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The Department OF Educational Psychology


The Department of Educational Psychology (EPSY) is home to a variety of interrelated disciplines and degree options focused on human development and well-being in educational and community contexts. Our undergraduate programs prepare students to work with children and youth in a variety of community and school contexts. We also offer a range of professional master’s degrees geared towards professionals in schools, communities, and the corporate world. For those interested in doctoral studies we offer Doctor of Philosophy (PhD) degrees in Educational Psychology, Counseling Psychology, and School Psychology.

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Academic Programs

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Educational Psychology, US News & World Report 2021

Number of Online Courses Available

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Educational Psychology Programs

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UNDERGRADUATE STUDIES

EPSY offers a Bachelor of Science (B.S.) in Education and University Studies, with one of three focuses.

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Graduate Programs

The department of Educational Psychology offers a range of professional graduate degree programs.

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ONLINE EDUCATION

EPSY offers a wide variety of online programs and courses to many the diverse needs our students.

Educational Psychology Teacher Teaching Students

Certificates

Undergraduate students have the opportunity to complete certificate programs while completing their degree requirements.

FROM OUR FORMER STUDENTS


“I came to the conclusion that being a special educator is less about whom you teach and more about what you teach.”

– Stephanie Haetchen ’12
Special Education Programs

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Dr. Connie Barroso (Garcia)

Dr. Connie Barroso (Garcia)

Visiting Assistant Professor

Email: cbarroso@tamu.edu

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Directory Profile

725B Harrington Office Building

Dr. Connie Barroso (Garcia) is a Visiting Assistant Professor and ACES Fellow in the Department of Educational Psychology in the College of Education and Human Development at Texas A&M University. She received her Ph.D. in Developmental Psychology from Florida State University in 2020. Her research focuses on understanding the beliefs, attitudes, and emotions surrounding the subject of math and how these affective factors are associated with math achievement, STEM career interest, and other achievement outcomes. In her published work so far, Dr. Barroso has investigated the relative importance of math affect and cognition in conjunction with music theory-related affect and cognition on undergraduate music majors’ music theory achievement. She has also published a meta-analysis examining the overall relation between math anxiety and math achievement. Dr. Barroso has received external funding for her work from the American Educational Research Association.

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