Master of Arts in Educational Psychology

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1 Department of Applied Psychology Prospectus Master of Arts in Educational Psychology General Educational Psychology (PED) Psychological Measurement and Evaluation (PME) 239 Greene Street, Suite 400 New York, NY

2 Master of Arts in Educational Psychology The Master of Arts Program in Educational Psychology prepares graduates for careers in psychology, education, health, and human services. The M.A. program provides a foundation in applied psychology, and integrates opportunities for students to study human development and to engage in psychological research, assessment and evaluation. An Integrative Seminar provides a capstone to the graduate program. The Master of Arts Program in Educational Psychology (36 credits) offers two concentrations: G e ne r al Educational Psychology (PSYE:PED) concentration is principally concerned with psychology as it relates to human development and learning. The concentration incorporates core areas of psychology (including Developmental, Learning Theories, and Social Psychology) while offering students the opportunity to tailor their focus of study in accord with their own professional interests (e.g. infancy research, early childhood interventions, adolescent development). Career opportunities include positions as researchers or service providers in educational settings, community agencies, and hospitals. Many graduates pursue doctoral studies in psychology, often with a focus on research topics in human development. Psychol ogical Measurement & Eval uati on (PSYE:PME) concentration prepares individuals in the application of measurement and evaluation principles to various settings in educational, social, community, health, and business sectors. This concentration integrates theoretical and applied training in measurement, test construction, statistics, and research, while incorporating core areas of psychology. Career opportunities include positions as researchers or test development specialists in hospital research centers, educational book or lest publishing businesses, testing services, school and university educational research centers, research acid evaluation divisions of social service agencies, and slate and city educational agencies. Directors of Concentrations in the Master of Arts Program in Educational Psychology: General Educational Psychology Psychological Measurement and Evaluation LaRue Allen, Ph.D. Selcuk Sirin

3 OVERVIEW Master of Arts in Educational Psychology Students in the M.A. program in Educational Psychology are ground psychological theory and are challenged to consider the ways that psychological research can be applied to address the challenges faced by individuals in our society, particularly those living in the multicultural environment of urban New York City. In addition to taking prescribed courses within one of the three concentrations (General Educational Psychology, Psychological Measurement and Evaluation, Psychology of Parenthood) students select a series of courses that match their specific interests and professional goals. Toward the end of the M.A. degree, students apply their theoretical knowledge to a relevant fieldwork or research experience under the supervision of a faculty member. These projects are related to and emerge out of the student's studies in his or her selected areas of emphasis. The fieldwork/research experience focuses on a timely issue in psychology which has direct social and/or policy implications, situated in contexts such as family, hospital, school, and community. Students may work toward their degree on a full or part time basis. Students typically complete the M.A. degree within two years. M.A. DEGREE REQUIREMENTS (36 credits*) * No more than two courses at the 1000 level may be applied to the M.A. Program. Core Requirements: 9 credits The M.A. program is founded on a common core of courses: o E Survey of Development: Advanced 3 credits o Complete two (2) of the following courses 6 credits E Social Psychology (3 cr.) E Psychological Disturbances in Children (3 cr.) E Abnormal Psychology (3 cr.) E Cognitive Development (3 cr.) E Theories of Personality (3 cr.) E Learning Theories (3 cr.) Concentration Requirements: (24 credits) Each concentration includes prescribed courses, which serve as a foundation to the concentration, as well as recommended courses as part of a focus of study. E Measurement & Evaluation: Integrative Seminar (Terminal Experience): (3 credits) All students take E Measurement & Evaluation: Integrative Seminar as a capstone to their graduate degree. It should be taken during the student's last fall semester of study. This integrative seminar brings together students from the three M.A. concentrations (Educational Psychology, Measurement and Evaluation, and Parenthood) during their last fall semester of coursework. Students, working on independent projects under the supervision of a faculty member, meet regularly to discuss their field and research experiences, and to provide feedback to one another about the process of psychological research and application. Students learn about and discuss the various field settings in which psychological research, principles and theory might be applied to real life situations, especially those encountered in urban settings like New York City. As part of this culminating experience, each student completes and presents a paper based on his or her own fieldwork/research project. 2

4 EDUCATIONAL PSYCHOLOGY: Concentration in General Educational Psychology This concentration offers students the opportunity to integrate core areas of psychology within the context of an individualized and goal directed plan of study. The specific goals are to: 1. Provide students with a solid foundation in the core areas of psychology and with a focus on how current research methodologies can be applied to address the challenges faced by individuals in our society; 2. Offer students the skills to study and understand the influences of family members, peers, schools, neighborhoods, communities and culture on the lives of individuals, particularly those in the multi cultural, urban context of New York City. 3. Enable students to apply theoretical knowledge, acquired through the study of one or more areas of focus, to a relevant fieldwork or research experience under the supervision of a faculty member who shares a scholarly interest in the student's chosen topic. Required Prerequisite Courses 18 credits of Psychology at the undergraduate or graduate level. If you are missing any of the prerequisite psychology credits, these credits will be added to the requirements for the degree. For example: A student who has had only 12 credits of psychology will be required to take 6 additional credits during the MA degree. The student's total credit requirement for the degree will therefore be 42 (36 + 6). Transfer Credit Transfer credit for graduate course work completed at an accredited graduate institution (prior to enrolling at NYU), not applied to another degree and not more than ten years old, may be awarded at the discretion of the faculty adviser for a maximum of 12 credits. In all cases, the 24 credit residency requirement must be met with a minimum of 18 credits taken at the 2000 graduate level. Concentration Requirements The following page outlines the specific course requirements for the concentration in General Educational Psychology.

5 Department of Applied Psychology M.A. Educational Psychology: General Educational Psychology (PSYE: PED) I. Core Requirements...9 E Survey of Developmental Psychology: Advanced.. 3 Complete two (2) of the following courses:...6 E Social Psychology (3 ) E Abnormal Psychology (3 ) E Theories of Personality (3 ) E Psychological Disturbances in Children (3 ) E Cognitive Development (3 ) E Learning Theories (3 ) II. Concentration Requirements.24 E Measurement and Evaluation...3 Complete one (1) course in statistics or research methods: (e.g.)...3 E Principles of Empirical Research (3 ) E Research and Evaluation Methods in Behavioral Science (3 ) E Educational Statistics (3 ) E Research Design and Methods (3 ) Complete four (4) courses from Groups A and B below.12 *Note: At least one course must be taken from each group. *Note: Students must select courses not already completed for section I. Core Requirements. Group A: Psychological Foundations and Development E Neuropsychology of Behavior (3 ) E Social Psychology (3 ) E Theories of Personality (3 ) E Emotional and Social Development (3 ) E Psychological Research in Infancy (3 ) E Historical Perspectives of Psychological Theory (3 ) E Human Growth and Development: Adult (3 ) E Perceptual Development (3 ) E Cognitive Development (3 ) E Adolescent Development: Theory and Research (3 ) Group B: Educational Psychology and Learning E Child Development and the Program of Childhood Education (3 ) E Curriculum in Early Childhood Education (3 ) E Education of Infants and Toddlers (3 ) E Survey of Individual Cognitive Tests (3 ) E Educational Psychology (3 ) E Infant and Toddler Assessment (3 ) E Learning Theories (3 ) E Psychological Foundations of Learning Disabilities (3 ) Electives (By Advisement)..6 (Students are encouraged to pursue courses which complement their focus of study, such as multi culturalism and diversity, counseling, or women s studies.) III. E Measurement & Evaluation: Integrative Seminar...3 (To be taken during the fall semester of study) Total = 36

6 Sample Course Schedule General Educational Psychology First Semester E Survey of Developmental Psychology: Advanced 3 E Social Psychology 3 E Educational Statistics 3 E Measurement and Evaluation 3 Second Semester E Educational Psychology 3 E Adolescent Development: Theory and Research 3 E Education of Infants and Toddlers 3 Elective 3 Summer Semester E Abnormal Psychology 3 E Theories of Personality 3 Third Semester E Measurement and Evaluation: Integrative Seminar 3 Elective 3 Total = 36 Note: The above schedule is only an example. Each student s schedule can vary. Students can pursue the degree on a full or part time basis.

7 EDUCATIONAL PSYCHOLOGY: Concentration in Psychological Measurement & Evaluation This concentration prepares individuals in the application of measurement, research, and evaluation principles to various settings in educational, social, community, health, and business sectors. The concentration integrates theoretical and applied training in measurement, test construction, statistics, and research methods, while incorporating core areas of psychology. The specific goals are to: 1. Prepare individuals in the application of measurement, research, and evaluation principles in social, community, educational, health and commercial sectors; 2. Provide students with theoretical and applied training experiences through a carefully sequenced selection of courses in measurement, test construction, research, and evaluation; 3. Enable students to apply psychological theory to educational, social, and business problems; 4. Provide a field based research experience for students. Required Prerequisite Courses 12 credits of psychology courses at the undergraduate or graduate level. If you are missing any of the prerequisite psychology credits, these credits will be added to the requirements for the degree. For example, if you have completed 9 credits out of the required 12 prerequisite psychology credits, you will be required to take an additional 3 credits in psychology. Your credit requirement for the degree would then be 39 credits (]6+3) Transfer Credit Transfer credit for graduate course work completed at an accredited graduate institution (prior to enrolling at NYU), not applied to another degree and not more than ten years old, may be awarded at the discretion of the faculty adviser for a maximum of 12 credits. In all cases, the 24 Credit residency requirement must be met with a minimum of 18 credits taken at the 2000 graduate level. Concentration Requirements The following page outlines the specific course requirements for the concentration in Psychological Measurement and Evaluation.

8 Department of Applied Psychology M.A. Educational Psychology: Psychological Measurement and Evaluation (PSYE: PME) I. Core Requirements...9 E Survey of Developmental Psychology: Advanced.. 3 Complete two (2) of the following courses:...6 E Social Psychology (3 ) E Abnormal Psychology (3 ) E Theories of Personality (3 ) E Psychological Disturbances in Children (3 ) E Cognitive Development (3 ) E Learning Theories (3 ) II. Concentration Requirements.24 E Educational Statistics I (3 ) E Educational Statistics II (3 ) E Measurement and Evaluation (3 ) E Modern and Classical Test Theory (3 ) OR E Current Issues in Assessment (3 ) E Evaluation Methodology in the Behavioral Sciences I (3 ) AND E Evaluation Methodology in the Behavioral Sciences II (3 ) OR E Research Design and Methodology in Behavioral Sciences I (3 ) AND E Research Design and Methodology in Behavioral Sciences II (3 ) Electives (By Advisement)..6 (Students are encouraged to pursue courses which complement their programs of study, such as advanced methods, personnel selection, health, special education, or counseling.) III. E Measurement & Evaluation: Integrative Seminar...3 (To be taken during the fall semester of study) Total = 36

9 Sample Course Schedule Psychological Measurement and Evaluation First Semester E Measurement and Evaluation: Psychological Tests 3 E Educational Statistics 3 E Learning Theories 3 Second Semester E Developmental Psychology: Advanced 3 E Educational Statistics 3 E Theories of Personality 3 Third Semester E Measurement and Evaluation: Integrative Seminar 3 E Evaluation Methods in the Behavioral Sciences I 3 G Industrial and Organizational Psychology 3 Fourth Semester E Construction of Psychological Tests and Scales 3 E Personnel Selection and Training 3 E Evaluation Methods in the Behavioral Sciences II 3 Total = 36 Note: The above schedule is only an example. Each student s schedule can vary. Students can pursue the degree on a full or part time basis.

10 ADMISSIONS: Applying to the Master of Arts in Educational Psychology To request an Admissions Application through the mail, please contact: Office of Graduate Admissions NYU Steinhardt School of Culture, Education, and Human Development 82 Washington Square East, Pless Hall 6th Floor New York, NY (212) For more information about the process, please visit our graduate admissions website: When you apply, your application should include: 1. An admissions application for NYU's Steinhardt School of Education 2. Two (2) official transcripts sent from each college you attended 3. A Statement of Purpose which highlights your educational and professional goals 4. Two (2) letters of recommendation (forms attached) 5. GRE scores are NOT required. For more information about the Master of Arts in Educational Psychology, please visit the department online: Or you may contact us by mail or phone: Department of Applied Psychology NYU Steinhardt School of Culture, Education, and Human Development Jennifer A. Goodwin Academic Advisor 239 Greene Street, Suite 400 New York, NY

11 DEPARTM ENT OF APPLIED PSYCHOLOGY Applicant Recommendation Form Part A (to be completed by the applicant) Last Name: First Name: Middle Name: I agree the recommendation I am requesting shall be held in confidence by officials of the Department of Applied Psychology, New York University, and hereby waive any rights I may have to examine it. Yes No Applicant s Signature and Date Part B (to be completed by the recommender) 1. Please write a statement which assesses the applicant s strengths and weaknesses in completing the Masters of Arts Program in Educational Psychology. Please indicate how long and in what capacity you have known the applicant. Feel free to user your own stationery and attach the statement to this Recommendation Form. 2. Please complete and sign the back of this Recommendation Form. 3. Please insert this completed form and your written statement about the applicant in a white legal envelope. Please seal the envelope and SIGN across the back flap of the envelope. Please return the sealed and signed envelop to the applicant who will forward it to the Department of Applied Psychology. 239 Greene St, 4 th & 5 th Floors New York, New York fax

12 BELOW AVERAGE Lowest 40% AVERAGE Middle 20% ABOVE AVERAGE Next 25% UNUSUAL Next 5% OUTSTANDING Top 10% TRULY EXCEPTIONAL Top 5% NO OPPORTUNITY TO OBSERVE Research potential Intellectual Potential Ability to work with others Creativity and Imagination Maturity Self Confidence Sense of Responsibility Oral Communication skills Written communication skills Ability to analyze a problem and formulate a solution Motivation for proposed program of study Potential as a practitioner Please indicate the strength of you overall endorsement by placing an X along the following scale: Not Recommended Recommended with Reservation Recommended Highly Recommended Please indicate your degree in your overall endorsement by placing an X along the following scale: Not confident Somewhat Confident Quite Confident Highly Confident Signature Printed Name Date Position Institution Address / Phone Number / 239 Greene St, 4 th & 5 th Floors New York, New York fax

13 DEPARTM ENT OF APPLIED PSYCHOLOGY Applicant Recommendation Form Part A (to be completed by the applicant) Last Name: First Name: Middle Name: I agree the recommendation I am requesting shall be held in confidence by officials of the Department of Applied Psychology, New York University, and hereby waive any rights I may have to examine it. Yes No Applicant s Signature and Date Part B (to be completed by the recommender) 1. Please write a statement which assesses the applicant s strengths and weaknesses in completing the Masters of Arts Program in Educational Psychology. Please indicate how long and in what capacity you have known the applicant. Feel free to user your own stationery and attach the statement to this Recommendation Form. 2. Please complete and sign the back of this Recommendation Form. 3. Please insert this completed form and your written statement about the applicant in a white legal envelope. Please seal the envelope and SIGN across the back flap of the envelope. Please return the sealed and signed envelop to the applicant who will forward it to the Department of Applied Psychology. 239 Greene St, 4 th & 5 th Floors New York, New York fax

14 BELOW AVERAGE Lowest 40% AVERAGE Middle 20% ABOVE AVERAGE Next 25% UNUSUAL Next 5% OUTSTANDING Top 10% TRULY EXCEPTIONAL Top 5% NO OPPORTUNITY TO OBSERVE Research potential Intellectual Potential Ability to work with others Creativity and Imagination Maturity Self Confidence Sense of Responsibility Oral Communication skills Written communication skills Ability to analyze a problem and formulate a solution Motivation for proposed program of study Potential as a practitioner Please indicate the strength of you overall endorsement by placing an X along the following scale: Not Recommended Recommended with Reservation Recommended Highly Recommended Please indicate your degree in your overall endorsement by placing an X along the following scale: Not confident Somewhat Confident Quite Confident Highly Confident Signature Printed Name Date Position Institution Address / Phone Number / 239 Greene St, 4 th & 5 th Floors New York, New York fax

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