Campuses:
Twin Cities campus
This is archival data. This system was retired as of August 21, 2023 and the information on this page has not been updated since then. For current information, visit catalogs.umn.edu.
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Twin Cities Campus
Educational Psychology Ph.D.Educational Psychology
College of Education and Human Development
Link to a list of faculty for this program.
Contact Information
Department of Educational Psychology, 250 Educational Science Building, 56 East River Road, Minneapolis, MN 55455 (612-624-6083; fax: 612-624-8241)
Email:
epsy-adm@umn.edu
Website: http://www.cehd.umn.edu/edpsych
Along with the program-specific requirements listed below, please read the
General Information section of
this
website for requirements that apply to all major fields.
The educational psychology program has five tracks: counseling and student personnel psychology (CSPP); school psychology; special education; psychological foundations of education (learning and cognition/educational technology, social psychological and social developmental processes in educational psychology including human relations); and quantitative methods in education (including measurement, evaluation, statistics, and statistics education).
Program Delivery
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program
is 3.00.
Special Application Requirements:
Applicants must apply online submitting a department application, three letters of recommendation, and a statement of goals and interests. In addition, school psychology applicants must submit a critical issue essay, answering the following questions: Identify a critical problem facing contemporary schools in America or another country. What do you think are the social, political, and/or economic factors that are contributing to this problem? What specific solutions might you propose to tackle the problem?
Applications should be accompanied by official transcripts from all colleges and universities attended. The GRE is required for all tracks; an interview is also required for those who make the initial cut in school psychology.
Applications to CSPP, school psychology, and special education are accepted for fall admission only. Applications to psychological foundations and quantitative methods in education are accepted throughout the year. Check directly with the program offices for current deadlines. Applicants must submit the following test score(s):
GRE General Test
International applicants must submit score(s) from one of the following tests:
Key to test
abbreviations
(TOEFL, IELTS, MELAB).
For an online application or for more information about graduate education admissions, see the
General Information section of this
website.
Program Requirements
36 to 60
credits are required in the major.
12 credits are required outside the major. 24 thesis credits are required.
This program may be completed with a minor.
Use of 4xxx courses towards program requirements is not permitted.
A minimum GPA of 3.00
is required for students to remain in good standing.
Students must complete credits in EPSY core courses (statistics, measurement, learning, social psychology, issues in educational psychology, and research methods), 12 credits in a supporting program or minor, and 24 thesis credits.
Program Sub-plans
Students are required to complete one of the following sub-plans.
Students may not complete the program with more than one sub-plan.
Counseling and Student Personnel Psychology
The counseling and student personnel psychology (CSPP) program subscribes to the scientist/practitioner model, which assumes that scholarly inquiry and counseling practice are interdependent and complementary. The program's primary mission is to prepare counseling psychologists to bring a well-trained professional's attitude and interest to bear on the application of psychological and educational knowledge. In addition to becoming skilled clinicians, students learn to be critical consumers and producers of both quantitative and qualitative research.
In addition to EPSY core courses (statistics, measurement, learning, social psychology, issues in educational psychology, and research methods), CSPP doctoral students complete 51 credits in counseling theory and practice, practica, and internships.
Psychological Foundations
Graduate study in psychological foundations of education prepares students for research and teaching positions in colleges and universities, schools, private industry, human service organizations, health science units, government agencies, and other research and development centers. The goal of psychological foundations of education is to apply and generate knowledge of psychological processes and metrological procedures involved in learning and teaching.
The program offers emphases in learning and cognition/educational technology or social psychological and social developmental processes in educational psychology (including human relations). Students typically choose one of these areas in addition to achieving broad competence in all aspects of the curriculum.
Course requirements are determined in consultation with faculty adviser.
Quantitative Methods in Education
Graduate study in quantitative methods in education (QME) prepares students for a wide variety of careers, including positions in test publishing firms, college and university teaching and research, research and evaluation centers, public school systems, state departments of assessment, and private industry. The goal of QME is to provide students with broad but rigorous methodological skills so that they may conduct research on methodologies, may help to train others in methodology, or will have the skills necessary to conduct research in related fields.
The program offers emphases in measurement, evaluation, statistics, and statistics education. Students typically choose one of these areas in addition to achieving competence in all aspects of the curriculum.
In addition to EPSY core courses (statistics, measurement, learning, social psychology, issues in educational psychology, and research methods), QME students take the following courses:
Course Group 0
Also required are 3 credits of internship and 12 additional credits in their area of emphasis.
EPSY 5221 - Principles of Educational and Psychological Measurement
(3.0 cr)
EPSY 5243 - Principles and Methods of Evaluation
(3.0 cr)
EPSY 8222 - Advanced Measurement: Theory and Application
(3.0 cr)
EPSY 8261 {Inactive}
(3.0 cr)
EPSY 8262 {Inactive}
(3.0 cr)
EPSY 8264 - Advanced Multiple Regression Analysis
(3.0 cr)
School Psychology
School psychology is an interdepartmental program involving the Departments of Educational Psychology, Psychology, and the Institute of Child Development. It is fully accredited by the American Psychological Association, the Minnesota Board of Teaching, and the National Association of School Psychologists. Through coursework and practica/internships, students develop competencies in assessment, consultation, intervention and program development, research, and evaluation. Graduates are employed as psychologists in local schools, university clinics and hospitals, community mental health centers, and as trainers/researchers in universities. Since 1988, training has focused on the delivery of psychological services in schools and school communities to promote children's and adolescent's academic, social, and behavioral success.
The program integrates didactic and experiential components of training and applied research. Students develop specific competencies through a broad range of applied experiences, including field placements, practica assignments, and a full-year internship.
Special Education
The special education track offers specializations in deaf/hard-of-hearing, emotional behavior disorders, early childhood special education, learning disabilities, autism, and developmental disabilities. Early involvement in research projects and the development of original research programs in such areas as instructional strategies, social and cognitive development, behavioral and psychological management, child development, and technology are encouraged. Special projects and training programs supplement academic studies.
The program focuses on the attainment of core competencies and related skills, since special education professionals share many common concerns and goals. A complementary emphasis is placed on problems unique to or extremely influential in the field, including social and cultural perceptions about disabilities; and federal, state, and local legislation regarding prevention and the care, treatment, education, training, and support of persons with disabilities.
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