phd education and psychology

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Neag School of Education

Uconn’s ph.d. in educational psychology.

Study at One of the Most Research-Productive Departments at UConn

The Department of Educational Psychology continues to be one of the most productive departments at UConn in terms of research. Opportunities abound for Ph.D. students looking to begin their research careers and learn from some of the top educational psychology experts in the country.

The department offers five areas of concentration for Ph.D. students, including the No. 17-ranked special education program in the nation according to U.S. News & World Report.

Concentrations

The Ph.D. in Educational Psychology offers students a range of concentrations to choose from:

• Learning Sciences (formerly Cognition, Instruction and Learning Technology) 
• Giftedness, Creativity, and Talent Development  
• Research Methods, Measurement, and Evaluation  
• School Psychology  
• Special Education  

Request More Information

Plans of Study

The Department of Educational Psychology ordinarily admits full-time doctoral scholars. A Ph.D. student’s plan of study is developed between the Advisory Committee and the student. A suggested list of possible courses from which to choose for each concentration is provided.

Learning Sciences

Required Courses (Substitutions Allowed*): 

• EPSY 5605 – Quantitative Methods in Research I  
• EPSY 5610 – Applied Regression for the Education Sciences  
• EPSY 6601 – Methods and Techniques of Educational Research  
• EPSY 5510 – Learning: Its Implications for Education  
• EPSY 5602 – Educational Tests and Measurement  
• EPSY 5220 – Introduction to Educational Technology  
• EPSY 5621 – Construction of Evaluation Instruments  
• EPSY 5613 – Multivariate Analysis in Educational Research  
• EPSY 5515 – Professional Seminar in Cognition & Instruction (2 credits)  
• EPSY 5520 – Instructional Design  
• EPSY 5530 – Theories of Learning, Cognition, and Instruction  
• EPSY 5540 – Research Ethics in Education and Psychology (2 credits)  
• EPSY 6560 – Instructional Psychology  
• GRAD 6950 – Dissertation Preparation (15 credits)  

Recommended Courses (Substitutions Allowed*):  

• EPSY 5230 – Web-based Learning  
• EPSY 5195 – Distance Learning  
• EPSY 5240 – Interactive Learning Environments  
• EPSY 6230 – Advanced Educational Technology  
• PSYC 5615 – Human Factors  
• PSYC 5621 – Simulation and Training  
• EPSY 6621 – Program Evaluation  
• EDLR 5302 – Program Evaluation for School Improvement  
• EPSY 6626 – Sampling and Survey Research Methods  
• EPSY 6636 – Measurement Theory and Application  
• EPSY 6637 – Item Response Theory 5  
• EPSY 6611 – Logistic and Hierarchical Linear Models  
• EPSY 6240 – Academic Motivation  
• EPSY 6550 – Situated Cognition  
• PSYC 5420 – Cognitive Development  
• PSYC 5567 – Cognition  
• PSYC 5572 – Sensation and Perception II  
• PSYC 5575 – Introduction to Cognitive Systems  
• EDLR 5203 – Adult and Experiential Learning  
• EDLR 5201 – Influences on Adult Learning  
• PSYC 5332 – Research Design and Test Construction  
• PSYC 5702 – Field Research Methods  
• PSYC 5130 – Causal Modeling in Social Psychology  
• SOC 5201 – Social Research I  
• SOC 5210- Applied Survey Design and Analysis  
• SOC 5231 – Qualitative Methodology  
• SOC 5753 – Methods of Population Analyses  

*Note: Course substitutions are permitted with approval from the student’s primary advisor and advising committee.  

Giftedness, Creativity, and Talent Development 

Required Courses for the Ph.D.  

Giftedness, Creativity, and Talent Development Required Courses (15 credits)  

• EPSY 5850: Introduction to the Science of Creativity 
• EPSY 6710: Conceptions of Human Potential 
• EPSY 6730: Contemporary Issues in Giftedness, Creativity, and Talent Development 
• EPSY 6770: Concepts in Curriculum and Instruction for Talent Development     
• EPSY 6780: Affective Issues in Achievement and Talent Development 

Research and Other Required Courses (30 credits)  

• EPSY 5510: Learning: Its Implication for Education or EPSY 5530: Theories of Learning, Cognition and Instruction (EPSY requirement)   
• 2 of the following 3: EPSY 5605: Quantitative Methods in Research I; EPSY 5607: Quantitative Methods in Research II; EPSY 5610, Applied Regression Analysis (EPSY requirement; Gifted program students generally take EPSY 5605 and EPSY 5610)  
• EPSY 6601: Methods & Techniques of Educational Research or EPSY 6651: Introduction to Methods for Causal Inference Using Educational Data (EPSY requirement)   
• EDCI 6000: Qualitative Methods of Educational Research (Gifted program requirement)  
• GRAD 6950: Dissertation Research (15 credits – UConn requirement)  

Additional Course Options for the Ph.D.  

Possible Additional Research Courses  

• EDLR 6052: Qualitative Methods of Educational Research II (Gifted program recommendation)  
• EPSY 5621: Construction of Evaluation Instruments (Gifted program recommendation)  
• EPSY 6611: Hierarchical Linear Modeling  
• EPSY 6615: Structural Equation Modeling  

Possible Additional Gifted Education Courses (based on students’ background and interests)  

• Students should enroll in EPSY 5710: Introduction to Gifted Education and Talent Development (online course) if they enter the program without a strong gifted background.  
• Students should enroll in EPSY 5720: Developing Schoolwide Enrichment Programs (summer course) or the free online SEM course if they enter the program without a firm understanding of the Schoolwide Enrichment Model.  
• Students who anticipate accepting a position that involves training teachers in gifted education may wish to enroll in some of the following courses: EPSY 5740: Strategies for Differentiating the Grade Level Curriculum (fall on campus, summer online); EPSY 5750: Enhancing Creativity in the Classroom (summer on campus even years); EPSY 5760: Improving Students’ Thinking Skills (spring online); EPSY 5780: Social and Emotional Components of Giftedness and Talent Development (fall online).  
• Research Methods, Measurement, and Evaluation

Competency 1: Research Methodology and Quantitative Expertise (24 credits or 8 courses)  

Courses for which students may test out:  

• EPSY 5601: Introduction to Educational Research Methods*  
• EPSY 5605: Introduction to Quantitative Methods I*  
• EPSY 5607: Introduction to Quantitative Methods II*  

Required:  

• EPSY 5610: Applied Regression Analysis  
• EPSY 5613: Multivariate Analysis in Educational Research  
• EPSY 6601: Methods and Techniques of Educational Research  
• EPSY 6611: Hierarchical Linear Models  
• EPSY 6619: Advanced Modeling Using Latent Variable Techniques  
• EPSY 6651: Methods for Causal Inference from Educational Data  
• EPSY 6655: Advanced Methods for Causal Inference from Data  

*Expected (equivalent or competency exam required to be waived) but do not count towards 24 credits in this area  

Competency 2: RMME: Theories, Methods and Models (21 credits or 7 courses)  

• EPSY 5602: Educational Tests and Measurements  
• EPSY 5621: Construction of Evaluation Instruments  
• EPSY 6621: Program Evaluation  
• EPSY 6194: Advanced Program Evaluation  
• EPSY 6636: Measurement Theory and Application  
• EPSY 6637: Item Response Theory  
• EPSY 6638: Advanced Item Response Theory  

Competency 3: Theories of Educational Psychology (3 credits)  

• EPSY 5510: Learning: Its Implications for Education**  

** Students may request to have this requirement waived if they have taken a graduate-level Educational Psychology or Learning course from another university and earned a B or better.  

Additional Coursework (12+ credits)  

Students must take a combination of elective courses and independent study/practica which total at least 12 credits. At least 3 of these credits must be from coursework and at least 3 of these credits must be from independent study/practica.  

Dissertation Research (15 credits)  

Students must also register for 15 credits of dissertation research.  

School Psychology

Discipline-Specific Knowledge:  

• EPSY 5455 – History and Systems of Psychology  
• EPSY 5194 - Cognitive and Affective Bases of Behavior  
• PSYC 5140 - Foundations of Neuropsychology  
• EPSY 5318 - Human Growth and Development  
• EPSY 5194 – Advanced Social Psychology or EPSY 5570 – Current Topics in Social Psychology or EPSY 6750 – The Social Psychology of Stigma  
• EPSY 5430 – Child Psychopathology  
• EPSY 6601 - Methods and Techniques of Educational Research  
• EPSY 5605 - Quantitative Methods in Research  
• EPSY 5610 - Applied Regression Analysis  
• EPSY 6651 - Introduction to Methods for Causal Inference Using Educational Data  

Profession-Wide Competencies:  

• EPSY 5199 - Doctoral Seminar: Research in School Psychology   
• EPSY 5408 - Ethics in Educational and Professional Psychology  
• EPSY 5420- Roles and Functions of School Psychologists  
• EPSY5450 - Issues in Cultural Diversity  
• EPSY 5404 – Social Emotional Behavioral Assessment  
• EPSY 5403 - Intellectual Assessment  
• EPSY 5425 - Procedures in Academic Assessment  
• EPSY 5445 - Counseling in School Psychological Practice  
• EPSY 5405 - Applied Behavior Analysis  
• EPSY 5440 – Social, Emotional, and Behavioral Intervention in Schools  
• EPSY 5435 - Academic Intervention  
• EPSY 5194 - Crisis Prevention & Intervention  
• EPSY 5406 - Consultation   

Advanced Integrated Concentration (AIC) credits, including a minimum of 9 additional credits as approved by the major advisor.  

EPSY 6494 - Doctoral Practicum in School Psychology for a total of 18-24 semester hours across 6-8 semesters.  

EPSY 6491 - Doctoral Internship in School Psychology for a total of 12 semester hours.  

GRAD 6950 - Doctoral Dissertation Research (at least 15 credits must be included in the plan of study).  

Special Education

Each student will plan an individualized plan of study that includes required courses, recommended courses, and may include practicum and fieldwork opportunities.  

Required Courses  

Doctoral Seminars (12 Credits):  

• EPSY 6194: Four doctoral seminars are required. These are designed to provide in-depth exploration and discussion of current topics in special education such as law and policy, issues relating to persons with behavior disorders and learning disabilities, literacy, theory and academic writing. These can be taken out of sequence, and occasionally, in a different program with the advisor’s approval.  

Research Methods (9 Credits):  

• EPSY 5605: Quantitative Research Methods I (3 credits)  
• EPSY 5610: Regression (3 credits) and/or EPSY 5607: Quantitative Research Methods II (3 credits)  
• EPSY 6601: Methods and Techniques of Educational Research (3 credits)  

Learning Theory (3 Credits):  

• EPSY 5510: Learning (or the equivalent; 3 credits)  

Area of Emphasis:  

• A minimum of 12 credits (which could include independent study) provides an opportunity to develop expertise in a specialty area such as teacher education, cognitive and attention deficit disorders, early childhood special education, and postsecondary disability services.  

Dissertation Research (At Least 15 Credits Required):  

• GRAD 6950: Doctoral Dissertation Research  

Recommended Courses  

• EDCI 6000: Qualitative Methods of Educational Research (3 credits)  
• EPSY 6499: Doctoral Practicum (1-6 credits). A practicum comprises an opportunity to apply theory in a student’s area of specialization or interest. This may be in conjunction with a graduate assistantship.  

Learn more about each Ph.D. in Educational Psychology concentration in their handbooks:

• Learning Sciences 

Giftedness, Creativity, and Talent Development

• Special Education 

Program Cost and Financial Aid

UConn’s Office of the Bursar maintains up-to-date costs for graduate students. The Ph.D. in Educational Psychology is considered a Program with Tuition and Mandatory Fees. Please visit the Bursar Office’s website for details.  

The total Cost of Attendance (COA) includes direct educational costs (i.e., tuition, fees, housing, and food) and indirect costs.  Indirect costs include books, course materials, supplies and equipment, transportation, miscellaneous personal expenses, loan fees, and professional licensure or certification, if applicable.  For additional information about the Cost of Attendance at UConn, please visit https://financialaid.uconn.edu/cost/ .  

The University of Connecticut offers a variety of financial aid options, in addition to state and federal assistance. Visit the Neag School’s doctoral programs overview page for Schoolwide financial aid information.

EPSY Scholars Program

The Department of Educational Psychology also offers the EPSY Scholars Program, which has the following goals:

• To provide a mechanism for students to engage in research work that will result in peer-reviewed publications for the student.
• To facilitate faculty opportunity to support and prepare high-achieving graduate students.

EPSY Scholars will receive a 10-hour graduate assistantship from the Department of Educational Psychology for up to four years, contingent on satisfactory academic standing and consistent completion of program requirements (i.e., annual submission of a progress update and plan for committee review). This is paired with an additional 10-hour graduate assistantship (provided by the advisor or program), so all EPSY Scholars will be fully funded for at least four years. The EPSY Scholars Program is intended to be a competitive program that will support recruitment of nationally competitive Ph.D. students and will facilitate these students’ engagement with active scholarship during their program.

How to Apply  

Prospective Educational Psychology doctoral scholars must meet the admission criteria of both the Graduate School and the Department of Educational Psychology.

Ph.D. applications are due by December 1 for admission the following Fall. Applicants who submit by December 1 will be considered for funding opportunities (graduate assistantships, teaching assistantships). Applications are welcome after December 1 but may not be eligible for funding.

Consideration for admission requires the following:

1. Complete the online application to the Graduate School . In the Intended Program section of the application, select:   

• Level of Study: PhD/Doctoral  
• Academic Areas: Education  
• Program: Educational Psychology PhD
• Concentration: choose from the list.
• Campus: Storrs  
• Entry Term: Fall 2025  

2. Upload the following materials electronically into the online application. The Admissions Committee cannot make a decision about your application until all materials are submitted:  

• Transcripts of all collegiate work completed to date, graduate and undergraduate   
• Contact information for 3 individuals who can submit letters of recommendation on your behalf.  
• Complete the Residence Affidavit  
• GRE scores only if you are applying to the School Psychology or Giftedness, Creativity, and Talent Development concentrations. All other concentrations do not require GRE scores, but you are welcome to submit them as supplemental materials.  
• TOEFL Scores (if an international student)   
• Current Resume or Curriculum Vitae  
• Learning Sciences  

For questions related to the Learning Sciences concentration, contact:  

Michael Coyne

Professor and Department Head

Educational Psychology

Email: [email protected]

For questions related to the Giftedness, Creativity, and Talent Development concentration, contact:  

Catherine Little

Professor, Educational Psychology

Email: [email protected]  

For questions related to the Research Methods, Measurement, and Evaluation concentration, contact:  

Christopher Rhoads

Associate Professor of Educational Psychology  

Research Methods, Measurement and Evaluation

Email: [email protected]

For questions related to the School Psychology concentration, contact:  

Melissa A. Bray

Professor of Educational Psychology  

Email: [email protected]

For questions related to the Special Education concentration, contact:  

Allison Lombardi

Associate Professor of Educational Psychology

Email: [email protected]

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Doctor of Philosophy (PhD) in Educational Psychology & Research Methodology

Graduate Programs

To attain the expertise needed to address major issues in education, students enroll in our research-oriented doctoral program. This program requires a dissertation and entails 60 hours of graduate credit beyond a completed master’s degree. These credits include 45-50 credit hours of graduate courses and 10-15 credit hours of dissertation research designed by each student with the approvals of his or her advisory committee and the departmental graduate committee.

Each student’s primary area of study includes foundational education courses, specialized education courses, and five research methods courses. Graduate students in educational psychology or gifted education receive credit for courses in which they earn a grade of “B” or higher.

This residential program has rolling admission . Incomplete applications are not reviewed. Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “Admissions” section below.

• July 1 is the deadline for Fall applications.
• November 15 is the deadline for Spring applications.
• March 15 is the deadline for Summer applications.

*Those applicants interested in being considered for any available PhD funding should submit completed applications by December 1 for the following Fall semester .

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

APPLICATION PROCEDURE

Application Instructions for the Educational Psychology and Research Methodology PhD program from the Office of Graduate Studies:

In addition to a submitted application (and any applicable application fees paid), all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

Here are the materials required for this application:

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students to submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Educational Studies
• Please select an Area of Interest: Educational Psychology
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

Program Requirements

I. departmental foundation requirement.

Two graduate level foundational statistics courses by advisement (6) One departmental advanced research methods course (3):

• EDPS 63000 – Research Procedures in Education

II. Primary Area Core Requirements

Two of the following (6):

• EDPS 53000 – Advanced Educational Psychology
• EDPS 53600 – Achievement Motivation and Performance
• EDPS 53500 – Personal and Social Development

Nine credits of enrollment in Variable Title/Variable Credit Seminars (9) One course (other than EDPS 53300/EDPS 63000) by advisement in research methodology/measurement (3)

III. Primary Area of Specialization

Four electives by advisement. Must be different from courses taken to meet requirements in II above (12)

IV. Related Area

Three electives by advisement from an area of study outside of educational psychology (must be different from courses taken to meet Requirements in II & III above). (9)

V. Thesis Credits

Multiple enrollments in EDPS 69900 (Research PhD Thesis) are expected while working on the thesis. Typically, students take 15-21 hours of EDPS 69900 credit for a PhD degree. (15) Total Credits: 63+

Supplemental Program Information

Areas of specialization.

Typical specializations include:

• Cognition and Learning
• Self-Regulated Learning
• Educational Measurement
• Data Analytics
• Personal-Social Development and Schooling

See Educational Psychology and Research Methodology Faculty for their areas of expertise.

NOT accepting graduate students: Brenda Downing, Youli Mantzicopoulos, and David Sears.

• Ackerman Center
• Serious Games
• CnI Online Fac
• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Literacy and Language Education
• Mathematics Education
• Science Education
• Social Studies Education
• Applied Behavior Analysis
• Counseling and Development
• Educational Leadership and Policy Studies
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

Hua-Hua Chang

Brenda downing, yingying jiang, chantal levesque-bristol, yukiko maeda, p. youli mantzicopoulos-james, helen patrick, toni kempler rogat, ala samarapungavan, david sears, anne traynor.

Course Registration, payment, drops/withdraws, and removing holds: [email protected] Career accounts: ITaP (765) 494-4000

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• Educational Psychology, Ph.D.

The Department of Educational Psychology offers the master of science and doctor of philosophy degrees in educational psychology. The programs for the M.S. and Ph.D. in educational psychology provide comprehensive knowledge of the field and intensive specialization in one of three areas of study and research: human development, learning sciences, quantitative methods. The program also offers a Ph.D. in School Psychology.

The department provides training in research. Many faculty members in the department conduct controlled research studies with human participants; schools and other agencies in the Madison area cooperate in facilitating such research projects. Principal research facilities include the School of Education's Wisconsin Center for Education Research and the multidisciplinary Waisman Center.

Areas of Specialization 

Human development.

Professors: Bellmore, Brown, Enright, Hubbard, Matthews, Short, Vlach

This Human Development program focuses on individual development, with an emphasis on the beginning of the lifespan and formal schooling years (infancy through young adulthood). The Human Development area’s research seeks to make conceptual/theoretical contributions to the understanding of human behavior that can address practical concerns of educators, parents, and others. Special emphasis is placed on considering how diversity in personal backgrounds, contexts, and experiences contribute to the developing person. The graduate program provides a breadth and depth of knowledge about human development and educational psychology and encourages more detailed study in specific interest areas. Early in the program, students learn about general theories and issues in human development; specific developmental processes in childhood, adolescence, and adulthood; as well as associated statistical methods and research practices.

In the latter part of the program, students exercise individual choice in selecting courses in subject matter that will broaden or deepen an understanding of developmental processes. Such coursework may also extend to other programs of the university in which there is a research focus in human development.

Learning Sciences

Professors: Bell, Nathan, Puntambekar, Rau, Shaffer

This program area bridges learning sciences and educational practice. Scholarship encompasses the coordinated design and study of learning environments ranging from preschool to university education, and reaches outside of school to informal contexts for learning, like museums and after-school programs. Faculty interests include the design of technologies as tools for learning, prolonged longitudinal study of relations between teaching and learning, the nature of knowledge in substantive domains of inquiry, like mathematics, science, and composition, and the analysis of learning using moment-by-moment data about learning processes. The program of study emphasizes an apprenticeship model of scholarship with early engagement in substantive problems of learning and teaching. Students work in concert with faculty to develop research studies in each of the first two years of study. Courses are coordinated to promote the development of research and communication skills so that students can become involved with important problems in educational research. As students progress in the program, they continue to work with faculty, both within and outside of the department, to craft systematic investigations of learning environments.

Quantitative Methods

Professors: Bolt, Kaplan, Kim, Pustejovsky, Wollack 

Educational research has a strong tradition of employing state-of-the-art statistical and psychometric (psychological measurement) techniques. Researchers in all areas of education develop measuring instruments, design and conduct experiments and surveys, and analyze data resulting from these activities. Because of this tradition, quantitative methods have long been an area of specialization within educational psychology. Graduates in this area teach, serve as consultants to educational researchers, and conduct research on statistics and psychometrics in education-related fields. Within the program, the quantitative methods area offers the two major specializations of statistics and measurement.

The study of quantitative methods takes advantage of the range of resources at the University of Wisconsin–Madison and includes coursework in statistics, mathematics, and computer sciences, and in other units of the School of Education.

School Psychology

The Department of Educational Psychology also administers a Ph.D. in School Psychology and M.S. in School Psychology.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

For admission to graduate work, the department does not require a specific undergraduate major. However, it is preferred that applicants have completed approximately 18 credits in courses that provide a relevant foundation for further study in educational psychology. Neither certification as a teacher nor teaching experience is required. An undergraduate grade point average of at least 3.0 (4.0 basis) based on the last 60 semester hours of undergraduate coursework is requisite. A statement of purpose is also required.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Students are eligible to compete for UW–Madison fellowships. A limited number of teaching and project assistantships are available within the department, and prospective students are encouraged to refer to the instructions for fellowships and assistantships contained in the program application information.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

MODE OF INSTRUCTION

Mode of instruction definitions.

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

CURRICULAR REQUIREMENTS

Required courses, human development pathway 1.

These pathways are internal to the program and represent different curricular paths a student can follow to earn this degree. Pathway names do not appear in the Graduate School admissions application, and they will not appear on the transcript.

Learning Sciences Pathway 1

This includes any course in the Quantitative Methods program area or any other approved course by the Learning Sciences faculty as covering appropriate content in quantitative methods.

Quantitative Methods Pathway 1

• Educational Statistics and Research Methodology subarea
• Educational Measurement subarea

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate work from other institutions.

With program approval, students are allowed to count no more than 9 credits of graduate coursework from other institutions. Coursework earned ten years or more prior to admission to a doctoral degree is not allowed to satisfy requirements. 

UW–Madison Undergraduate

No credits from a UW–Madison undergraduate degree are allowed to count toward the degree.

UW–Madison University Special

With program approval, students are allowed to count no more than 9 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements. 

This program follows the Graduate School's Probation policy.

ADVISOR / COMMITTEE

This program follows the Graduate School's Advisor policy and  Committees policy .

CREDITS PER TERM ALLOWED

Time limits.

This program follows the Graduate School's Time Limits policy.

grievances and appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Dean of Students Office (for all students to seek grievance assistance and support)
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed.  Many issues can be settled informally at this level.  If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor.  The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW-Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Dean of Students Office (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427

For the Ph.D. program, the department offers assistantships to incoming students.

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

• Acquire a strong foundation in current and past theories, research findings, and methodologies in their program area. Use critical thinking skills to synthesize existing knowledge, evaluate strengths and limitations in existing theory and research, and identify issues in need of additional inquiry - including conceptual and methodological approaches available to address these issues.
• Demonstrate a knowledge of and sensitivity to human diversity in terms of individual abilities and orientations and sociocultural backgrounds.
• Retrieve, evaluate, and interpret professional and scientific literature; use this information to develop or adapt theoretical frameworks and derive testable hypotheses or predictions for their own research / program evaluation projects.
• Learn to design realistic and feasible research or assessment projects in their program area and to prepare necessary protocols that are sensitive to the backgrounds of individuals who are the focus of their work.
• Conduct independent research and analyze and interpret resulting data.
• Create clear and concise reports of their research or program evaluations that are appropriate to the intended audiences, which may include fellow scholars (via scholarly journals), practitioners (via practitioner journals or reports), and lay audiences (via online or other published reports).
• Communicate effectively in collaborative work, instructional activities, and/or consultation settings with students and professional colleagues.
• Conduct research or program implementation / evaluation in accordance with ethical standards established in their field of inquiry.

Professors: Asmus, Bell, Bellmore, Bolt, Enright, Kaplan, Kim, Nathan, Puntambekar, Quintana, Shaffer, Wollack (chair) Associate Professors:  Albers, Eklund, Garbacz, Hubbard, Kilgus, Matthews, Pustejovsky, Rau, Vlach Assistant Professors: Karumbaiah (Fall, 2023),   Klingbeil, Short, Starr (Fall, 2023) Clinical Associate Professor: Kelly Clinical Assistant Professor: Hagermoser-Bayley

• Requirements
• Professional Development
• Learning Outcomes

Contact Information

Educational Psychology School of Education edpsych.education.wisc.edu

Amy Moschkau, Graduate Coordinator [email protected] 608-262-1427 880 Educational Sciences Building, 1025 West Johnson Street, Madison, WI 53706-1796

James A. Wollack, Director of Graduate Studies [email protected]

Graduate School grad.wisc.edu

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Doctoral Degrees

Educational psychology, educational psychology ph.d..

The Educational Psychology Ph.D. program provides students with both the scholarly and applied aspects of the field of educational psychology. The program offers an integrated degree that requires mastery of theory and content knowledge in educational psychology as well as expertise in relevant statistical and multiple methodological research methods.

Learn how to apply research in educational psychology to educational practice, policy, and teaching

Study and examine theories of psychological thought, student development, and socialization in instructional settings

Gain hands-on experience in research and college-level teaching

Sample courses.

See Required Coursework .

The program prepares students for both teaching and research careers, primarily in colleges and universities, but also in school settings, testing firms, industry, and research organization.

For more information about the program, contact Jessica Summers .  

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Bulletin 2023-2024, education/educational psychology phd.

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT

Learn more about the Doctor of Philosophy in Education .

About the Program

The interdisciplinary PhD program in Education, with a concentration in Educational Psychology, seeks to advance the understanding of learning, cognition and human development as these processes apply to educational processes and practices. The Educational Psychology specialty is characterized by a strong theoretical and research orientation, the interplay of theory and practice, an interdisciplinary approach, and a commitment to service. Designed for students seeking to become professors or researchers in higher education, it is structured around the three areas of learning and conceptual processes, motivation, and applied data analysis and research methodology.

Time Limit for Degree Completion: 7 years

Campus Location: Main

Full-Time/Part-Time Status: Students may matriculate either full- or part-time. Most courses are offered in the evening to accommodate working professionals. The length of time to complete the doctoral degree program varies depending on the number of courses taken each term .

Job Prospects: Graduates typically pursue careers in higher education.

Non-Matriculated Student Policy: Students may take up to, but not more than, 9 credits of graduate study in the program before being admitted to the program. The credits transfer into the program, if the student is admitted.  Students completing non-matriculated courses before being admitted to the program are NOT guaranteed admission .

Financing Opportunities: Financial support opportunities may include assistantships, fellowships, scholarships, tuition remission, graduate student employment, and other financial aid such as grants, loans and federal work study.

Admission Requirements and Deadlines

Application Deadline:

Fall:  December 1

Applications are accepted for the Fall term only. Applicants should submit all required admissions documents by the application deadline to receive priority consideration for admission and financial support. 

APPLY ONLINE to this graduate program .

Letters of Reference: Number Required:  2

From Whom:  Letters of recommendation should be obtained to provide insight regarding the applicant's academic competence. References from college/university faculty are recommended.

Master's Degree in Discipline/Related Discipline:  Students who hold a master's degree in a related field may transfer in up to 30 credits as advanced standing, with approval.

Bachelor's Degree in Discipline/Related Discipline:  A bachelor's degree is required. A minimum GPA of 3.0 on a 4.0 scale is expected.

International applicants should also submit an official document that validates completion and conferral of a degree, diploma and/or certificate. While not required, international applicants are encouraged to submit transcript(s) to the World Education Services (WES) for evaluation.

Statement of Goals: Write a 500- to 1,000-word statement in autobiographical style covering the following areas: 

• How have your personal, academic and professional experiences shaped your research interests, and how might a doctoral program in Education help you explore those interests? 
• What academic/professional goals would the program help you to achieve following graduation? 
• How does the doctoral program at Temple fit your individual interests, needs and future goals? Be certain to identify the faculty member whose research best matches your own interests.

Standardized Test Scores: GRE: Not required, but scores from the general test taken no more than 5 years prior to application may be submitted.

Applicants who earned their baccalaureate degree from an institution where the language of instruction was other than English, with the exception of those who subsequently earned a master’s degree at a U.S. institution, must report scores for a standardized test of English that meet these minimums:

• TOEFL iBT: 79
• IELTS Academic: 6.5
• PTE Academic: 68

Resume:  Current resume required.

Writing Sample:  The academic writing sample should be a paper written for a class within the last five years. If a recent paper is not available, the applicant should compose an op-ed piece on an educational issue of their choosing. The op-ed should be 400 to 1,200 words in length and of the kind that might appear in  The New York Times  or  Philadelphia Inquirer.

Other Requirement:  Official undergraduate and graduate transcripts from all accredited institutions attended and/or from which credit was earned must be submitted.

Program Requirements

General Program Requirements: Number of Credits Required Beyond the Master's: 48

Required Courses:

Of the 6 credits overall, a minimum of 2 credits of EDUC 9999 must be taken.

Internship: An internship in the form of a research apprenticeship is required.

Culminating Events: Preliminary Examination: The purpose of the preliminary examination is for students to demonstrate their development in the three core areas of a faculty member’s life: research, teaching and service. The exam requires students to undertake an integrative analysis of research; to demonstrate that they can bring research and theory into effective practice in their teaching; and to exhibit their ability to provide professional service. Preliminary exams are evaluated by a committee of faculty in the concentration. Evaluators look for a breadth and depth of understanding of research and theory; a critical application of that knowledge to specific phenomena and to teaching; integrative reasoning ability; and an ability to write technical prose.

Proposal with Oral Defense: The dissertation proposal demonstrates the student's knowledge of and ability to conduct the proposed research. The proposal should consist of the context and background surrounding a particular research problem; an exhaustive survey and review of literature related to the problem; and a detailed methodological plan for investigating the problem. The proposal should be completed and approved no more than one year after completing coursework.

The proposal is defended in an open hearing attended by the student’s Doctoral Advisory Committee, which is formed to oversee the student's doctoral research and is comprised of at least three Graduate Faculty members. Two members, including the Chair, must be from, or affiliated with, Educational Psychology. The Chair is responsible for overseeing and guiding the student's progress, coordinating the responses of the committee members, and informing the student of their academic progress. Upon approval of the proposal by the Doctoral Advisory Committee, a timeline for completing the investigation and writing process is established.

Dissertation with Oral Defense: The doctoral dissertation is an original study that makes a significant contribution to the field. It should expand the existing knowledge and demonstrate the student's knowledge of both research methods and a mastery of their primary area of interest. Dissertations should be rigorously investigated; uphold the ethics and standards of the field; demonstrate an understanding of the relationship between the primary area of interest and the broader field of business; and be prepared for publication in an academic journal.

The Dissertation Examining Committee evaluates the student's dissertation and oral defense. This committee is comprised of the Doctoral Advisory Committee and at least two additional faculty members, one of whom must be from outside Educational Psychology. The Dissertation Examining Committee evaluates the student's ability to express verbally their research question, methodological approach, primary findings and implications. The committee votes to pass or fail the dissertation and the defense at the conclusion of the public presentation.

Students who are preparing to defend their dissertation should confirm a time and date with their Dissertation Examining Committee and register with the Shimada Resource Center at least 10 days before the defense is to be held. After the time, date and room for the defense have been established, the completed "Announcement of Dissertation Defense" form, found in TUportal under the Tools tab within "University Forms," is sent to the Graduate School. A flyer announcing the defense is posted in a public location in the College.

Program Web Address:

https://www.temple.edu/academics/degree-programs/education-phd-ed-educ-phd

Department Information:

Educational Psychology PhD Program

College of Education and Human Development

1301 Cecil B. Moore Avenue

Philadelphia, PA 19122-6091

[email protected]

215-204-0999

Submission Address for Application Materials:

https://apply.temple.edu/CEHD

Department Contacts:

Admissions:

Office of Enrollment Management

Graduate Advising:

[email protected]

Program Coordinator:

Dr. Avi Kaplan

[email protected]

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School of Education

Phd in educational psychology, educational psychology |.

Howard University’s commitment to preparing educational leaders dates back to 1890. Howard University’s School of Education (HUSOE) is not a newcomer to urban education; rather, for nearly a century and a half, it has been quietly actualizing its mission to improve and expand educational opportunity and access, particularly for African Americans and other underserved communities.

Doctor of Philosophy (PhD) in Educational Psychology The PhD in educational psychology emphasizes the practical application of learning and development theories to the study of human behavior. Students majoring in educational psychology pursue an empirically based interdisciplinary program of study. The primary objective of the program is to produce psychologists who are capable of performing scholarly research and evaluation studies and practitioners who are skillful in applying principles of psychology to the resolution of developmental and educational problems. In particular, graduates are expected to think critically; analyze and solve problems; make ethical decisions; apply knowledge by linking theory with practice; understand and use technology; know and understand self, history, and community; assume leadership roles in the global community; and demonstrate knowledge, sensitivity, and skill in working with special needs and diverse populations.

Kamilah Woodson

Kimberly freeman, ph.d., program details.

• Related Degrees: Ph.D.
• Program Frequency: Full-Time
• Format: In Person

Admission Requirements

Doctor of Philosophy

The School of Education accepts applications for all doctoral programs for the Fall semester only. The application deadline for the doctoral program in Educational Psychology is December 1st and all application materials must be submitted at that time, including official GRE general results.

Degree Requirements

Students seeking the Ph.D. degree must complete a total of 91 semester hours of graduate credit beyond the master's degree, including up to 12 credits in dissertation research.

Students without adequate background in specific areas of the program may be required to complete additional credits beyond the minimum. Up to 24 graduate credits from a completed master's degree program may be applied toward the minimum requirements of 91 credit hours. This is normally done by accepting the master's degree required for admission.

Qualifying Examinations

At various points in their studies, doctoral students must pass both written and oral qualifying examinations. These examinations fall into two categories: the written comprehensive examination, and the oral defense of dissertation.

The comprehensive examination is administered at the completion of the first two years of course work for the degree. It will cover in-depth the major field. Candidates must pass this examination within five calendar years after the beginning of the first term during which credit that is counted toward the degree was earned.

The oral examination is based primarily on the candidate's field of research and related areas of study.

Students whose performance on the comprehensive examination is unsatisfactory may request reexamination after a minimum of one term. Failure to pass the second examination constitutes cause for removal from the program at the option of the Examining Committee and/or the Dean. Should the student fail the comprehensive exam twice, the accumulated course work may be applied to either the M.Ed. or the Advanced Certificate program in the School of Education if recommended by the Department.

Admission to Candidacy

Admission to graduate work is not tantamount to admission to candidacy. A student will be admitted to candidacy for the Ph.D. degree after: passing the written comprehensive examination; certification by the department of competency in English; passing the protfolio requirement; developing an approved dissertation proposal; securing Institutional Review Board (IRB) approval for the dissertation research project; receiving the recommendation of the major department; securing approval of the Executive Committee of the School of Education and of the Graduate School.

Upon the student's admission to candidacy, the major department will appoint a committee of at least three members to supervise the studies upon which the student's dissertation will be based and will inform the Dean of the Graduate School of the personnel of the committee.

Candidacy for the Ph.D. degree is valid for not more than five calendar years. Any student whose candidacy has expired may make application to the department for readmission. The department in which the student is seeking the degree determines the conditions under which the applicant may be reinstated, subject to approval of the Executive Committees of the School of Education and the Graduate School.

Residence Requirements

A minimum of six (6) credit hours per semester constitutes full-time residency. A student must be in residence in the Graduate School for at least four (4) semesters in order to be recommended for a degree. Credits transferred from other accredited graduate institutions may not be used to meet the residency requirement.

Caution to Prospective Students

The Board of Trustees of Howard University on September 24, 1983, adopted the following policy statement regarding applications for admission: "Applicants seeking admission to Howard University are required to submit accurate and complete credentials and accurate and complete information requested by the University. Applicants who fail to do so shall be denied admission. Enrolled students who as applicants failed to submit accurate and complete credentials or accurate and complete information on their application for admission shall be subject to dismissal when the same is made known, regardless of classification."

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Education and Psychology

The Combined Program in Education and Psychology doctoral program is supported through a collaboration of the Marsal Family School of Education and the Department of Psychology in the College of Literature, Science, and the Arts. You will have the opportunity to work with faculty from both schools to research processes in development, learning, and motivation in the context of schools, families, and communities.

The program focuses on processes related to cognition and instruction in school content areas, particularly literacy, math, and science, as well as the cognitive processes involved in teaching and learning. This area blends a focus on individuals’ cognition with a focus on social learning and sociocultural theories. Much work includes the development and use of innovative technologies to foster cognition and learning and to study teaching and learning.

The study of self-regulatory processes emphasizes understanding links between motivation and cognitive development. Students drill down to explore individual, peer, and classroom characteristics that influence motivation, including cultural, cross-cultural and international comparative perspectives.

Students consider processes related to the promotion of positive academic, social, and psychological development across the life-span. Students gain understanding of how some individuals considered “at risk”—socially, cognitively, economically, and/or psychologically—overcome the odds to show positive academic, social, and psychological adaptation outcomes.

Moreover, you will understand the development of the self and identity within and across contexts and over the life-span. They study links among personal and social identities and human achievement. This also includes psychosocial achievement outcomes, such as social competence, socio-emotional development, civic engagement, and psychological well-being.

• Learning Experience Design Certificate

Requirements

Proseminar credits.

Students complete the following courses:

• EDBEHAVR 800 (PSYCH 861) – Proseminar in Education and Psychology I
• EDBEHAVR 801 (PSYCH 862) – Proseminar in Education and Psychology II

CPEP core credits

• EDUC 708 (PSYCH 708) – Cognition and Instruction in the Classroom
• EDUC 721 (PSYCH 723) – Human Development and Schooling

Education and psychology core credits

• One core course in Education
• One core course in Psychology
• A third core course in either Education or Psychology

Introductory methods/statistics credits

Students choose from the following courses:

• PSYCH 613 – Advanced Statistical Methods I
• PSYCH 614 – Advanced Statistical Methods II
• EDUC 792 – Methods of Educational Research: Qualitative
• EDUC 793 – Introduction to Quantitative Methods in Educational Research

Students typically complete these credits in year one.

Methods of research credits

Students choose courses focused on a range of methodological approaches offered in education, psychology, and other academic units.

Professional Issues in Psychology credits

• PSYCH 506 – Professional Issues in Psychology (1 credit)

This required course for all University of Michigan graduates is usually taken in the first year (Winter term).

Post-candidacy credits

• EDUC 898 – Professional Development Seminar (1–2 credits)
• EDUC 716 – Advanced Seminar on Issues in Education and Psychology (3 credits)

Students typically complete these credits in year four or five.

Candidates must be enrolled in the following courses in the full term in which their oral defense of their dissertation is given:

• EDUC 995 / PSYCH 995 – Dissertation, Candidacy (8 credits; may be elected more than once)

Frequently Asked Questions

Combined Program in Education and Psychology

Connect with cpep.

(734) 763-0680 [email protected]

610 E. University Avenue Room 1413 Ann Arbor, MI 48109-1259

Office Hours

Monday–Friday 8:00 a.m.–5:00 p.m.

Application Deadline

Application process.

To submit a successful application for admission, you need to provide the following:

• Academic Statement of Purpose
• Personal Statement 
• Three (3) letters of recommendation
• Resume or CV
• English proficiency scores (for non-native speakers of English only)
• GRE Test Scores are not required for admission

Create an account with Rackham Graduate School.

This program, like all of the Marsal Family School of Education's graduate programs, is administered through the University of Michigan's Horace H. Rackham School of Graduate Studies. Rackham offers a host of resources and administrative support to help see you through from submitting your application to completion of your degree.

• After completing page 5 of the application, you will receive an e-mail with your U-M ID. A U-M ID number will be issued to you via email within 5 business days of completing pages 1-5 and advancing to page 6 of the ApplyWeb application. Having your U-M ID number to include on all your application materials ensures accurate and timely processing, so we encourage you to complete pages 1-5 early in the process.
• If you need to submit your application before you receive your U-M ID number, you may still complete the application. Include your date of birth and the program’s name on your application materials.
• Current and former U-M Ann Arbor students, alumni and employees: You do not need to obtain a new U-M ID number. Use your previously obtained U-M ID number.
• If your personal information has changed (for example, legal name, gender), make sure the personal information you submit with your application matches your previous Ann Arbor campus record. If your previous Ann Arbor campus record does not display your current personal information, contact the Registrar’s Office or the Shared Services Center to change your personal information before you apply.

Include at the top of each document:

• The type of document (Academic Statement of Purpose, Personal Statement, or Curriculum Vitae or Resume)
• The name of the graduate program
• Your 8 digit U-M ID (if known)

Make sure margins are at least one-inch so nothing is cropped when you upload the documents to the application.

• Information regarding English Proficiency tests and exemption guidelines can be found on the Rackham Graduate School website . 
• GRE test scores are not required for admission , but scores (valid 5 years from test date) can be included with your application.
• Provide ETS with the U-M Institutional Code of 1839 and your scores will be sent directly to the university.
• Test scores must be sent directly from the testing center to the Rackham Graduate School. We recommend starting this process early as it can take up to two weeks for the scores to be received. 
• A scanned/electronic copy of the official transcript will be used for initial review by our admissions committee. You will be required to have your official transcript sent to the Rackham Graduate School only if you are recommended for admission.
• Information for submitting transcripts can be found on the Rackham Graduate School website .
• Check the status of your letters of recommendation, change a recommender, or resend the notification email to your recommender using the ApplyWeb Activity Page
• Please reach out to [email protected] if there are any questions regarding the submission of the letters of recommendation.

Check on your application status . If you’ve been accepted, you will receive an email with information on how to send your official transcripts.

• If you have been accepted, congratulations! You may accept or decline the offer of admission in your U-M Friend Account .
• For international students that accept offer of admission, Rackham prepares immigration documents for visas.

For questions regarding the doctoral program application in Education and Psychology:  Phone: 734.647.0626 [email protected]

U-M Office of Financial Aid

Quick Facts

Gre general exam scores, application fee waiver, prior master's degree, financial aid, online, evening, or weekend courses, connect with us.

Admissions & Recruitment [email protected]

610 E. University Avenue Ann Arbor, Michigan 48109-1259

OFFICE HOURS

CPEP graduates from 2014–2018 obtained the following positions after graduation:

• Tenure-track faculty (27%)
• Postdoctoral / Traineeship / Fellowship (31%)
• Non-tenure track faculty / University Researcher / University Administrator (31%)
• Business / Industry (8%)
• Other professional employment / Government / Nonprofit (4%)

Ph.D. in School Psychology

What you can earn, credits earned, time commitment, upcoming deadline, leaders of school psychology research and practice.

The School Psychology Ph.D. degree prepares leaders in the field of research and practice within school psychology. Our program stresses the expanded role of the school psychologist and offers formal coursework and practica in assessment, consultation, intervention, and counseling.

Our philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

The program is accredited by the American Psychological Association (APA) , approved by the  National Association of School Psychologists (NASP) , and meets requirements for state level licensure as a psychologist.

Our mission is to prepare scientist-practitioners whose practice of psychology is grounded in scientific knowledge and focused on enhancing the educational and socio-emotional competence of school-age children and youth.

The role of a health service psychologist with a specialty in school psychology is to assess, consult, and provide prevention and direct intervention services that focus on learning, behavior, and mental health. The graduate program in School Psychology at the University of Washington stresses the expanded role of the school psychologist and offers formal course work and practica in assessment, consultation, intervention, and counseling. In addition, the program philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

What you'll learn

The following are the nine profession-wide competencies and the specific objectives for graduates. Students' learning experiences are guided by the Discipline Specific Knowledge areas of APA and by the Profession-Wide Competencies in the APA Standards of Accreditation.

Program Objective: To prepare health service psychologists to be critical consumers of research, to have the knowledge and skills to conduct scientific inquiry, and to disseminate research.

Program Objective: To prepare health service psychologists to be competent in navigating and legal and ethical challenges and engaging in best practices associated with the APA Ethical Principles for Psychologists and Code of Conduct.

Program Objective: To prepare health service psychologists to integrate self-awareness, cultural knowledge, and culturally responsive skills in all professional activities including research, teaching, and clinical service.

Program Objective: To prepare health service psychologists to reflect the values and attitudes of psychology through integrity, professional identity alignment, professional behavior, and responsiveness to supervision and feedback.

Program Objective: To prepare health service psychologists to maintain effective relationships with colleagues, communities, organizations, supervisors, supervisees, and clients.

Program Objective: to prepare health service psychologists to incorporate the diversity characteristics of clients in psychological assessments and to present findings in an effective manner that is appropriate for audiences outside the discipline of psychology.

Program Objective: To prepare health service psychologists to implement evidence-based interventions with fidelity to empirical models along with the flexibility to adapt the interventions to the cultural and linguistic context of the clients.

Program Objective: To prepare health service psychologists to provide effective supervised supervision to less advanced students and peers appropriate for the service setting.

Program Objective: To prepare health service psychologists to demonstrate the ability to effectively collaborate in interdisciplinary contexts and integrated healthcare settings.

After graduation

Graduates are prepared for college teaching, clinical, and research positions in a variety of settings:

• School settings to serve students from all cultural, ethnic, and socioeconomic backgrounds
• University settings as trainers of school psychologists and continue to generate new knowledge for the practice of psychology
• Research settings where investigations are conducted related to learning, development, and behavior of school-aged children
• Teaching hospitals and other health agencies providing outpatient services for patients with school-related problems

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Related programs

The first three years of this Ph.D. program follow the sequence of the Educational Specialist (Ed.S.) program . The final three years of the Ph.D. program build upon and extend the training.

School Psychology Clinic

The UW School Psychology Clinic serves as a training site for graduate students in the School Psychology Ed.S. and Ph.D. programs. All services are supervised by a licensed psychologist/clinician, along with a program faculty member. The center also services as a clinical-research site for faculty and students.

The Ph.D. degree is a six-year, full-time program that requires three years of Ed.S. degree coursework, two years of Ph.D. coursework and one year of a predoctoral internship. If you already have an Ed.S. degree, the Ph.D. course of study can be shortened to three or more years.

With the support of your advisor, you will design an individualized program of study that is guided by a supervisory committee and chaired by a core school psychology faculty member.

Students who complete their Ed.S. degree at UW will use that coursework as their specialty area. Students who completed their Ed.S. at another institution will have their transcripts reviewed to determine course credits that may be applied to their Ph.D. program of study.

As doctoral students are completing the individualized program of study requirements, they must also complete the Ph.D. degree milestones (research and inquiry, general exam, dissertation proposal, dissertation defense). These procedures are described in the program handbook sections under “Ph.D. degree milestones.”

For details,  download the student handbook

The first three years of the Ph.D. degree follow the course sequence of our Ed.S. degree . The Ed.S. course sequence is organized so that all basic foundation courses are completed the first year, the second year is centered on applied experiences in schools and at the University of Washington, and the third year is a full-time, school-based internship in public schools. Students who have already earned their Ed.S. degree may begin the Ph.D. coursework immediately.

Autumn quarter

• EDPSY 565: Adv Practicum in Clinical Practice (4)
• EDPSY 508: Adv Practicum- Supervision & School Mental Health (2)
• EDLPS 525: Educational Inquiry (3)
• EDPSY 529: Developmental Psychopathology and the DSM (3)
• Additional cognate courses (including research methods courses)

Winter quarter

• EDLPS 526: Educational Inquiry (3)
• EDPSY 538: Multiple Regression (3)
• Additional cognate and research methods courses
• Prospective Candidacy

Spring quarter

• EDPSY 585: History, Systems, & Contemporary Issues in School Psychology (3)
• Research and Inquiry

Summer quarter (session A)

EDPSY 581: Seminar in APPIC/CDSPP internships (2)

• EDPSY 579: Advanced Practicum in Assessment and Intervention (3)
• R & I presentation (Nov)
• General Exam (Nov or Dec)
• If not doing APPIC, start working on creating a local CDSPP-aligned Internship
• Register only if completing the general exam this quarter
• To obtain an add code for dissertation credits, go to  education.uw.edu/practicum , select your advisor, EDUC 800 course, and describe your dissertation project.
• General Exam (if not completed in Autumn)
• Dissertation Proposal (or in Spring)
• Internship interviews and APPIC Match Day
• Register for 25 dissertation credits (total) by the end of the academic year. Leave 2 credits for the following year when you defend your dissertation (final orals).
• Dissertation Proposal (if not completed in Winter)
• EDUC 800: Dissertation (8-10)

Students apply for “on leave” status EVERY quarter except the quarter of the dissertation defense. If a student does not apply each quarter, they will drop from the University system and have to reapply for active status and pay a $250 fee to the Graduate School. During the quarter of the dissertation defense, students MUST register for the remaining 2 credits.

Each doctoral student is required to identify two supportive cognate fields in addition to the area of specialization. Depending upon your academic background, the range of credits required for each supportive cognate is between 6 and 15. The breadth and depth of each cognate is normally defined by the graduate advisor and the faculty member selected to represent the cognate area.

Each student must form a specialization from a unit outside of the College of Education.  The specialization outside the College will normally be in a single department (e.g., Social Work, Public Health). In exceptional cases, it may be a series of courses from different departments containing a common thread (e.g., Ethnic Studies, which may draw upon courses based in several departments). The breadth and depth of the specialization outside the College is normally defined by the graduate faculty representative from that specialization serving on your Supervisory Committee. 

The culminating experience for the Ph.D. degree is a predoctoral internship, which includes advanced, integrative, supervised experiences in applying science to practice. The predoctoral internship must be completed after the general exam is passed and the dissertation proposal has been approved.

The predoctoral internship requires an additional 1,500 hours of experience and can be completed in a school or non-school setting. Students are strongly encouraged to apply to APA-accredited predoctoral internship programs through the Association of Postdoctoral Psychology and Internship Centers (APPIC) Match process. Those who do not have the ability to complete APA accredited internships must complete local predoctoral internships that are CDSPP compliant.

Students take a required 27 dissertation credits after passing the oral general examination, complete an approved dissertation proposal prior to predoctoral internship,  and complete the dissertation either before or during the predoctoral internship.

Admission requirements and process

Preferential consideration is given to applicants who have had employment or volunteer experiences in P-12 schools and who also have research training and experience.

We accept applications once a year, for autumn quarter admission.  You must apply to the Graduate School by December 1 . Faculty reviews commence in January and continue until all vacancies are filled.

We are committed to recognizing and fostering the values derived from a diverse student population and are striving to promote increased diversity among practicing school psychologists. Toward this end, we apply a variety of criteria when evaluating applicants. We strongly encourage racially and ethnically diverse students to apply to this program.

A bachelor’s degree is required for applicants who will complete their Ed.S. degree coursework first. A degree may be in-progress when applying but it must be completed before the Program starts.

Applicants may apply to begin the Ph.D. coursework under ONE the following conditions:

• They are enrolled in the UW Ed.S. degree in School Psychology Program and have completed at least two years of coursework,
• They have completed their school psychologist certification, or
• They have earned a master’s degree or Ed.S. in school psychology.
• Include one transcript from each institution from which you've earned a degree and one from every institution you have attended in the previous 5 years.
• Your transcripts must include your name, coursework, and degree (if completed).
• If you are offered admission, the UW Graduate School will request an official transcript from your most recent degree earned.

The UW Graduate School requires a cumulative GPA of 3.0. However, we review your application holistically. If your GPA is below 3.0, contact us at [email protected] for advice on how to strengthen your overall application.

During the online application process, you will be given instructions for adding your recommenders and getting their letters submitted electronically. Your recommenders should be able to address:

• your communication skills, both written and oral
• your ability to interact productively with supervisors, peers, and children
• your ability to function without supervision
• your research competence and experience
• your teaching, counseling and/or assessment skills 
• other relevant aspects of your academic or professional development

A current academic and professional resume or vita is required. In addition to educational degrees and professional experience, you should include a list of all relevant awards, publications, presentations or other achievements that will help us to evaluate your application.

The admissions committee uses your statement of purpose, along with other evidence, to determine whether your goals are well-matched with our Program. Your statement should address goals, relevant experience, future plans, and how the desired specific program meets your needs. Include personal experiences that have prepared you for the challenge of graduate school, topics like:

• Reasons for seeking entry into this program 
• Post-baccalaureate experiences in teaching, counseling, and assessment  
• Your professional aspirations
• Your research interests

Your statement must be no more than 750 words (3 pages double-spaced) using 12-point font and 1-inch margins.

While optional, you can add to your application by submitting a personal history statement with each application. This statement should address your intellectual growth and development, inclusive of and beyond your academic goals. 

Statements should be no longer than two pages long, double-spaced, with 12-point font and 1-inch margins.

• Gather all required documents
• Visit the Graduate School website
• Log into your account or create a new profile if you are a first-time applicant
• Complete all steps in application process and upload your documents
• You may request a fee waiver during the application process
• Submit your application

Here is our general timeline for decisions.

Step 1: Application processing

• Within 7 business days after the deadline, we will check if your application if fully complete
• We will email you whether your application is complete or incomplete
• If your application is missing anything, you will have a short amount of time submit these items
• You can also log into the online tool and check your status and see any missing items

Step 2: Application review

• Committees begin reviewing applications about two weeks after the deadline
• You will receiving an email when your application has entered the review phase

Step 3: Interview day

We host an interview day during the first or second week of February for finalists who remain competitive after the primary and secondary review of their application. For those who are unable to attend this event, a web based or phone interview with one or more members of the core faculty in school psychology is required. Interviews are only by invitation.

Step 4: Decision notification

• The final decision will be emailed to you
• Your status will also be updated in the online application tool

We value and welcoming applications from international students! If you are applying from outside the United States, there are additional requirements and application materials.

• At minimum, you must have the equivalent of a U.S. bachelor's degree (a four-year degree from an institution of recognized standing)
• The national system of education in the foreign country
• The type of institution
• The field of study and level of studies completed
• International transcripts must be submitted in the original language.
• Your transcript should include date of graduation and title of the awarded academic degree
• If your transcript is not in English, you must also provide a certified English translation
• You do not need to have your transcript evaluated for the degree by an agency

Per  UW Graduate School policy , you must submit a demonstration of English language proficiency if your native language is not English and you did not earn a degree in one of the following countries:

• United States
• United Kingdom
• New Zealand
• South Africa
• Trinidad and Tobago

The following tests are accepted if the test was taken fewer than two years ago:

• Minimum score: 80
• Recommended score: 92+
• The UW's 4-digit code is 4854
• University of Washington All Campuses, Organisation ID 365, Undergrad & Graduate Admis, Box 355850, Seattle, WA, 98105, United States of America
• Minimum score: 6.5
• Recommended score: 7.0+
• School information for submission: University of Washington, All Campuses Undergraduate & Graduate Admission Box 355850 Seattle, WA 98195
• Minimum score: 105
• Recommended score: 120+
• Follow the instructions on the Duolingo website to submit your scores

If apply and are offered admission to UW, you will need to submit a statement of financial ability.

Costs and funding

We are a tuition-based program. Estimated tuition rates are based on your residency: 

• Washington state residents: $19,584 per year
• Out-of-state students: $35,352 per year

Estimates are subject to change and may differ due to course load and summer quarter enrollment. Estimates include building fees, technology fees, U-Pass, etc. Additional program-specific fees are not included in this estimate.

View the UW tuition dashboard → Visit the Office of Planning & Budgeting →

Graduate Student General Scholarships

Disclosure, outcomes and other data.

We post Program data, including students’ time to completion, program costs, internship placement, attrition, licensure, and other disclosures.

View outcome data

Program Director

Kristen Missall

Program faculty.

Janine Jones

Alexa Matlack

James Mazza

Program staff.

Jen Haveman

Welcome to GSEP

Since 1971, Pepperdine Graduate School of Education and Psychology (GSEP) has been an innovative learning community where individuals of diverse perspectives work collaboratively to foster academic excellence, social purpose, meaningful service, and personal fulfillment preparing future generations to be catalyst for inspiration and change.

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Fall 2024: Priority Application Submit - Submit the application form . You may be eligible to receive an additional $3,000 scholarship.

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Department of Education

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• Postgraduate study

PhD in Psychology in Education

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• PhD in Education
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Programme Leader:   Sebastian Suggate

The PhD in Psychology in Education is available to be studied in 3 modes: part-time, full-time, and  distance learning . 

In order to apply for a PhD place, we ask that you first submit an application form.  We cannot accept a CV or any other documentation in place of a formal application.  When you apply for a PhD place, you must submit a research proposal about 1,500 words in length. More information about the PhD application and admissions process can be found on the How to apply and FAQ  pages . Apply now for the PhD in Psychology in Education Apply now for the PhD in Psychology in Education (Distance Learning)

The PhD in Psychology in Education is designed to enhance specialised knowledge through academic study and research.

The programme aims to enable students to gain a solid grounding in research methodology, and to successfully carry out a substantial piece of academic research.

Entry requirements

Applicants are expected to have a good honours degree or a master's degree (MA, MSc or MEd) in a relevant discipline although candidates with other evidence of ability to succeed at PhD level will also be considered.

If English is not your first language, we do expect you to be able to demonstrate a high level of proficiency.  The minimum requirement for PhD in Psychology in Education is IELTS 7.0 with no less than 6.5 in Reading, Writing, Listening and Speaking.  For further information please see  English language requirements .

Apply now for the PhD in Psychology in Education

Apply now for the PhD in Psychology in Education (Distance Learning)

Educational Psychology (EDUCST-PH, PSY)

Specialization leading to Doctor of Philosophy in Educational Studies

Program Requirements (15 hours)

Common core (6 hours).

Core 1 Course (3 hours)

• EDUCST 6891 Proseminar in Educational Studies (3)

Core 2 Course: Choose from one of the following courses (3 hours)

• EDUCST 5765 Grant Writing (3)
• ESEPSY 7404 College Teaching (3)
• ESEPSY 8404 Academic Writing in Education: Reviewing the Literature (3)
• ESEPOL 7100 Writing for Educational Policy Audiences (3)
• ESPHE 6403 Ethics and the Professional Context of Teaching (3)
• EDUCST 6892 Educational Policy and Inequality in Social and Cultural Context: Integrating Research Traditions (3)

Research Core (9 hours minimum)

All PhD students in Educational Psychology are required to include in their program study at least 3 research methods/statistics courses at the 7000 level or higher. All students will complete the three courses listed below unless they design with their advisor a specialized sequence.

To satisfy the competencies needed to successfully complete the dissertation, Educational Psychology students typically complete research and methodology courses in excess of the minimums required by the Educational Studies program. Some students may need to take additional leveling coursework prior to beginning the research core if they do not have the requisite background.

• ESQREM 7648 GLM I: Introduction to Regression and ANOVA (4)
• ESQREM 7658 GLM II: Advanced Regression and ANOVA (4)
• ESQUAL 8280 Qualitative Research in Education: Paradigms, Theories, and Exemplars (3)

Specialized Sequence:

Students, in consultation with their advisors, may instead design their own methodology/statistics sequence. To complete a specialized sequence, students must take three methodology/statistics courses relevant to their research interests. Specialized research plans are approved by the Graduate Studies Committee.

Specialization Requirements (27 hours)

Educational psychology core (12 hrs).

• ESEPSY 7402 Educational Psychology: Cognition, Learning and Instruction (3)
• ESEPSY 7403 Motivation in Learning and Teaching (3)
• ESEPSY 8403 Advanced Seminar in Educational Psychology (3)

Advanced Seminar (choose three of five listed, 9 hrs)

• ESEPSY 8402 Classroom Research on Student Motivation (3)
• ESEPSY 8405 Advanced Seminar in Classroom Learning and Instruction (3)
• ESEPSY 8406 Self-Regulated Learning (3)
• ESEPSY 8407 Self-Efficacy (3)
• ESEPSY 8408 Race, Ethnicity, & Multiculturalism in Education & Psychology (3)

Electives (choose a minimum of two courses listed, 6 hrs)

Consult with faculty advisor for alternatives

• ESPHE 7414 Examining Knowledge, Truth, and Objectivity: Philosophy of Science for Educational Researchers (3)
• ESEPSY 5401 Adolescent Learning and Development in School Contexts (3)
• ESEPSY 7401 Controversies, Myths, and Dilemmas in Education (3)
• ESEPSY 7405 Cooperative Learning: Research and Practice (3)
• ESEPSY 7406 Social Basis of Behavior in Education (3)
• ESEPSY 8895 Seminars: Educational Psychology (3)
• ESLTECH 7277 Computer-Supported Collaborative Learning (3)

Research Apprenticeship (9 hours)

Consult with faculty advisor

• EDUCST 8191 Research Apprenticeship: Educational Studies

Dissertation Requirement (6 hours)

• ESEPSY 8999 Dissertation or Thesis Research: Educational Psychology (minimum 6)

Minimum hours post-MA/MS: 57

Note: Students exact curriculum may vary depending upon program of study determined by student and advisor. 

• Graduate School of Education
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Educational Psychology and Quantitative Methods, PhD

VIRTUAL OPEN HOUSE Thursday, Nov. 9 Event Details Register Now

Our doctoral program in educational psychology and quantitative methods focuses on preparing you to research problems in diverse educational settings. Educational psychologists improve educational processes through the collection and analysis of empirical data. The ultimate goal of this research is to improve teaching and learning, classroom and school organization, inequities in opportunities to learn, the assessment of educational outcomes, and a wide array of other pressing educational issues.

On this page:

Why educational psychology at ub.

The features of our program include:

• preparing researchers to solve problems in diverse educational settings
• rigorous preparation in quantitative research methods (statistics, measurement, secondary analysis of large-scale data sets, and research design)
• substantive study of learning in schools and classrooms, educational policies, programs, practices, and interventions developed to promote student learning

Program Overview

Program coursework, required courses (16 credits).

• CEP 500 Fundamentals of Educational Research
• CEP 510 Psychometric Theory in Education
• CEP 523 Statistical Methods: Inference II (prerequisite: CEP 522 or equivalent)
• Advanced Quantitative Methods Course, e.g., CEP 525 or CEP 529
• CEP 541 Human Growth and Development
• CEP 560 Psychology of Learning and Instruction

Distribution Requirements

Cognition, development, learning and technology (choose two).

• CEP 506 Introduction to Educational Technology
• CEP 564 Cognitive Psychology
• CEP 566 Seminar in Learning, Cognition and Technology

Research Design, Measurement and Assessment, Statistics and Data Analysis (choose three)

• CEP 524 Experimental Design
• CEP 525 Applied Multivariate Analysis
• CEP 526 Structural Equation Modeling 
• CEP 527 Analysis of Large-Scale Data Bases
• CEP 528 Hierarchical Linear Modeling: Multilevel and Longitudinal Data Analysis 
• CEP 529 Applied Regression Analysis
• CEP 530 Introduction to Meta-analysis
• CEP 531 Survival Analysis

Qualitative Methods (choose two)

• APY 554 Applied Cultural Analysis
• ELP 593 Qualitative Research Methods (must take Part I and Part II)
• LAI 625 Discourse Analysis Research
• LAI 626 Advanced Qualitative Research in Field Methods
• LAI 669 Qualitative Techniques in Educational Research
• NUS 697 Advanced Qualitative Methods
• PD 561 Methods of Community Analysis and Management (Department of Urban and Regional Planning)

Substantive Issues of Educational Policy and Practice (choose two)

• CEP 533 Topical Seminar
• ELP 566 Comparative and Global Studies in Education
• ELP 585 Sociological Bases of Education
• ELP 592 American Education for International Students

Thesis/Dissertation

• CEP 700 Individual Guidance Project (PhD Qualifying Paper)
• CEP 702 Individual Guidance Dissertation

Recommended Electives

• CEP 594 Practicum in Teaching
• CEP 703 Independent Study
• ELP 589 Education and Socialization

Research Design, Measurement and Assessment, Statistics and Data Analysis

• CEP 502 Assessment of Learning and Instruction
• COM 636 Research Procedures in Communication
• LAI 638 Using Rasch Modeling to Develop Measurement Instruments
• NUS 695 Advanced Statistical Techniques
• NUS 706 Psycho-Social Measurement and Questionnaire Construction
• SOC 608 Social Statistics II: Causal Models (Advanced regression techniques)

Research and Assessment Courses in the Disciplines

• LAI 547 Assessing Mathematics
• LAI 569 Introduction to Research in Music Education
• LAI 623 Research Seminar in English Education
• LAI 637 Research in Science Education
• LAI 640 Seminar in Mathematics Education Research
• LAI 657/658 Analysis of Quantitative Research in Learning and Instruction
• LAI 686 Critical Interpretations of Research (multiple disciplines)

Program Handbook

Application requirements.

In an effort to make the application process more equitable, the GRE/MAT is no longer required for admissions consideration. If you still plan to take the GRE/MAT exam, you can send your scores through the testing agency, and they will automatically be added to your application; however, they are not required for admission consideration to this program.

You must have a baccalaureate degree from an accredited institution.

Submit your completed online application, which includes:

• Application fee:  A $50 non-refundable application fee, submitted electronically through UB's ePayment system.
• Contact information for at least three individuals  who will each be asked to provide an electronic recommendation letter.
• Unofficial transcripts  from all colleges attended. (UB transcripts are automatically submitted for current UB students and alumni.)
• Statement of interest: Statement of your career goals and objectives.

Former/Maiden Name : Please provide us with your former/maiden name if you have one. When requesting transcripts, please ask the sending institution to indicate your current name and former/maiden name.

Admission Decision:  The admission decision will be communicated to you as soon as review is complete. The decision is based on a number of factors and is the result of a thorough and deliberate process. All decisions are final and cannot be appealed.

In order to qualify for the in-state residency tuition rate, you are required to provide residency documentation indicating you have lived in New York State (NYS) 12 months prior to your semester start date.

If accepted, you will need to upload 3 documents to qualify for the in-state tuition rate. See Required Documents for Residency Application  for more information. 

• Official original proof of your degree
• A copy of your passport biographical page
• TOEFL minimum score is a 250 for a computer based test, 600 for a paper based test and 79 for the Internet based test
• IELTS Academic Test minimum score is 6.5 overall
• PTE minimum score is 55 overall
• DET minimum score is 120 overall
• Financial documentation  — International graduate applicants must document their ability to pay for all costs incurred while studying in the U.S.
• An official bank statement

All financial forms and supporting documentation with required signatures must be uploaded with your application, and must be dated within one year of your intended enrollment date.

Program Faculty

Seong Won Han

Associate Professor Educational Leadership And Policy

431 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1080

Email: [email protected]

Associate Professor Counseling, School And Educational Psychology

Associate Professor Learning And Instruction

423 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1127

Email: [email protected]

Jaekyung Lee

Professor Counseling, School And Educational Psychology

Professor Educational Leadership And Policy

409 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-2484

Email: [email protected]

Xiufeng Liu

Distinguished Professor Learning And Instruction

518 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4050

Email: [email protected]

Michele E. Shanahan

Clinical Associate Professor Counseling, School And Educational Psychology

Phone: 716-645-1109

Email: [email protected]

Questions about the program?

Program Director

--------------------- Department of Counseling, School and Educational Psychology 409 Baldy Hall

716-645-2484 [email protected]

We have a collection of frequently asked questions that may help you. If your questions are still unanswered, we are glad to help! Contact our admission office .

Questions About the Admission Process?

Office of Graduate Admission

Graduate School of Education 366 Baldy Hall, North Campus 716-645-2110 [email protected]

Best Online Doctorate in Educational Psychology

Staff Writers

Contributing Writer

Learn about our editorial process .

Updated October 25, 2023

Victoria Hudgeons

Contributing Editor

TheBestSchools.org is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site.

Are you ready to discover your college program?

Whether you want to work with young people or adults, a Ph.D. in educational psychology gives you the practical and research skills to help you succeed.

Doctoral students study theories of learning, lifespan development, and psychology research methods. Online doctorates in educational psychology help build strong analysis and applied research skills.

We listed the top online doctoral programs in educational psychology on this page in alphabetical order. Learn how to find the right program, common coursework and graduation requirements, and educational psychology career paths.

Educational Psychology Ph.D. Quick Facts

• Credits Required: 63-98 credits
• Completion Time: 3-7 years
• Average Cost: $400-$950/credit
• Admission Requirements: 3.0 GPA, resume, letters of recommendation, professional writing sample, statement of purpose, GRE scores
• Key Skills Learned: Research, measurement, and evaluation; knowledge of learning and development; application of research methods, effective communication of research

Featured Online Psychology Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

The Best Online Doctorate in Educational Psychology Programs

We use datasets from sources like the National Center for Education Statistics to inform the data for these schools. TheBestSchools.org is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site. from our partners appear among these rankings and are indicated as such. All data is current as of the date this article was published. Program-specific information may vary.

#1 Best Online Doctorate in Educational Psychology

Regent University

• Virginia Beach, VA
• Online + Campus

The Ed.D. in educational psychology program at Regent University allows students to earn a doctorate in an online learning format. With flexible enrollment options, the private school helps degree-seekers complete their doctoral studies. Enrollees receive research support and participate in scholarly events.

In the online educational psychology program, learners complete doctoral coursework and strengthen advanced skills. After meeting coursework requirements, doctoral candidates pass a comprehensive examination and conduct research for an original dissertation or project. With an educational psychology doctorate, graduates can work in academia, research positions, and leadership roles.

At the accredited institution, doctoral students can qualify for several forms of financial aid. Prospective applicants can contact the program for more about financial aid and admission requirements.

Regent University at a Glance:

Online Student Enrollment: 9,507

Online Master's Programs: 37

Online Doctoral Programs: 12

Student-to-Faculty Ratio: 29-to-1

Graduate Tuition Rate: $15,552

#2 Best Online Doctorate in Educational Psychology

The Chicago School of Professional Psychology

• Los Angeles, CA

The Ph.D. in counselor education and supervision program at The Chicago School of Professional Psychology enrolls online learners. With its flexible format, the private university makes doctoral studies more accessible. Doctoral students strengthen their research skills and present in academic conferences.

Learners complete doctoral coursework during the online educational psychology program. Doctoral candidates pass comprehensive examinations and conduct research for their dissertation. As the highest degree in educational psychology, the doctorate trains graduates for academic, research, and leadership careers.

Doctoral students can qualify for federal financial aid and fellowships at the accredited institution. Contact the counselor education program for more information about doctoral admission requirements.

The Chicago School of Professional Psychology at a Glance:

Online Student Enrollment: 2,459

Online Master's Programs: 9

Online Doctoral Programs: 6

Student-to-Faculty Ratio: 5-to-1

Graduate Tuition Rate: $21,564

#3 Best Online Doctorate in Educational Psychology

University of Georgia

The University of Georgia offers an online Ed.S. in educational psychology for doctoral students. The public university provides flexible enrollment options for degree-seekers. Doctoral students strengthen their research skills and present in academic conferences.

Learners take doctoral classes during the educational psychology program. After passing comprehensive examinations, doctoral candidates choose a dissertation topic and conduct research in their specialty area. A doctorate in educational psychology trains graduates for roles in research, academia, and leadership.

The accredited institution meets federal requirements for financial aid support. Prospective applicants can contact the program to learn more about financial aid opportunities and the admission process.

University of Georgia at a Glance:

Online Student Enrollment: 5,389

Online Master's Programs: 16

Online Doctoral Programs: 1

Student-to-Faculty Ratio: 17-to-1

Graduate Tuition Rate: $8,878

What Is an Online Ph.D. in Educational Psychology?

A doctoral program in educational psychology provides advanced training in psychological methods, research, and practice. Graduate students study the process of human learning, including how we understand things, communicate new information to others, and create new knowledge. They conduct original research, write a dissertation, and complete an internship or practicum to prepare for roles in psychology practice.

During a doctoral program, educational psychology students strengthen their research and analytical skills. By blending the fields of psychology and education, graduate students build the skills required for career paths in psychology, research, and education. For example, a doctorate meets the requirements for academic roles, such as psychology professor. Graduates can also work in research, training and development, school psychology, and instructional development.

Earning a doctorate requires a significant investment of both time and money. Before considering a doctorate in educational psychology, prospective students should make sure they meet admission requirements.

Some Ph.D. in educational psychology programs require a master's degree for admission, while others admit applicants with a bachelor's degree. Programs may expect candidates to have a psychology degree or meet course prerequisite requirements to enter the program. Applicants with a master's degree may qualify for a fast track within their doctoral program. Admission requirements often include a minimum GPA and standardized test scores.

Choosing an Online Doctoral Educational Psychology Program

Finding the right educational psychology doctoral program can positively impact your education and career opportunities. Carefully research schools to ensure you make the right choice. Factors such as cost, program length, and delivery format can help you narrow your options and find a good fit for your schedule and academic needs.

Consider whether the program offers specializations in your area of interest? Does the program emphasize practice, research, or both? What options do doctoral students have for faculty advisors? Answering these questions can help you find the program that best meets your needs.

Accreditation for Online Educational Psychology Degree Programs

Prospective applicants should always choose an accredited educational psychology program. Regionally accredited schools and programs meet the highest standards for educating students in psychology. Accredited universities can also distribute federal financial aid to students, and they are more likely to transfer credits from other accredited institutions.

Many psychology careers require an accredited degree. For example, licensed psychologists must attend a psychology doctoral program accredited by the American Psychological Association (APA) to apply for a license. The APA does not currently accredit any fully online doctoral psychology programs, though several accredited programs offer coursework partially online. Learn more about why accreditation matters in our accreditation guide .

What Else Can I Expect From a Ph.D. in Educational Psychology Program?

An educational psychology degree emphasizes research and analytical skills. During a doctorate in educational psychology, graduate students take courses in human development, theories of learning, and the instructional process. They design and implement research studies and analyze the results to write a dissertation.

Doctoral candidates focus their training through specialized courses in areas like educational technology, the psychology of motivation, and instructional design. Many programs also incorporate practicum requirements, which provide experience in educational psychology for doctoral candidates considering careers in psychology practice.

This section introduces common educational psychology courses and the requirements for earning a doctorate.

Common Courses for an Online Doctorate in Educational Psychology

• Lifespan Development: Students explore developmental milestones that occur in the prenatal, childhood, adolescent, adult, and late-adult stages of life. They examine the impact of genetic and environmental factors on human development, as well as strategies and interventions used to promote and sustain healthy developmental processes.
• Human Motivation: Educational psychologists must understand what forces drive students' behaviors in order to support academic achievement and social and emotional development. This class provides an overview of the diverse historical and contemporary theories behind human motivation, with a particular emphasis on children and adolescents.
• Theories of Learning: The best educational psychologists understand the full range of how student learning takes place. This class covers theories of learning, including constructivism, behaviorism, cognitivism, gestalt, information processing, and humanism. It also reviews theories of cognitive processes, such as language and memory.
• Psychology of the Exceptional Individual: Educational psychologists often work with students who deviate significantly from the norm in behavior and achievement. This can mean counseling students with physical or learning disabilities, or it can involve working with exceptionally gifted or talented students. The course emphasizes the importance of inclusion and diverse learning environments.
• Ethics and Standards of Psychology: To prepare students for the realities of their profession, many online Ph.D. in educational psychology programs feature coursework on ethics and professional standards. Students confront the ethical dilemmas that often arise in academia, individual counseling, and when working within diverse communities. This course also introduces students to ethical questions they may face if a client becomes involved in the legal system.

How Long Does It Take to Complete an Online Doctorate in Educational Psychology Program?

Earning a Ph.D. in educational psychology online usually takes 3-7 years, but this can vary depending on a few factors.

The first stage in earning your doctoral degree is completing required coursework. Students often take these classes as part of a cohort, meaning they learn alongside their peers as they progress through the program together. However, some programs may be self-paced, allowing students to proceed at their own speed. Most full-time students finish their coursework in 2-3 years.

The second stage of earning a psychology doctoral degree is completing a dissertation. Generally speaking, students work with a faculty advisor on their dissertations, but they do the majority of their research and writing independently and at their own pace. When finished, students defend their dissertation in front of a faculty committee. Most full-time students complete the dissertation process in 1-4 years.

Paying for Your Online Doctorate in Educational Psychology Degree

The first step toward earning an educational psychology Ph.D. online is completing the Free Application for Federal Student Aid (FAFSA). The FAFSA connects eligible students with various kinds of financial support, including grants, loans, and work-study opportunities.

Students do not need to pay back federal grants or work-study wages, but they do need to repay loans. However, federal loans have relatively low interest rates, and the federal government may also forgive all or a portion of a loan if a student works in public service for a set period of time.

Many states and private organizations offer scholarships to students based on academic achievement, community service, or financial need. Teachers looking to transition to a career as an educational psychologist may also qualify for discounted tuition or tuition reimbursement, depending on the program and their employer.

Finally, students can apply for private student loans. While these loans can be helpful in financing a part of the total cost of education, students should avoid taking out private loans to cover the majority of their tuition and other expenses. Private loans typically have higher interest rates than federal loans, and private loan organizations usually do not forgive loans for public service.

Educational Psychology Jobs

A Ph.D. in educational psychology helps prepare graduates for a variety of careers. While many work directly as researchers or academics, a doctorate can also lead to opportunities as training and development managers, school psychologists, or student development directors.

Educational psychologists can also work in private practice or pursue roles in instructional design, educational coordination, or counseling. Learn more about the typical salaries and job outlooks for common educational psychology careers .

Training and Development Manager

Training and development managers oversee an organization's human resources. They conduct assessments to determine training needs, design programs, and manage training and development specialists. They also evaluate programs and instructors, manage training budgets, and update current training programs. A background in educational psychology helps training and development managers create programs and instructional methods.

• Median Salary : $120,000
• Projected Job Growth (2022-2032): 6%

School Psychologist

School psychologists use their understanding of human behavior to support student learning. They may help students address emotional problems, design and implement plans to boost academic performance, or collaborate with teachers and administrators to develop broader teaching and learning strategies. Many school psychologists hold a doctoral degree like an online educational psychology Ph.D.

• Median Salary : $85,330

Postsecondary Teacher in Psychology

Postsecondary teachers instruct and advise students at colleges and universities. They also conduct psychological research or publish articles in educational psychology. While a master's degree may be sufficient for jobs at community colleges, most 4-year schools require a doctoral degree.

• Median Salary : $80,840
• Projected Job Growth (2022-2032): 8%

Instructional Coordinators

Rather than working with individual students, instructional coordinators design, implement, and assess school curricula and teaching standards. Instructional coordinators often need an advanced degree, and online educational psychology Ph.D. programs can help students develop the skills and knowledge necessary to create strong learning experiences for students.

• Median Salary : $66,490
• Projected Job Growth (2022-2032): 2%

School Counselor

School counselors support the academic and social-emotional development of students. They evaluate a student's abilities or aptitude through various assessments; work to address issues that affect school performance; and help administrators create programs and policies meant to curb bullying, drug use, or other problems. School counselors usually hold an advanced degree.

• Median Salary : $60,140
• Projected Job Growth (2022-2032): 5%

Behavioral Disorder or Mental Health Counselor

After earning an educational psychology Ph.D. online, some graduates may work exclusively with students with behavioral or mental health conditions. These professionals often collaborate with schools and educational organizations, but they may also work at treatment centers or in private practice. These positions typically require an advanced degree.

• Median Salary : $49,710
• Projected Job Growth (2022-2032): 18%

Frequently Asked Questions About Educational Psychologist

• Collapse All

What do educational psychologists do?

Educational psychologists research how people learn new information and develop instructional methods. They conduct research and work with children, adults, and other education professionals.

How do you become an educational psychologist?

Educational psychologists often hold a doctorate in their field, which meets the requirements for roles as school psychologists, educational psychologists, and psychology professors.

What is the difference between school psychology and educational psychology?

School psychologists focus their training on working with children, while educational psychologists work with adults and children. Educational psychologists also approach learning from a broader perspective.

How many years does it take to become an educational psychologist?

Earning a Ph.D. in educational psychology typically takes at least 3-5 years. Depending on the dissertation process, earning a Ph.D. can even take up to 7-8 years.

How much money do educational psychologists make?

Educational psychologists earn a median salary of $85,330 , according to the Bureau of Labor Statistics. Those working for the government earn higher median salaries of around $106,690 per year.

Do you need a Ph.D. to be an educational psychologist?

Many advanced roles in educational psychology, including researchers and professors, require a doctorate. Though, some positions may hire candidates with a master's degree and relevant experience.

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Educational Psychology: Counseling Psychology PhD

UWM’s PhD specialization in Counseling Psychology follows a scientist-practitioner model that integrates theory, practice and research to give you the scientific knowledge and skills needed to work with multicultural populations across diverse settings.

Our program sets up students for success. Placement rates for our graduates is 100%, and 87% of our graduates are licensed psychologists in various states.

Program Type

Program format, why choose our program.

• Commitment to diversity: In 2013, the Department of Educational Psychology won the American Psychological Association’s prestigious Bersoff Presidential Cultural Award for its success in recruiting and graduating doctoral students from racial/ethnic minorities as well as other countries.
• Location: We’re located in the state’s economic, cultural and career capital, just 10 minutes from downtown Milwaukee and 90 minutes from Chicago.
• Career prep: Since 2008, 88% of our counseling students were matched in internships, compared with the national average of 80%. Most years, it’s 100%.
• Research: Work alongside internationally known faculty as an integral member of their research teams. You may have the opportunity to present your work at national conferences.

Our PhD students are expected to conduct research and to advance the science of counseling psychology through scholarly inquiry. You’ll learn how to apply your scientific knowledge using qualitative and quantitative methodologies. Our program, which is accredited by the American Psychological Association through 2029, will prepare you to work as a counseling psychologist in a variety of settings, including universities, hospitals, mental health clinics and private practice.

Note: Due to pending and recent retirements, and funding restrictions that prevent post baccalaureate students from serving as teaching assistants, most faculty will not consider admitting students for 2024 and into the Fall 2024 semester who do not already have a master’s degree.

Counseling Psychology Handbook

For additional information about the program, see the  Counseling Psychology PhD Program Handbook (PDF) .

Student Data

Student Admissions, Outcomes, and Other Data (PDF)

We will assign you a temporary advisor when you are admitted to the program. Once you enter the program, you are free to choose a new advisor who will be the chair of your dissertation committee, or continue with your assigned advisor.

Stipends for teaching or research assistantships at or above 33% time include tuition remission. Stipend salaries vary according to type of assistantship (e.g. teaching, research) and type of student (doctoral, dissertator). For an academic year (nine month) appointment for 2023, stipends are $15,000 for 50% time assistantships and $9,900 for 33% time assistantships.

The following table indicates the type of support given to each cohort of students for the 2022-23 academic year. Assistantships are allocated based on availability of positions, with priority given to first year students, then second year students, and then third year. Students in the counseling psychology program have successfully applied for assistantships in other schools and colleges. After the third year in the program, students are strongly encouraged to seek assistantships through faculty grants or off-campus sources.

Learn more about the Graduate School’s  current assistantship salary schedules .

Counseling Psychology Student Association

Open to all doctoral students in the Counseling Psychology PhD Program, CPSA focuses on student advocacy, professional development, and socialization/peer-to-peer mentorship. Members are also active at the national level (e.g., ACA, APA, APAGS). We encourage all students to get involved.

Career Resources

• Careers as a Counseling Psychologist
• Society of Counseling Psychology
• American Psychological Association
• Licensing Information

The Graduate School provides a range of  resources for student professional development  on its website.

Program Requirements

If you already have a master’s degree, the program involves three years of coursework, a year of dissertation and a year of internship.

Students are required to take 15 credits of courses toward discipline-specific knowledge (psychological foundations), 18 credits of practicum, 13 credits of statistics and 12-18 credits of courses designed to provide profession-wide competencies as a counseling psychologist (Ethics, Interventions, Advanced Multicultural Counseling, Vocational Psychology, Supervision/Consultation and Research).

In keeping with our scientist-practitioner model, we require all students to participate on a faculty member’s research team for two years, registering for ED PSYCH 838 for 12 credits. Many students participate on more than one faculty member’s team, and most students stay involved in research for the entire four years that they are on campus.

Our program is recognized by the state licensing board, and you will be eligible for licensure as a psychologist once you complete the doctorate and the post-doctoral hours required by the state and successfully pass the national licensing exam and state jurisprudence exam.

Application Process

All applications must be completed fully online through the UWM Graduate School’s Panthera Application System .

You should plan to apply a year before you intend to start. Be sure to pay careful attention to the program’s specific deadline.

Final Deadline for Fall Admission : Final application deadline is  Dec. 1  for Fall admission.

Applicants who are invited for interviews will be notified by early January. Applicants will be notified of admissions decisions by mid-February.

• The program requires three letters of recommendation. These letters must be submitted through the application’s electronic recommendation feature by the recommenders themselves. Letters uploaded or sent by the applicant will not be accepted.
• Applicants are also required to submit a writing sample completed within the last five years.

• Associate Professor , Educational Psychology
• Program Director , School and Clinical Mental Health Counseling, MS
• [email protected]
• Enderis Hall 791

• University Distinguished Professor , Educational Psychology
• Mary and Ted Kellner Endowed Chair of Educational Psychology , Educational Psychology
• Program Director , Counseling Psychology, PhD
• [email protected]
• 414-251-8328
• Enderis Hall 773

• Assistant Professor , Educational Psychology
• [email protected]
• Enderis Hall 789

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• 414-251-7057
• Enderis Hall 793

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• Professor , Educational Psychology
• [email protected]
• Enderis Hall 753

Kelsey Autin, PhD, Assistant Professor University of Florida Dr. Autin’s research interests include how people find fulfillment in their occupations and how this relates to overall well-being. Within this, she focuses on how people’s identities along with their sociopolitical contexts shape their beliefs about their freedom of work choice and barriers to obtaining decent work.

Nadya A. Fouad, PhD, ABPP, University Distinguished Professor and Mary and Ted Kellner Endowed Chair of Educational Psychology University of Minnesota Dr. Fouad’s research interests include cross-cultural vocational assessment, career development, interest measurement, role of race and social class in development, and cross-cultural counseling. Dr. Fouad is board certified in counseling psychology, and a licensed psychologist in the State of Wisconsin. *Note : Dr. Fouad is not taking on any new doctoral advisees at this time.

Xu Li, PhD, Assistant Professor University of Maryland, College Park Dr. Li’s research interests include (1) the process and outcome of individual and group psychotherapy, particularly in cross-cultural and multicultural contexts, (2) the development and training of therapists and the measurement of therapist competency, and (3) the career development and mental health of college students. With a bachelor’s degree in mathematical sciences, Dr. Li is keenly interested in exploring the use of advanced and novel quantitative methods in counseling psychology research.

Ankita Nikalje, PhD, Assistant Professor Purdue University Dr. Nikalje’s research focuses on systemic issues within the South Asian diaspora and their impact on lived experiences and mental health. She is particularly passionate about the issue of casteism and how caste discrimination continues to be experienced on an institutional, interpersonal and internalized level outside of South Asia. She has theorized Caste Critical Theory (CasteCRIT) and is developing instruments to measure the impact of caste in the diaspora. Similarly, her research also focuses on the impact of colonization, especially as it relates to internalized colonization or colonial mentality among South Asians.

Leah Rouse, PhD, Associate Professor and Electa Quinney Scholar University of Wisconsin-Madison Dr. Rouse’s research interests include trauma psychology, suicidology and mental health issues facing corrections, EMS and military populations, as well as cancer patients, survivors and their families, and American Indian communities. She works from a qualitative and Indigenous framework in research and practice. Dr. Rouse is board certified in counseling psychology, and a licensed psychologist in Wisconsin.

Stephen R. Wester, PhD, ABPP, Professor University of Florida Dr. Wester’s research interests include male gender role conflict, multicultural expressions of masculinity, gender and emotion, and counseling men, as well as the training of counseling psychologists and counseling supervision. Dr. Wester is board certified in counseling psychology, as well as a licensed psychologist in Wisconsin.

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2025 Best Graduate Schools

Article by UDaily Staff Photo by Evan Krape April 09, 2024

UD programs remain among the best in the nation, according to U.S. News and World Report

In the 2025 edition of Best Graduate Schools , U.S. News and World Report ranked the University of Delaware's graduate programs among the best in the nation.

“As we continue to enhance and expand our excellent graduate programs to meet the needs of our students and society, it is gratifying to see the expertise and hard work of our faculty and staff nationally recognized,” said UD President Dennis Assanis. “We are proud of the positive impact that our graduate students are making on the world, and we look forward to even greater successes ahead empowered by their UD education.”     

UD’s consistently top-ranked physical therapy program remained in the top three nationwide. This is the first year U.S. News and World Report ranked speech-language pathology programs with UD’s inaugural ranking at #32.

“Excellent graduate preparation is central to the University of Delaware's mission as a world-class research institution," said Louis Rossi, dean of UD’s Graduate College and vice provost for graduate and professional education. "Our graduate programs are producing the thinkers, leaders and innovators who are tackling the world's greatest challenges. We are excited about these rankings, which indicate their excellence."

Physical Therapy, 2

Non-profit Management, 16 (up from 23)

Public Management and Leadership, 18 (up from 23)

Public Finance and Budgeting, 21

Speech-Language Pathology, 32

Education Schools, 34

Public Affairs Schools, 34

Computer Science, 70 (up from 77)

Nursing: Master's, 79 (up from 82)

Nursing: Doctor of Nursing Practice, 110

Part-Time MBA, 150

The preceding list only includes subject areas evaluated in this year's edition published to date. U.S. News and World Report has delayed the announcement of two programs that were slated to be included in the rankings: Best Engineering Schools and Programs, and Best Clinical Psychology Programs. The lists will be updated as soon as the data are available.

Other UD graduate programs have been ranked in previous years. The full listing of UD graduate programs ranked by U.S. News and World Report is available on the Institutional Research and Effectiveness Rankings  webpage . Please note the programs and specialties used by U.S. News might vary slightly from the names of degree programs used by UD.

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Update to 2024 Best Graduate Schools Launch

Best Medical Schools, Best Engineering Schools and Best Clinical Psychology Programs launch delayed.

Update for 2024 Best Grad Schools Launch

During our regular rankings pre-publication process, U.S. News received and is currently reviewing queries from some graduate schools, including whether and to what extent affiliated institutions were considered in the bibliometric data used in the 2024 Best Medical Schools and 2024 Best Engineering Schools rankings, and which accrediting body was used as a source of reference for the 2024 Best Clinical Psychology Programs rankings. We take our role as a journalism enterprise very seriously and we will not publish information without full confidence in what we publish.

As a result, we have made the decision to delay the publication of the 2024 Best Medical Schools, Best Engineering Schools and Best Clinical Psychology Program rankings until such time that we can appropriately address these questions. All other graduate school rankings – across 82 professional fields – will be released as planned on April 9.

Our focus remains on providing the best information for prospective students.

We will provide updates with more information as to the timing of these rankings as soon as we are able.

About Morse Code: Inside the College Rankings

Robert Morse is chief data strategist for U.S. News & World Report and has worked at the company since 1976. He develops the methodologies and surveys for the Best Colleges and Best Graduate Schools annual rankings, keeping an eye on higher-education trends to make sure the rankings offer prospective students the best analysis available. Morse Code provides deeper insights into the methodologies and is a forum for commentary and analysis of college, grad and other rankings.

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Search for your perfect fit with the U.S. News rankings of colleges and universities.

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Is a Psychology Degree Worth It?

Know before you read At SNHU, we want to make sure you have the information you need to make decisions about your education and your future—no matter where you choose to go to school. That's why our informational articles may reference careers for which we do not offer academic programs, along with salary data for those careers. Cited projections do not guarantee actual salary or job growth.

If you're interested in the human mind, you might want to pursue a psychology degree. But you may also be wondering how you might use a psychology degree and if it’ll be worth it in the end.

Can a Psychology Degree Be Useful?

There are a few different types of psychology degrees  you may consider pursuing, depending on your interests and career goals.

A few of those include:

• Associate of Arts (AA) in Psychology (Not currently offered at SNHU)
• Bachelor of Arts (BA) in Psychology
• Master of Science (MS) in Psychology
• Doctor of Philosophy in Psychology (PhD-PSY) (Not currently offered at SNHU)
• Doctor of Psychology (PsyD) (Not currently offered at SNHU)

Dr. Leslie Buddington , an online adjunct psychology instructor at Southern New Hampshire University (SNHU), suggested a master’s degree in industrial-organizational psychology  degree if you’d like to apply psychology concepts to the workplace.

Although there are several different areas you can focus on, most psychology programs have some common skills you can learn.

According to Buddington, while pursuing a psychology degree, you may learn about:

• Applying research
• Conducting experiments
• Data analysis and research methods
• Individual differences
• Making measurable changes in an environment  
• Social justice and inequities  

“Those are incredible skills that are useful in any future career,” said Buddington.

Many employers look for individuals with those kinds of skills, across a variety of fields. According to Buddington, psychology is a well-rounded field that demonstrates that you understand people, how situations contribute to behavior, how to predict and change behaviors and how to apply that information in order to make changes to a system. “That is going to help you stand out as a job candidate in multiple careers," she said.

Exploring experiential learning opportunities  can help you to stand out even further, providing real-world experience while you're a student. Buddington noted that you can also work with your school's career center to find an internship.  “An internship or experiential learning opportunity is definitely worthwhile to pursue," she said.

Find Your Program

How hard is a psychology degree.

"Because in psychology there are multiple perspectives (cognitive, developmental, behavioral, evolutionary and so forth), there is often no one ‘correct’ answer,” said Buddington. “Sometimes the fact that an answer is not just black or white doesn’t fit with how some people think.”

Buddington also said that students can sometimes be surprised by the amount of statistics and research work a psychology program involves.

The course load and program requirements may vary from school to school. Taking the time to research and ask questions about the programs you’re interested in can give you a better idea of what to expect while pursuing a psychology degree.

“I don’t necessarily think a psychology degree is hard, but it can sometimes be different from what you are expecting,” said Buddington.

Is a Bachelor of Arts in Psychology Worth It?

Buddington said that a BA in Psychology can allow you to work in many careers. Some options you may consider include:

• Data analysis
• Human resources
• Law enforcement
• Sports coaching

“I think because the principles you are learning apply to people, situations, behavior, society, as well as data analysis, they are universal skills that are needed across multiple career fields,” said Buddington.

And the reasons for entering this field of study are just as varied.

With her degree, Molinari hopes to work at a healthcare organization. She wants to help anyone who needs discretion, empathy and care, such as those transitioning or those who don’t have healthcare.

“I would just like to lend a helping hand to anybody who needs it,” she said.

A psychology degree can also help you to change careers.

“I always had an interest in the human mind,” said Parker. Psychology was the obvious choice when choosing his major.

After working 14-hour shifts, traveling all over the country, he would start doing his schoolwork. Since earning his degree, he now works as an HR business partner.

“It’s amazing, the job opportunities you can get with a psychology degree,” said Parker.

Is a Master of Science in Psychology Worth It?

“With an MS in Psychology, you are able to concentrate more fully on a field,” said Buddington.  

You might become a therapist or forensic psychologist, according to Buddington. She said that a master’s degree may also allow you to teach at some community colleges.

Parker said that his degree has already opened doors for him, including the opportunity to pursue further education. He’s currently enrolled in the MA in Clinical Mental Health Counseling program at SNHU. (SNHU is not currently enrolling new students in the graduate counseling program.)

“My ultimate goal is to go back into drug and alcohol counseling, try to help people who suffer with addiction,” he said.

Are Psychologists in Demand?

“Post-pandemic there is more need than ever for psychologists,” said Buddington.

Becoming a psychologist typically requires a master's degree or higher, and licensing requirements vary by state. BLS predicts that job growth for psychologists will grow by 6% through 2032.*

“Teletherapy allows more individuals to have access to therapy that they otherwise may not have had,” said Buddington.

For example, people living in rural areas might not have therapists available nearby. Teletherapy allows those individuals to have access to therapy, said Buddington. “The fact that you can become teletherapy certified is an equity and inclusion triumph,” she said.

Like most fields, psychology is open to more diverse and inclusive perspectives. A psychology degree can provide you with the ability to better understand those from different backgrounds from you.

According to a study on diverse populations by the American Psychiatric Association, people from racial or ethnic minority groups are less likely to receive mental health care ( American Psychiatric Association PDF Source ). Some factors contributing to this include:

• Lack of diversity among mental health providers
• Language barriers
• Mental health stigma

Psychologists with unique cultural perspectives can help more people to feel understood.

A degree can change your life. Find the SNHU psychology program  that can best help you meet your career goals.

*Cited job growth projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth. Actual salaries and/or earning potential may be the result of a combination of factors including, but not limited to: years of experience, industry of employment, geographic location, and worker skill.

Ashleigh Worley '22 is a writer at Southern New Hampshire University, where she earned her Bachelor of Arts in English. She is currently pursuing a Master of Fine Arts in Creative Writing at SNHU. Connect with her on LinkedIn .

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About southern new hampshire university.

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.