Educational Psychology

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1 West Virginia University 1 Educational Psychology Degrees Offered Master of Arts in Educational Psychology (EdP) Areas of Emphasis in: Educational Psychology Evaluation and Research Child Development and Family Studies Doctor of Education in Educational Psychology (EdP) Master's Program General Description The Educational Psychology Program in the College of Education and Human Services offers opportunities for graduate study and research leading to the Master of Arts (MA) degree. Completion of the program develops competencies related to learning, development, instruction, and program evaluation and research. The principal goal of the program is the education and training of professionals who will serve teaching and learning environments with responsibilities related to instruction, service, and research. Professional preparation focuses on one of the following three areas of emphasis: General Educational Psychology, Program Evaluation and Research, or Child Development and Family Studies. Each student plans the program with the adviser and thesis/project committee using the specific guidelines of the student s area of emphasis to achieve their professional development goals. In addition to the general requirements of the University and the College of Education and Human Services, there is a core of courses and supporting competencies required of all graduate students in the program, which vary depending on the area of emphasis. Educational Psychologists function in a variety of settings. The program is dedicated to the preparation and placement of competent Educational Psychologists for positions in: educational agencies at local, state, and federal levels; public and private human service centers; medical centers; business and industrial settings; and other settings. Graduates of the program are also well prepared to continue their education and professional development in doctoral programs in Educational Psychology and related disciplines. Areas of Emphasis General Educational Psychology The General Educational Psychology Area of Emphasis is designed primarily for individuals who want to pursue general preparation in learning, development, measurement, and research with the possibility of selecting additional coursework to create a focus that supports their professional development goals. The Learning Goals for the General Educational Psychology emphasis of the M.A. in Educational Psychology are to advance students knowledge and critical thinking relative to learning, development, measurement, and research. A further goal of the program is for students to acquire a deeper understanding of the scholarly basis of this knowledge through coursework and completion of a project or research-based thesis. All students are required to design and conduct either 1) a project that solves a practical problem in learning or development or 2) a research thesis that investigates a topic or relevance to learning or development. Evaluation and Research The Evaluation and Research Area of Emphasis (ERC) is designed primarily for individuals with interest in conducting research and evaluation projects for private and public educational organizations and agencies.the Learning Goals for the ERC emphasis seek to advance students knowledge and critical thinking relative to the field of program evaluation and research. A further goal is for students to acquire proficiency in quantitative, qualitative, and mixed-methods inquiry, providing students with a breadth of methods to study varied educational, programmatic, and social research questions. All students will be required to design and conduct at least one full program evaluation during the course of their studies. Additionally, all students will design and conduct a research or evaluation thesis. The graduates of the Program Evaluation and Research Area of Emphasis will be able to: demonstrate understanding of the philosophical and historical foundations of inquiry, and apply appropriate quantitative, qualitative, and mixed-methods research tools to answer practical educational, programmatic, and other social research questions. They will also: apply appropriate program evaluation tools to conduct formative and summative evaluations of existing and prospective educational programs, demonstrate understanding of ethical issues in research and evaluation, and create informative reports of research and evaluation studies tailored appropriately for multiple stakeholders and decision-makers. The more general outcomes for students and the state and region are a cadre of professionals prepared to conduct program evaluations and research in a variety of education and other human services settings. In addition, some of the graduates will directly or eventually enter doctoral programs in disciplines related to educational psychology, program evaluation, and research. The students in the area of emphasis will be a mix of full-time and part-time students. While most instruction and mentoring will be face-to-face, online instruction and mentoring of students will be arranged as circumstances require and permit. Specialized delivery technologies may well be utilized as needed on an individual student or learning activity basis.

2 2 Educational Psychology Child Development and Family Studies The Child Development and Family Studies (CDFS) area of emphasis provides students with opportunities for conducting research and working with families and children in educational, applied, or other clinical settings. The Learning Goals for the CDFS emphasis of the M.A. in Educational Psychology seek to advance students understanding and critical thinking relative to child/adolescent development and family studies. A further goal of the program is for students to acquire deeper understanding of the scholarly basis of this knowledge through coursework and completion of a research-based thesis. Courses in child development, family studies, parenting strategies, and interpersonal communication skills are supplemented with field experiences in a variety of settings. Individuals studying Child Development and Family Studies may select a professional focus from a wide variety of areas including child care specialist, early childhood teacher, developmental specialist, child life educator, parent educator, extension specialist, and family life specialist. Relative to employment opportunities, students have obtained positions for which they generally would not have been competitive with the bachelor s degree, unless they had many years of related experience. Upon graduation, graduates have been hired as directors of childcare programs in corporations, hospitals, and the private sector. Still other students have become specialists in parenting and curriculum development for Head Start and similar agencies. Graduates have also obtained employment as parenting and family specialists in community-based family agencies and community health care agencies. Some graduate students have entered the program with teaching certificates and have used their master s degree in CDFS to broaden the scope of their teaching in elementary and secondary education. Graduates of the master s degree in CDFS have also successfully pursued positions as Extension agents through land-grant universities. Salaries for CDFS graduates with master s degrees are highly variable depending on the nature of the position and the location of employment. However, salaries are generally higher than for students with the bachelor's degree. In addition to educational and applied careers, some students have entered the program with the aim of pursuing doctoral studies. Through rigorous coursework and the requirement to complete a research-based master s thesis, students are prepared to pursue doctoral studies in human development, family studies, sociology, special education, developmental psychology, counseling, and related fields. An emphasis in Human Development and Family Studies (HDFS) is offered in conjunction with the Interdisciplinary PhD in Education through the College of Education and Human Services. Some students complete the MA in Educational Psychology with the CDFS emphasis and then apply for the Interdisciplinary PhD in Education program with the HDFS emphasis. The student and his/her major professor determine the research topic with input from other committee members. The thesis requires six research credits, an extensive literature review, development of a research design with associated methodological procedures, data collection or use of faculty data sets, in-depth analysis of data, and analytic discussion of the results. Most students conduct quantitative/statistically-based theses. However, qualitative research designs are permitted, with appropriate rigorous application of qualitative research methods in the collection and interpretation of data. The format for a thesis must be written in the style of the Publication Manual of the American Psychological Assn. (6th ed.). Theses at WVU are electronically submitted upon their approval. Doctoral Program General Description The Educational Psychology program in the College of Education and Human Services offers opportunities for graduate study and research leading to the Doctor of Education. The Learning Goals for the Ed.D. in Educational Psychology seek to educate and train professionals who will focus on teaching and learning environments as they carry out their missions in instruction, service, and research. The principal goal of the program is the education and training of professionals who will focus on teaching and learning environments as they carry out their missions associated with instruction, service, and research. Professional preparation centers on (a) learning and development; (b) instructional development; and (c) measurement, research, and statistics. Accordingly, students are expected to achieve competencies in these areas. The student, the student s adviser, and the student's committee jointly plan programs to meet particular career needs. Minor fields of study are also planned for each student as appropriate. In addition to the general requirements of the University and the College of Education and Human Services, there is a core of courses supporting the development of competencies required of all graduate students in the program. FACULTY CHAIR & PROFESSOR Reagan P. Curtis - Ph.D. (University of California) Cognition, Development, Research, Program Evaluation and Statistics, Educational Psychology (Coordinator); Evaluation and Research (Coordinator) CDFS GRADUATE PROGRAM COORDINATOR Kristin Moilanen (University of Nebraska) - Ph.D. Adolescent Development, Self Regulation, Risk Behavior, Family Relationships PROFESSORS Carol Markstrom (Utah State University) - Ph.D. Adolescent Development, Identity and Ethnic Identity Formation, American Indian Adolescents, Involvement in Adult-sponsored Activities Barbara Warash (West Virginia University) - Ed.D. Early Childhood Education, Reggio Emilia

3 West Virginia University 3 ASSOCIATE PROFESSOR Amy Root (University Maryland, College Park) - Ph.D. Parenting and the Development of Emotional Competence, Individual Differences, Development of Shy/Wary Behavior ASSISTANT PROFESSORS Paul R. Hernandez - Ph.D (University of Connecticut) Measurement, Statistics, Research Methods, Program Evaluation, Applied Social and Educational Psychology Karen Rambo-Hernandez - Ph.D (University of Connecticut) Educational Psychology, Multilevel Statistical Modeling, Longitudinal analysis, Assessment of Academic Growth and Diversity in STEM Jessica Troilo (University of Missouri) - Ph.D. Cultural Conceptions of Fathers, Divorced Fatherhood, the Influence of Social Media on Relationships Suzanne Walraff-Hartman (George Mason University) - Ph.D. Three to Five-Year Child Development and Learning, Childcare Preschool Environmental Factors, At-risk Child Populations TEACHING ASSISTANT PROFESSOR Patricia Haught - Ed.D. (West Virginia University) Cognitive Development, Learning Strategies Nancy Taylor (West Virginia University) - Ph.D. Parenting Education, Conflict and Crisis Management, Family Therapeutic Interventions PROFESSOR EMERITUS Daniel E. Hursh - Ph.D (University of Kansas) Anne H. Nardi - Ph.D ( West Virginia University) Richard T. Walls - Ph.D (Pennsylvania State University) ASSOCIATE PROFESSOR EMERITUS Floyd L. Stead - Ed.D (West Virginia Unversity) CLINICAL INSTRUCTOR Nancy Wolfe-Dilgard (West Virginia University) - M.A. Communication in Families, Adolescent Drug and Alcohol, Gambling and Families; Parenting Infants, Toddlers, and Adolescents EARLY CHILDHOOD TEACHERS Keri Law (West Virginia University) - M.A. Early Childhood Education, Early Childhood Teacher Melissa Workman (West Virginia University) - M.S., M.A. Early Childhood Education, Early Childhood Teacher/Associate Director of the WVU Nursery School MA Admission Requirements GENERAL EDUCATIONAL PSYCHOLOGY AREA OF EMPHASIS All applicants must submit the following: an undergraduate degree from an accredited institution online WVU graduate application plus official transcripts of undergraduate and prior graduate work completed a 500-word written goal statement explaining how the applicant s goals and objectives may be accomplished if admitted to the program a personal vita (resume) three letters of recommendation official scores for either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) Total GRE scores of 302 (on the verbal and quantitative combined) or MAT score of TOEFUL scores (for an international student from a country in which English is not the native language) of at least 79 and a combined total score of at least 214 An undergraduate GPA of 3.0 or greater A graduate GPA of 3.25 or greater PROGRAM EVALUATION AND RESEARCH AREA OF EMPHASIS All Program Evaluation and Research faculty members review every graduate application to the program and jointly determine whether a student will be admitted as a regular graduate student or not be accepted into the program. A majority must indicate acceptance and one faculty member must

4 4 Educational Psychology be willing to serve as the major adviser. Final approval for admission rests with the Program Evaluation and Research Area of Emphasis Coordinator. Application materials include the following (with guidelines for minimum levels): WVU Online Application Undergraduate transcript GPA of GRE (306) or MAT (405) and TOEFL (79 for students whose primary language is not English) Personal statement of interest Three letters of recommendation Vita (Resume) CHILD DEVELOPMENT AND FAMILY STUDIES AREA OF EMPHASIS Ideally, prospective students should have completed an undergraduate curriculum in an area of specialization related to CDFS, such as psychology, sociology, education, or social work. A student whose undergraduate degree is in an unrelated field and/or who lacks preferred foundation courses for graduate studies in CDFS will likely be required to take supplemental undergraduate courses if accepted into the program. All CDFS faculty members review every graduate application and jointly determine whether a student will be admitted as a regular graduate student or not admitted into the program. One faculty member must be able to serve as the major adviser to the student. Final approval for admission rests with the CDFS Area of Emphasis Coordinator. Application materials include the following: Completed application Undergraduate transcript GRE Scores (while a cut-off has not been established, GRE is examined vis-à-vis undergraduate transcript) Personal statement of interest Three letters of recommendation Resume or curriculum vita Doctoral Admission Requirements All applicants must have an undergraduate degree from an accredited institution. Each applicant is required to submit the online WVU graduate application plus official transcripts of undergraduate and prior graduate work completed, a 500-word written goal statement, a personal vita (resume), and three letters of recommendation. All applicants must submit official scores for either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). All faculty members affiliated with the program evaluate the credentials submitted for all completed applications. A majority must indicate acceptance and one faculty member must be willing to serve as the student s adviser. Final approval for admission rests with the Educational Psychology Doctoral Program Coordinator. The following criteria are used as guidelines to evaluate application credentials: Total GRE scores of 320 (on the verbal and quantitative combined) or MAT score of 412 (for an international student from a country in which English is not the native language a TOEFL score of at least 79 and a combined total score of at least 234 on the GRE verbal and the TOEFL scores); An undergraduate GPA of 3.0 or greater; Graduate GPA of 3.25 or greater for graduate work completed (if applicable); The extent to which the applicant s goals and objectives may be accomplished if admitted to the program; and Favorable recommendations and appropriate background experiences. APPLICATION INFORMATION Applicants who are interested in being considered for admission to the MA or EdD graduate programs in Educational Psychology should indicate that interest on standard online application forms provided by the West Virginia University Office of Admissions and Records. In addition to the completed online application form, the following items should be sent to the appropriate Area of Emphasis Coordinator for MA applicants or the EdD Program Coordinator c/o The Department of Learning Sciences and Human Development, West Virginia University, PO Box 6122, Morgantown, West Virginia before the admission process can be initiated: 1. A completed WVU online graduate application 2. The applicant's undergraduate and graduate (if any) transcript(s) 3. An official copy of the results of either the Graduate Record Examination or the Miller Analogies Test and the TOEFL for non native English speakers 4. Three (3) letters of recommendation 5. A personal vita (resume) 6. A written statement of approximately 500 words, indicating the applicant's goals relative to receiving a graduate degree in Educational Psychology.

5 West Virginia University 5 Master of Arts MAJOR REQUIREMENTS EDP 612 Introduction to Research 3 EDP 613 Statistical Methods 1 3 Thesis Area of Emphasis Total Hours Educational Psychology Area of Emphasis Major Requirements EDP 600 Educational Psychology 3 EDP 611 Measurement/Evaluation in Educational Psychology 3 EDP 698 Thesis or Dissertation 3-6 Additional Courses/ Electives Total Hours SUGGESTED PLAN OF STUDY First Year Fall Hours Spring Hours Summer Hours EDP EDP EDP EDP EDP Elective 3 Elective 3 Elective Second Year Fall Hours EDP Elective Total credit hours: Evaluation and Research Area of Emphasis Major Requirements EDP 611 Measurement/Evaluation in Educational Psychology 3 EDP 612 Introduction to Research 3 EDP 613 Statistical Methods 1 3 EDP 617 Program Evaluation 3 EDP 618 Mixing Research Methodologies 3 EDP 685 Practicum 3 EDP 698 Thesis or Dissertation 3 SCFD 615 Qualitative Research Methods 3 SCFD 781 Nature of Inquiry 1 1 SCFD 782 Nature of Inquiry 2 1 SCFD 783 Nature of Inquiry 3 1 Electives 3 EDP 600 Educational Psychology EDP 614 Statistical Methods 2 EDP 616 Non-parametric Statistics EDP 640 Instructional Design EDP 685 Practicum

6 6 Educational Psychology EDP 711 Multivariate Methods 1 Total Hours 30 SUGGESTED PLAN OF STUDY First Year Fall Hours Spring Hours Summer Hours EDP EDP EDP EDP EDP EDP SCFD EDP SCFD SCFD Second Year Fall Hours EDP SCFD Total credit hours: Child Development and Family Studies Area of Emphasis CDFS 698 Thesis or Dissertation 6 Content Component: CDFS 640 Survey of Family Studies 3 CDFS 645 Socio-Emotional Development of Children 3 CDFS 647 Comparative Study of Family 3 CDFS 648 Theories of Child and Adolescent Development 3 CDFS 649 Socialization Processes 3 Electives 6 Total Hours 27 SUGGESTED PLAN OF STUDY First Year Fall Hours Spring Hours EDP EDP CDFS CDFS CDFS Elective 3 Second Year 9 9 Fall Hours Spring Hours CDFS CDFS CDFS CDFS Elective 3 Total credit hours: 33 Doctor of Education 9 6 A program of study consists of a minimum of seventy-two hours of graduate credit beyond a bachelor's degree or forty-two hours beyond a master's degree (not including dissertation credits). In addition, successful completion of the competency requirements in the areas of (a) learning and development, (b) instruction, and (c) research are mandatory before a student submits a dissertation prospectus and is admitted as a doctoral candidate. If a student enters the program with a master's degree, a maximum of thirty hours (of the seventy-two) of relevant course credit from the student's master's degree program may be included in the doctoral program of studies. Major Requirements

7 West Virginia University 7 A student must have an average grade of B for all courses in the program and make satisfactory progress toward the completion of the program competencies to remain in good standing. Select one of the following course groups: 9 or EDP 612 & EDP 613 & EDP 614 SCFD 715 SCFD 615 Introduction to Research and Statistical Methods 1 and Statistical Methods 2 Advanced Qualitative Research Qualitative Research Methods Advanced reseach methods course (chosen by student in consultation with the advisor and doctoral committee) EDP 794C Seminar 3 EDP 710 Seminar 3 EDP 740 Principles of Instruction 3 Select two of the following courses: 6 EDP 700 EDP 701 EDP 702 EDP 703 Psychological Foundations of Learning Memory Human Development and Behavior The Adult Learner Minor 18 Total Hours 42 DOCTORAL COMMITTEE Each student's doctoral committee shall be composed of a minimum of five members, the majority of whom are regular graduate faculty members. At least two members of the committee (including the permanent advisor), but no more than three must be members of the Educational Psychology Faculty. At least one member of the doctoral committee must be from the student's minor area of study. No more than one person may be a nonmember of the Graduate Faculty of WVU. One member of the committee, who has professional relevance to the program of study, must be from outside the program area. The Doctoral Program Coordinator, the Chair of the Department, and the Dean of the College must approve the composition of the doctoral committee. The duties of the doctoral committee are to: (1) discuss and review the program of study, (2) monitor progress in the program of study, (3) review changes to the approved program of study, (4) evaluate the competency products, (5) approve the dissertation prospectus and admit the student to candidacy, and (6) supervise and approve the dissertation. The student with the approval of the student's permanent advisor may initiate changes in committee membership. Such a change must be agreed to by the member being replaced (if still available to serve), the student, the major advisor, the new committee member, and the Dean. After approval of any committee membership change, a record of the new committee composition shall be filed in the CEHS Office of Student Advising and Records and in the Educational Psychology Program student file. COMPETENCY REQUIREMENTS As an integral part of the Doctoral Program in Educational Psychology, students are required to demonstrate mastery of competencies by producing written products that require them to make use of the work in their formal program of study. The student's committee in collaboration will describe the specific nature of how these competencies will be demonstrated with the student. The competencies are met through satisfactory completion of projects, activities, and/or other experiences. Competency outcomes will be assessed through three competency products developed by students in the program. These products are in the areas of (a) learning and development, (b) instruction, and (c) research. These products will be developed and assessed according to specifications created by a subcommittee organized by the student's adviser. The student and his/her adviser will select two members for each subcommittee from the members of the student's doctoral committee. The third member of each subcommittee will be appointed by the full doctoral committee (in consultation with the student and his/her adviser) and must have expertise in the area being assessed. Recommendations for the third member from the student and his/her adviser are welcomed. ADMISSION TO CANDIDACY Admission to candidacy for the doctoral degree shall be granted only to persons holding a master's degree. Students may enter the doctoral program without a master's degree but must earn a master's degree within the program before advancing to candidacy for the doctoral program. This master's program shall require a thesis. Admission to candidacy occurs after: 1. Successfully completing an acceptable Master's Degree.

8 8 Educational Psychology 2. Filing an approved program of study. 3. Successfully completing competency requirements for the Major (in the areas of Learning and Development, Instruction, and Research) and the requirements for the Minor. 4. Satisfactory completion of College requirements (i.e., a student is officially admitted to candidacy for the Ed.D. after obtaining unanimous approval of the written dissertation prospectus from the doctoral committee). 5. A signed copy of the approved prospectus and the form for "Admission to Candidacy for Ed.D." is filed in the CEHS Office of Student Advising and Records. (This constitutes a contract for the dissertation research that the student may begin to conduct.) DISSERTATION Students are to meet the competency requirements before submitting a dissertation prospectus to the doctoral committee. The prospectus must be prepared, in consultation with the doctoral committee chairperson, on a topic in the major field, showing a potential for contribution to existing knowledge. Once the doctoral committee chairperson approves the prospectus, the student will schedule a meeting of the full doctoral committee to have the prospectus examined. The committee may accept, reject, or require modification of the prospectus. Each committee member will sign an approved prospectus, including all modifications specified by the committee. The approved prospectus will be filed in the Office of Student Advising and Records and in the Educational Psychology Program student file. A final oral defense of the completed dissertation shall be held. All doctoral committee members (or approved substitutes) shall be present for the dissertation defense. A committee member other than the student's advisor may serve as dissertation chairperson if the person is a regular member of the graduate faculty and if the student and all members concur in writing. Meetings of the doctoral committee are open to the public, except when in executive session.

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