COLLEGE OF EDUCATION & HUMAN DEVELOPMENT

Texas A&M University

Educational Psychology Overview

DOCTORAL PROGRAM IN EDUCATIONAL PSYCHOLOGY

SPECIALIZATIONS IN EDUCATIONAL PSYCHOLOGY FOUNDATIONS

In order to achieve the program's stated goals, Educational Psychology Foundations provides graduate students the opportunity to engage in a variety of learning experiences. Given the complexity of learning and development processes, doctoral programs in Educational Psychology Foundations are interdisciplinary, drawing on expertise in psychology and in other departments within the College of Education and Human Development, and throughout the University (e.g., computer science, linguistics, sociology). Structured around a core of courses common to all students in the program, Educational Psychology Foundations permits students to build a program of study that provides a firm conceptual foundation and working knowledge of areas related to the following five themes:

(1) learner characteristics-focusing on development, individual differences, and cultural and linguistic diversity;

(2) learning environments--encompassing, instructional tasks, and social teaming settings (e.g., cooperative groups) in the classroom, and human learning and development in varied and complex environments (e.g., computer-based learning environments, business and industry);

(3) teaching and learning processes-targeting instructional processes such as those related to planning, decision making, development and implementation of classroom routines, delivery of content, and facilitation of learning; and learning processes such as those related to cognition, knowledge acquisition and use (e.g., problem solving) and motivation and strategic behavior;

(4) learning outcomes--concentrating on studies of cognitive and academic assessment (e.g., achievement, intelligence, creativity); and

(5) behavioral science methods--including research design, measurement, and statistical techniques used in theory development, evaluation, and policy studies.

Doctoral students specializing in Educational Psychology Foundations have the opportunity to acquire knowledge and skills in areas related to each of the above themes. Further, each student will identify and pursue an area of specialization related to one or more of the program themes. Regardless of the area of specialization, each student's program of study will entail immersion in basic and applied research activities as well as traditional didactic courses.

Program Core

The purpose of the Educational Psychology Foundations core is (a) to ensure that each student is grounded in an understanding of the educational process and how it can be studied, and (b) to establish shared experiences and expertise among a community of scholars. Each of the instructional themes of the Educational Psychology Foundations program is represented in this core.

AREAS OF SPECIALIZATION

Educational Psychology Foundations affords each student the opportunity to develop a program of graduate study tailored to his/her professional needs and interests. A doctoral student specializing in Educational Psychology Foundations may pursue any coherent program of study that receives the approval of the student's committee and is consistent with (a) the program core and instructional themes, and (b) the requirements of the Department, College, and University. The following Areas of Specialization (AOS) are provided as examples of programs that a student might follow. They are not intended to be exhaustive or restrictive.

EDUCATIONAL TECHNOLOGY. (New and existing technologically-based learning environments including alternative classroom structures and the work place). Emphasis in this area is on the development of skills essential for working with emerging technologies such as hypertext programming, multimedia environments, and internet applications. Practicum opportunities may include work with the GTE Distance Learning Center, development of multimedia instructional materials with individual faculty, and development of computer-based research and assessment programs. Graduates seek employment in institutions of higher education, school districts, and industry.

INTELLIGENCE, CREATIVITY, AND GIFTEDNESS. (Identification and enhancement of intellectual and creative talent). Unique summer practicum opportunities with talented teenagers are provided by the Institute for Gifted and Talented. Practicum opportunities are also available in elementary and secondary school settings. Graduates with this specialization typically procure positions in school districts as coordinators of programs for the gifted and talented or in institutions of higher education.

LEARNING, DEVELOPMENT, AND INSTRUCTION. (Cognitive development, social, cultural, linguistic, and gender influences; psychological theory and research with implications for the teaching/learning process). Practica include (a) teaching opportunities in undergraduate courses such as development, educational psychology, and basic statistics, and (b) involvement in ongoing research programs. Graduates with specializations in this area generally seek employment in institutions of higher education; in school districts and social agencies developing and evaluating instructional materials and programs, or in industry developing, implementing, and evaluating training programs.

RESEARCH, MEASUREMENT AND STATISTICS. (Basic and advanced methods used to assess learner characteristics and learning outcomes) Practicum opportunities are provided through the Educational Assessment and Research Laboratory (EARL). Internship placements for RMS students have included school districts, test development corporations such as Educational Testing Service and American College Testing, and a nuclear power plant. Graduates with this specialization are in demand for higher education academic positions and for school- and industry-based jobs in measurement and evaluation.

For students who have completed a Masters degree, a minimum of 64 hours is required on the degree plan for the degree of Doctor of Philosophy. For Students who have completed a baccalaureate degree but not a masters degree, a minimum of 96 credit hours is required on the degree plan for the degree of Doctor of Philosophy.

For further information contact Kristie Stramaski at 979-845-1833

 

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