Graduate Bulletin

Division of Educational Psychology and Methodology

Three graduate programs are offered within the Division of Educational Psychology and Methodology: a doctoral program with concentrations in learning-instruction, developmental, methodology, special education, and school learning in mathematics, science, or foreign language education (in conjunction with faculty from the Division of Educational Theory and Practice); a master's program in educational psychology and methodology; and a 60-credit certificate program to prepare educational research specialists. Information is available on the Web at www.albany.edu/educational_psychology


Program Leading to the Degree of Doctor of Philosophy in Educational Psychology


Professional training in educational psychology relates human behavior, cognition, and development to the educational process as it occurs in the home, in peer groups, in schools, and in the workplace. This is a research-based program of study where students are trained to conceptualize research problems, design research strategies, and conduct studies within the broad framework of educational psychology. This training is accomplished through a course of study that provides a foundation in psychological theories of learning, human development, statistics, measurement and evaluation, individual differences and special education, and research methods. Graduates of this program are prepared to assume positions as college and university teachers, research scholars, and practitioners for a wide variety of professional careers in state and national agencies that deal with policy development and practices. This program is approved by the New York State Division of Education, although it is not a licensure qualifying program.

Requirements for Admission
In addition to the general University requirements for admission to graduate study, for admission to graduate work without deficiencies in the Division of Educational Psychology and Methodology, candidates must present a minimum of 12 credits of undergraduate or graduate coursework in psychology, educational psychology, education, or related fields. Typical requisites for admissions include:
A. At least one of the following:
· A 3.0 cumulative average in the applicant's last 60 hours of undergraduate course work.
· A 3.2 cumulative average in a master's degree program
· A 3.5 cumulative average in 9 hours of graduate study taken before admission

B. Acceptable scores on the Graduate Record Examination (Verbal and Quantitative Tests)

C. A well-written personal statement that reflects the applicant's knowledge of and interest in doctoral study in educational psychology, and reveals a match between the applicant's goals and the program offerings.

D. Three letters of recommendation, including at least 2 letters from instructors or professors familiar with the applicant's previous academic work.

Diversity among student backgrounds and views is desired. To this end, the admissions committee also considers applicants' accomplishments and personal qualities as reflected in their application statements and recommendations.

Application
Applications should be received in the Office of Graduate Admissions by January 15th, Successful applicants normally commence their doctoral studies in the subsequent fall semester.
The Division of Educational Psychology and Methodology welcomes applications from qualified overseas students. Applicants whose native language is not English are required to submit scores on the Test of English as Foreign Language (TOEFL) administered by the Educational Testing Service. (The university requires a minimum score of 213 on the TOEFL test.)


Program of Study (72 credits minimum)
Candidates in this program of study and research must complete at least 72 credits of graduate coursework, approved by their faculty advisor, that satisfy the following requirements:
1. E Psy 630 Statistical Methods II
2.A foundational core of 5 courses (15 credits) at the 500/600 level must be completed by all students. At least 3 of these courses must be completed within the division. This core includes one course from five of the six following areas:

3. In addition to this core, a doctoral sequence of courses (27 credits) at the 600/700 level must be completed by all students. A majority of these courses should be completed within the division. The doctoral sequence must be coherent with respect to student interests and goals, with that coherence consistent with educational psychology as a scientific discipline. This sequence includes at least one course from five of the six following areas:

4. At least 24 credits in research must be completed by all students. These credits must be distributed in the following way: 5. Professional Apprenticeship (E Psy 780) - 3 credits
6. Research tool requirement
7. Pre-dissertation research requirement
8. Comprehensive examination
9. Dissertation

Pre-Dissertation Research Requirement
The purpose of the pre-dissertation research requirement is to ensure that students engage in the research process prior to the initiation of the dissertation process. The proposed model for implementation embodies an apprenticeship or mentoring perspective; that is, students are provided opportunities to engage in research activities in collaboration with or supervised by faculty. Most students satisfy this requirement in the context of a research apprenticeship (EPSY 797).
Specific objectives include:

1. Development of knowledge and skills relevant to the conduct of psychological and educational research, through active participation in independent (supervised) or collaborative research activities.
2. Supervised experience in the conduct of research, optimally including participation in all phases of the research process from question/hypothesis formulation to preparing a written report for professional publication or presentation.
3. Provision of opportunities to develop professional credentials through professional publications and presentations.

To satisfy this requirement, there must be a product of the research experience, such as a research report, poster, a conference presentation, or a paper submitted for publication.

Because they include such products, the following research experiences satisfy the predissertation research experience, without specific approval by the Predissertation Research Committee:

1. The "special project' for EPSY 680 (Research Project in Educational Psychology).
2. The "culminating project" for the CAS.
3. EPSY 890 (Research and Independent Study) if it had been approved as satisfying the "special project" requirement for the masters degree.
4. A masters thesis done within the division.

Whether the following types of research experiences satisfy the predissertation research criteria is considered less clear-cut:
1. EPSY 697 (Independent Study in Educational Psychology).
2. EPSY 797 (Research Apprenticeship).
3. EPSY 890 (Research and Independent Study) completed for purposes other than to
satisfy the "special project" requirement for the masters degree.
4. Research products (papers, conference presentations, posters) that were co-authored.
5. Research done in affiliation with one or more faculty members.
6. A masters thesis done at another institution or outside of the division.

In these less clear-cut situations, students are to submit their product to the Predissertation Research Committee, together with a written statement of their own contribution to the research project. The faculty supervisor is to provide a written confirmation of the student's role. It is not required that the student be the sole or first author of the research paper or other product.

Comprehensive Examinations
Two formats for the comprehensive exam are available.

A. Review paper and research proposal, or
B. Two take-home exams:
(1) Learning/Development, usually offered in January, and
(2) Methodology, usually offered in summer.

Students should select a format after consultation with their advisor.

Research Tool Requirement
To fulfill the research tool requirement, three options are available to students:

1. A student, with the advice and consent of the advisor, should take and pass (with a grade of B or higher, B minus is not acceptable) at least one course (minimum of 3 hours) covering an area of research methodology appropriate to the student's research focus. It is incumbent on the student to present a supporting rationale to the advisor. A list of divisionally approved courses, which will be reviewed and revised periodically, will be made available to faculty and students. If the student wishes to take a course not on the current list, he or she may petition the Research Tool Committee for approval.
2. Students may make a proposal and carry out a specific project, or series of projects, on aspects of research methodology. The proposal must spell out in some detail the research competencies he or she anticipates will ensue from this work. Such work will often entail demonstrating ability to use the computer to carry out various data analyses. Satisfactory interpretation of results will be part of this requirement. The Research Tool Committee will deal with each student who chooses this option on a case by case basis.
3. Students may choose to author (or in some cases) to co-author an article on some aspect of either statistics or research methodology. The paper should be written as if to be published, and will generally entail close supervision by one or more faculty. This proposal is to be submitted to the Research Tool Committee for approval.

Professional Apprenticeship
Doctoral students are required to complete one semester (3 credits) of an apprenticeship relevant to their professional goals. This apprenticeship is ordinarily served as an instructor of an undergraduate course in educational psychology. Other apprenticeships may be served as test and measurement consultants or as academic advisors to masters students. Apprenticeships are closely mentored by faculty, and there is a regular seminar for apprentice instructors.

Full Time Study in Residence
Students are not required to meet this requirement.

Admission to Candidacy
A student is admitted to candidacy for the degree of Doctor of Philosophy in educational psychology upon the following:

1. Satisfactory record in course and seminar study; at least a B (3.0) average in all resident graduate courses applicable to the degree;
2. Satisfactory completion of research tool requirement with at least a B grade (B minus is not acceptable);
3. Satisfactory completion of the comprehensive qualifying examination;
4. Satisfactory completion of the pre-dissertation requirement;
5. Final approval of the dissertation proposal.

Dissertation
In general, the Ph.D. dissertation serves multiple purposes, which might be broadly classified as follows:

1. A substantive and original contribution to knowledge, grounded in the discipline of Psychology, with application to Education.
2. A demonstration of mastery of a body of techniques and methods which render one's conclusions defensible on methodological grounds.

Master of Science in Educational Psychology and Methodology

This degree program is designed for students seeking a broad foundation in educational psychology. It is valuable to students with specific interests across the areas of human development, learning, individual differences and special education, measurement and evaluation, and research methods. A track (described below) within the MS degree satisfies the New York State professional teacher certification requirements for applicants who have initial teaching certificates. For students who have provisional teaching certification and wish to gain permanent certification, this degree will provide the appropriate coursework. (Note: New York State also requires two years of teaching experience for permanent certification.)

Admission and program requirements differ somewhat according to the student’s goal in completing the MS degree. Applicants must specify if their purpose in completing the MS degree is to gain teacher certification. There are special admission requirements for such applicants, and the course selections are more narrowly specified, as described below.

General MS Track

The general MS degree program is intended for students who desire a broad foundation in graduate study in educational psychology. The program focus is on the research base of educational psychology. This prepares students for further advanced graduate work in psychology or education.

Admission Requirements
A. Baccalaureate degree.
B. Prior coursework: 12 or more credits of undergraduate work or graduate coursework in psychology, educational psychology, education, or related fields as evidenced by official transcripts.
C. GPA: a 3.0 (out of 4.0) or better grade point average, or a 3.5 GPA in 9 credits of graduate coursework, or excellent scores on the GRE.
D. Personal statement: A well-written essay that reflects the applicant’s knowledge of and interest in educational psychology and methodology, and reveals a match between the applicant’s goals and the program offerings.
E. Letters of recommendation: Three letters of recommendation, including at least two letters from instructors or professors familiar with the applicant’s previous academic work.
F. Diversity among student backgrounds and views is desired. To this end, the admissions committee also considers applicants’ accomplishments and personal qualities as reflected in their application statements and recommendation letters.
G. TOEFL scores for international applicants whose primary language is not English: A minimum score of 213 is required.
H. Questionnaire: Applicants must submit the MS applicants’ questionnaire which is available on the division website.
I. Resume: Optional.
.
Program of Study for the General MS Degree

Candidates for the degree must complete a minimum of 30 hours of graduate credit as approved by their faculty advisor that satisfies the requirements listed below.

A. A foundational core of 6 courses (18 credits) at the 500/600 level must be completed by all students. At least 3 of these courses must be completed within the division. This core includes one course in each of the following areas:
Development
Learning
Individual differences and special education
Research methods
Measurement and evaluation
Statistics

B. Of the remaining 12 credits, 3 courses (9 credits) should be taken within the division (at least 6 hours of these at the 600 or above level), and 1 course (3 credits) outside the division.

C. Within the 30 credits, the student should complete a special project. This may be satisfied by completing EPsy 680 (Research Project in Educational Psychology). Students may also fulfill this requirement by completing EPsy 697 (Independent Study in Educational Psychology), or EPsy 699 (Master’s Thesis), if 697 or 699 are equivalent in scope to the special project of 680.

Professional Teaching Certification Track

This track within the MS program has been designed to meet the 2004 New York State professional teaching certification requirements. It provides students with expertise derived from the field of educational psychology, so that they may use that expertise to enhance the teaching of children. It is anticipated that graduates will either apply the knowledge and expertise directly in their own teaching, or will make their expertise available to other educators in the settings in which they work. Students learn how to derive information from research and theoretical literature in educational psychology, how to evaluate the credibility of that information, and how to apply it to inform classroom practice, especially in regard to relevant New York State Learning Standards. Students gain the critical attitude and tools, including technological tools, to be lifelong discerning scholars of education, and thus caring professionals.

Admission Requirements for the Professional Teaching Certification Track
A. A New York State initial teaching certification at the Childhood Education and/or Middle Childhood Education level.
B. Prior coursework: 12 or more credits of undergraduate or graduate coursework in psychology, educational psychology, education, or related fields, as evidenced by official transcripts.
C. GPA; a 3.0 (out of 4.0) or better grade point average, or a 3.5 GPA in 9 credits of graduate coursework, or excellent scores on the GRE.
D. Personal Statement: A well-written essay that reflects the applicant’s knowledge of and interest in educational psychology and methodology, and reveals a match between the applicant’s stated goals of gaining professional teaching certification and program offerings.
E. Letters of recommendation: Three letters of recommendation, including at least two letters from instructors or professors familiar with the applicant’s previous academic work.
F. Diversity among student backgrounds and views is desired. To this end, the admissions committee also considers applicants’ accomplishments and personal qualities as reflected in their application statements and recommendation letters.
G. Questionnaire: Applicants must submit the MS Applicant Questionnaire, which is available on the division website.

Program of Study for the MS degree leading to Professional Teacher Certification

Students who have initial teaching certification and are seeking to gain professional certification must satisfy the 30 hours of graduate credit requirements for the General MS degree (outlined above), but must do so by including the following courses:

• Development: EPsy 521 (Growth and Development in Childhood), or EPsy 623 (Advanced Developmental Psychology).
• Learning: EPsy 502 (Educational Psychology) or EPsy 610 (Advanced Educational Psychology), or EPsy 614 (Children’s Learning).
• Research Methods: EPsy 680 (Research Project in Educational Psychology).
• Measurement and Evaluation: EPsy 540 (Assessment in Education).
• Statistics: EPsy 531 (Understanding and Teaching Scientific Inquiry and Basic Data Analysis).
• Elective 1 Within Division: EPsy 615 (Application of Cognitive Theories to Language Arts and Social Studies).
• Elective 2 Within Division: EPsy 616 (Application of Cognitive Theories to Math, Science and Technology).

Permanent Teacher Certification Track

Until the expiry of their provisional teaching certification, students who have provisional teaching certification may meet the requirements for permanent certification by completing the MS degree in Educational Psychology and Methodology. Such students may complete the requirements of either the General MS track or the Professional Teaching Certification track. It is recommended, however, that they take the courses designated for the teaching certification track.

Admission Requirements
In addition to the requirements listed for admission to the General MS track (above), applicants should possess a New York State provisional teaching certificate.

Application for All Tracks of the MS Program
Applications for the MS program will be accepted in the Office of Graduate Admissions throughout the year but applicants are advised that they must apply by the dates given below to be assured that their application materials will be processed in time for program commencement at the beginning of the semester indicated.

For a summer semester or fall semester start date: March 1st application deadline.

For a spring semester start date: October 15th application deadline.

Applicants are also advised that their chances of receiving financial assistance are greater if they apply early and commence their studies in the fall semester.

Applicants who do not apply in time for consideration for their preferred start date may be advised to apply for non-degree study in the interim. Satisfactory and suitable work in such non-degree study may be transferred into their masters program provided that the admissions committee admits the student into the masters program.

The Division of Educational Psychology and Methodology welcomes applications from qualified overseas students. Applicants whose primary language is not English are required to submit scores on the Test of English as a Foreign Language (TOEFL) administered by the Educational Testing Service. The university requires a minimum score of 213 on the TOEFL test.

Financial Aid
The university offers annually a number of assistantships and fellowships to qualified students enrolled in graduate study. These awards provide stipends, plus some or all remission of tuition. The value of these stipends varies from year to year. Professional duties are assigned to recipients of assistantships. The number of hours that a student holding an assistantship can be expected to devote to assigned duties is related to the size of the stipend; the greater the stipend the greater the weekly commitment.

New York State has a Tuition Assistance Program (TAP). All students who want to be considered for remission of tuition must apply for a TAP award, even if they are ineligible, in order to document their eligibility/ineligibility.

Students holding assistantships and fellowships must carry a full academic load and may not receive remuneration for other employment in or outside the university.

Applicants to the MS program are advised that opportunities for assistantships are greater for students who apply by February 15, and who commence their study in the subsequent fall semester.


Certificate of Advanced Study in Educational Research

This graduate program is designed for students seeking professional level skills in inquiry (i.e., evaluation, measurement, research, and statistics). It requires at least 60 credits of graduate coursework. This degree qualifies graduates for responsible positions in federal, state, and local agencies, regional laboratories, and public and private schools as policy development and evaluation specialists or researchers. Students should note that NY State does not recognize the CAS for certification purposes.

Requirements for Admission
A. Baccalaureate degree.
B. Prior coursework: 12 or more credits of undergraduate or graduate coursework in psychology, educational psychology, education, or related fields.
C. GPA: a 3.0 (out of 4.0) cumulative grade point average in undergraduate work, or a 3.5 GPA in 9 hours of graduate study taken before admission, or excellent scores on the GRE.
D. Personal statement: A well-written essay that demonstrates the applicant’s knowledge of and interest in educational research, and reveals a match between the applicant’s goals and program offerings.
E. Letters of recommendation: Three letters of recommendation, including at least two letters from instructors or professors familiar with the applicant’s academic work.
F. Diversity among student backgrounds and views is desired. To this end, the admissions committee considers applicants’ accomplishments and personal qualities as reflected in their application statements and recommendations.
G. TOEFL: A minimum TOEFL score of 213 is required for international applicants whose primary language is not English.

Note:
Admission and program guidelines depend upon the student’s preparatory program, as follows:

* Ph.D. students in Educational Psychology and Methodology need not apply in advance for the CAS. They may count any Ph.D. coursework for the CAS, provided it meets CAS requirements.

* All other students (MS students in Educational Psychology, and students from other programs outside of the Division of Educational Psychology and Methodology) must apply for admission to the CAS program. Such students require at least 21 credits unique to the CAS degree (i.e., not counting towards any other degrees).

* Students who have completed the MS degree in Educational Psychology may count the 30 credits for this degree towards the CAS, provided they meet CAS requirements.

*Note that university policy requires that at least half of the 60 credits needed must be completed at the University at Albany (rather than transferred from another institution).

Application
Applications for the CAS degree will be accepted in the Office of Graduate Admissions throughout the year. Applicants are advised, however, that they must apply by the dates given below to be assured that their application materials will be processed in time for program commencement at the beginning of the semester indicated.

For a summer or fall semester start date: March 1st application deadline.
For a spring semester start date: October 15th application deadline.

Applicants are also advised that their chances of receiving financial assistance are greater if they apply early and commence their studies in the fall semester.

Program of Study (60 credits minimum)

A minimum of 60 credits, distributed as described below, is needed to graduate.

1. A foundation core of 6 courses (18 credits) at the 500/600 level. At least 3 of these courses must be completed within the division. This core includes one course in each of the following six areas:


2. An additional six courses (18 credits at 600 level or above) in Evaluation, Measurement, Research, or Statistics. At least three of these courses (9 credits) must be taken within the division.
3. Four courses (12 credits) in a concentrated area of study (e.g. learning/development, instruction, evaluation, educational leadership, reading, statistics, etc.). Include approved transfer courses. This area should be approved by the advisor.

4. 12 credits of Practicum, Field Experience, or Internship in Educational Research, as approved by advisor. This should be completed after admission to the CAS.

Note: Within the 60 credits, the student is required to complete a culminating project. Ordinarily this would be completed as part of the experiences associated with #4, above.