application.
Prerequisite(s): PSY8625.
| 5 quarter credits |
PSY8765 * |
Testing and Assessment in Workplace Psychology
Learners in this course review relevant theories and research methods
of workplace psychology, coaching, and consultation assessment.
Learners study the assessment process, identify assessment tools and
their applications, and examine ways to evaluate and deliver
assessment feedback. Topics include individual, group, and
organizational assessment; psychometric testing;
quantitative/qualitative principles and research methods; and ethical
and multicultural issues associated with assessment.
Prerequisite(s): PSY7610.
| 5 quarter credits |
Upon completion of all required coursework:
PSY9919 * |
Doctoral Comprehensive Examination
This course includes an overview of the comprehensive examination
process, the university’s expectations of academic honesty and
integrity, the three core themes of the examination, and the
evaluation criteria. The courseroom mentor provides three questions
addressing the core themes and learners write answers to the
comprehensive examination questions. Answers are evaluated by faculty
readers using point-scale scoring rubrics. Upon passing the
comprehensive examination, learners are eligible to register for the
first dissertation course.
Department consent is required for registration. Grading for
this course is S/NS. Prerequisite(s): Completion of all required
and elective coursework with a cumulative GPA of 3.0 or better.
Completion of practicum courses, if applicable. Fulfillment of all
residency requirements. Cannot be fulfilled by transfer.
| 3 quarter credits |
---|
Learners must register for PSY9960 a minimum of four times to
fulfill their specialization requirements.
PSY9960 * |
Dissertation Courseroom
This course provides learners with resources, guidance, and peer and
mentor support during each dissertation course as they complete the
required milestones.
Department consent is required for registration. Grading for
this course is S/NS. Learners must register for this course a
minimum of four times to fulfill their specialization
requirements. Prerequisite(s): PSY9909 or PSY9919. Cannot be
fulfilled by transfer.
| 3 quarter credits |
---|
Total
At least 102 quarter credits
* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.