About the Educational Psychology Doctoral Program
PROGRAM OVERVIEW
The Educational Psychology Doctoral Program prepares future educational psychologists for a variety of roles, including researchers and professors. Educational psychology is a broad discipline that applies psychological research and theories to educational settings. We emphasize the research and theories related to learning and motivation, as well as how to apply the research and theories to practice.
Students in the Educational Psychology Doctoral Program study learning, development, motivation, assessment, testing, and instructional design. Our students investigate strategies to improve teaching, effective methods to present ideas, factors that impact motivation, ways to accurately measure learning and achievement, and practices to create effective learning environments.
The program is fairly small, which allows for greater interaction among doctoral students and faculty. Individualized programs of study are developed for students to ensure that their studies prepare them well for the career paths they choose. The faculty works closely with students to tailor their learning experiences to meet their goals.
Online degrees are not available for this program. Although a few courses are offered online, most of the courses are not online; and therefore, students are required to attend most courses on campus.
Some graduates of the Educational Psychology Doctoral Program become professors who teach educational psychology in large and small colleges and universities and continuing their research programs. Other graduates work in higher education in a variety of capacities, including in centers of teaching and learning, offices of evaluation and assessment, or other types of positions that require knowledge of teaching and learning. Other possibilities include working at research centers or developing educational materials.
WHAT YOU'LL STUDY
The Educational Psychology faculty offer a Ph.D. program in Curriculum and Instruction with a specialization in Educational Psychology. Students are prepared for teaching and research positions in academic environments such as colleges, universities and school districts. Our doctoral program provides a context for graduate education that is focused on theory, research, practice, innovation, inquiry, and equity.
The Educational Psychology Doctoral Program curriculum consists of a minimum of 90 semester hours, which includes a minimum of 60 credit hours of course work and 30 credit hours of Research and Dissertation hours. The coursework Is divided into four types (Concentration/Applied Studies, Research, Foundations, and Cognate), as described below.
Since doctoral students matriculate with varying degrees of professional experience and master’s degrees from different institutions, each student’s program of doctoral study is individually designed and may include courses that are transferred in from the student’s master’s degree program. Your advisor will help you develop your Plan of Study that includes all of the courses that you intend to take as part of your doctoral work.
It is typical to enroll in 4 courses a semester, but 3 is also possible; 5 courses a semester is possible but is probably too many. If you have a Graduate Assistant position funded by the university, you will need to enroll in 4 courses a semester. The faculty advisor and student examine the student’s preparation and design a program of study that complements and enhances the student’s educational and professional experience and interests.
All Doctor of Philosophy students are required to enroll as a full-time student (defined as at least 9 credit hours per semester) for a minimum of two consecutive semesters. This residence study provides students with opportunities to interact in collegial communities of interest, to develop advanced professional skills through mentoring, and to build strong research programs to begin their professional careers upon graduation. This is a Virginia Tech graduate school requirement.
Concentration / Applied Studies
Courses in Educational Psychology (denoted by "EDEP")
Required:
- EDEP 5114: Learning and Cognition
- EDEP 5184: Sociocultural Influences on Learning and Instruction
- EDEP 6114: Cognitive Processes and Educational Practice
- EDEP 6224: Constructivism and Education
- EDEP 6444: Motivation and Cognition
Possible:
- EDEP 5154: Psychological Foundations for Preservice Teachers – typically master’s and doctoral students don’t take this course because they take EDEP 5114 instead; this course is intended for preservice teachers
- EDEP 6644: College Teaching
Research
Courses in Educational Research (15 credits minimum required)
Required:
(select 1 of these courses unless a similar course was completed as part of the student's master's degree)
- EDRE 5404: Foundations of Educational Research & Evaluation
- EDIT 5584: Program and Product Evaluation
Required:
- EDRE 6504: Qualitative Methods in Educational Research I
- EDRE 6605: Quantitative Research Methods in Education I
- EDRE 6606: Quantitative Research Methods in Education II
Non-Required Electives
Quantitative
- EDRE 6634: Advanced Statistics for Education (Regression)
- Note: EDRE 6634 is prerequisite for the following:
- EDRE 6644: Advanced Research Design & Methodology (HLM)
- EDRE 6654: Multivariate Statistics for Applications to Educational Problems
- EDRE 6664: Application of Structural Equations in Education
- EDRE 6684: Instrument Development & Validation
- EDRE 6694: Hierarchical Linear Modeling
Qualitative
- EDRE 6524: Qualitative Methods in Educational Research II
- EDRE 6784: Advanced Issues in Qualitative Research
Other Available Courses
- EDRE 5644: Questionnaire Design & Survey Research in Education
- EDCI 6534: Ethnographic Methods in Education
- EDRE 6624: Measurement Theory in Education
- EDRE 6704: Evaluation Methods in Education
- EDRE 6754: Advanced Item Response Theory
- EDRE 6774: Advanced Issues in Psychometric Research
- EDRE 6794: Mixed Methods Research Design
Foundations
Typically, these are courses in education (such as "EDCI" or "EDIT" courses), that are not directly related to educational psychology. Almost any course in Curriculum and Instruction (EDCI) and Instructional Design and Technology (EDIT) may be taken. The following are examples, but also see the courses in the Cognate section below.
Non-Required Electives:
- EDCI 5104: Schooling in American Society
- EDCI 5784: Educational Philosophy and Technology
- EDCI 6024: Analysis of Education Concepts
Cognate
Courses that are outside the educational psychology program or outside of the School of Education. You can look in other education programs or check the offerings in the Psychology Department. (Some of these could also be used in the “Foundations” category; talk to your advisor about it.)
Non-Required Electives
- Note: There are many possibilities, these are just a few; check the course schedule for others.
- EDIT 5164: Design for Learning
- EDCI 5284: Disability & Society (can count as foundations course)
- EDCI 5284: Universal Access, Disability & Technology
- EDIT 5774 Learning Theories for Instructional Design
- EDCI 5774: Classroom & Behavior Management
- EDCI 5774: Human Growth and Development (online)
- EDCI 5784: Educational Philosophy and Technology
- EDCI 5784 Leadership to Improve Instructional Capacity (contact Bonnie Billingsley)
- EDCI 5814: STEM Education Pedagogy
- EDCI 6034: Education and Anthropology
- EDCI 6054: Academic Writing for Qualitative Educational Research
- PSYC 5344: Cognitive Psychology
- PSYC 5534: Developmental Psychology
- PSYC 5544: Cognitive Development
- PSYC 5554: Social Development
- GRAD 5104: Preparing for the Future Professoriate
Course Descriptions
Psychological theories and models which serve as a basis for educational models and practice. Emphasis on conceptions of learning and cognitive process. Pre: Graduate standing.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Prerequisite(s):
Corequisite(s):
Theories and empirical research on the influence of language, semiotics, dialogue, manipulatives, and social groups on cognition. Practical application through observation of classrooms and visits to science museums. Pre: Graduate standing.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Prerequisite(s):
Corequisite(s):
Investigates complex human learning from the perspective of cognitive/information processing theories. Emphasizes methods of investigation in cognitive science as well as strategies for using a cognitive orientation in educational settings.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Prerequisite(s):
Corequisite(s):
Philosophical, theoretical, and empirical foundations of the broad field of constructivism, including the limits of epistemology and ontology, the determination of truth and reality, and applications to education and everyday life. Emphasis on radical constructivism, social constructivism, symbolic interactionism, social constructionism, and cognitive constructivism, and their applications to education.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Prerequisite(s):
Corequisite(s):
Explores current research in the field of motivation as it relates to educational settings. Students will learn how motivation constructs relate to student behavior and cognition, how to select appropriate strategies to motivate students, and how to design measures to assess student motivation.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Prerequisite(s):
Corequisite(s):
Teaching/planning process and consideration of teaching methods employed to encourage, guide, and evaluate college students learning.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Prerequisite(s):
Corequisite(s):
DISSERTATION
The Ph.D. in Educational Psychology is not awarded solely on the basis of coursework completion. To graduate, each student must also conduct an original research study culminating in the presentation and defense of a dissertation. Most students write their dissertations in the traditional five-chapter format (i.e., as a research paper with an introduction, literature review, methodology section, results, and conclusion). Other options such as a journal article dissertation are available. Students work with the dissertation chairs and committees to determine the best format for their dissertation.
NATIONALLY RECOGNIZED FACULTY
