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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.

Learn more about Educational Psychology

Academic Programs

Program Areas to choose from

Special Education, US News & World Report 2018

Number of Online Courses Available

Educational Psychology Programs

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UNDERGRADUATE STUDIES

EPSY offers a Bachelor of Science (B.S.) in Interdisciplinary Studies 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.

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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

Stephanie-Haechten-aggie-ring

Doctorate in:

School Psychology

Ph.D. in School Psychology


Work leading to the degree of Doctor of Philosophy (PhD) is designed to give the candidate a thorough and comprehensive knowledge of his or her professional field and training in methods of research, as well as competencies required for practice. The final basis for granting the degree shall be the candidate’s grasp of the subject matter of a broad field of study, a demonstrated ability to do independent research, and demonstrated competencies for practice as a health service professional. In addition, the candidate must have acquired the ability to express thoughts clearly and forcefully in both oral and written languages. The degree is not granted solely for the completion of coursework, residence and technical requirements, although these must be met.

For a student who has completed a master’s degree, a DDS/DMD, DVM or MD at a U.S. institution, a minimum of 64 hours is required on the degree plan for the degree of Doctor of Philosophy. For a student who has completed a baccalaureate degree but not a master’s degree or a U.S. DDS/DMD, DVM or MD, a minimum of 96 hours is required on the degree plan for the degree of Doctor of Philosophy.

Students gain the knowledge and skills for:

• Research
• Assessment
• Intervention
• Consultation
• Supervision
• Ethical and Professional Practice

Program graduates work in a variety of private and institutional settings:

• Public and private schools
• Hospitals and medical clinics
• Community-based health and educational organizations
• University settings

ADMISSIONS Requirements


Applications are due no later than December 1st with admitted students beginning the following Fall semester.

RECOMMENDED GRE/GPA SCORES

RECOMMENDED GRE/GPA SCORES

  • 1000 (old scoring system) or
  • 310 (new scoring system)
  • Undergraduate (and Graduate, if applicable) GPA could impact admission.

SUBMISSION CRITERIA

SUBMISSION CRITERIA

  • Letters of reference from professors and employers
  • Membership in professional organizations
  • Involvement in research activities
  • Relevant job experience
  • Personal characteristics such as bilingual status or experience working with individuals with disabilities.
  • Essay outlining goals, research interests, and skills.

Application reviews occur in December. Full program faculty and a graduate student select students for interviews in early January. On-campus interviews start at the beginning of February.

Admission Interviews

ADMISSION INTERVIEWS

Expect a formal interview, informative sessions, and interaction with faculty and graduate students. Applicants also will have the opportunity to see the campus, clinics, and the community.

For students coming from out of state, we try to subsidize the cost of travel.

POST-INTERVIEW PROCESS

Admitted students must notify us in writing by April 15 of their intent to enroll the following fall.

Students who enter the program are assigned a student mentor and a temporary advisor.

Program Details


Degree: Ph.D. in School Counseling
Degrees Offered: Doctor of Philosophy (Ph.D.)
Credit Hours: 104 – 112

Students completing the program obtain the Doctorate of Philosophy (Ph.D.) in School Psychology. For students entering with the baccalaureate, the program requires the student to get the nonthesis option M.Ed. after completion of the first 36 credits. The doctoral degree plan includes a minimum of an additional 64 credits for all students including internship.

The program meets criteria for the state and national credentials for practice in the schools and licensure as a psychologist in most states.

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Accreditation


The School Psychology Program at Texas A & M University is fully accredited by the American Psychological Association (APA).

Office of Program Consultation and Accreditation
750 First Street, N.E.
Washington, DC 20002-4242
(202) 336-5979

The Program is approved by the National Association of School Psychologists (NASP).

Program Requirements


Students engage in coursework as well as field experiences that are sequential and increase in complexity.  All students complete the core curriculum. Students choose an area of more in-depth coverage as they progress through the program.

See the School Psychology Student handbook for details about our mission, required coursework, field experiences, and student performance evaluations.

CONSIDERATION OF PRIOR GRADUATE CREDIT

In recognition that some students enter the program with a master’s or specialist’s degree in School Psychology or master’s in a related field, the program has established the Direct to the Doctorate process.

Degree Requirements


Review the School Psychology degree requirements associated with time commitment and acquiring residency.

Research Apprenticeship


Students participate in mentored research activities beginning in their first year. They present as part of research at the regional, national and international convention and publish with faculty mentorship.

VALUES

Scientific inquiry (i.e., research) is the most powerful and prominent method for creating new knowledge and testing extant theories.  The skills and attitudes of scientific inquiry are also essential to the development and delivery of sound professional services, and directly benefit the clients and constituencies served.

We believe that the Ph.D. degree in School Psychology should indicate the student’s ability to generate and disseminate (e.g., through professional conferences and journals) new knowledge that contributes to our understanding of important theoretical and/or practical issues and questions in the area of psychology.  This requires that students are well versed in the knowledge base in their specialty area, and that they have developed facility with all aspects of the research process.  It also implies that our graduates should be able to function as researchers both independently and collaboratively in clinical and research settings.

EXPECTATIONS

Our program is designed to foster doctoral students’ continuous involvement in research.   Students are expected to participate in mentored research activities from the start of their doctoral training by joining existing research teams led by faculty mentors to provide a vehicle to cultivate their research skills.  At early stages, involvement in research may include assistance with data collection, study management, and data entry or organization.  As students’ skills develop, opportunities for conducting data analyses, designing new studies, producing scholarly products (e.g., conference presentations, journal articles), and mentoring in grant writing may be available.

Through these mentored research opportunities, students’ will develop the full spectrum of research skills necessary for formulating their dissertation and conducting research independently.   Students’ research involvement and research competence will be reviewed annually by the student’s doctoral committee and/or program committee to provide the student with written feedback about his/her progress toward meeting program research expectations.

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