Doctor of Psychology in Educational Psychology

Program Description/Overview

This program is designed to provide foundation skills within the domain of applied educational psychology to graduate students who have attained the PPS Credential in School Psychology. The goal is for these master’s level professionals to build upon their existing competencies and proficiencies while developing new areas of competencies so they can be more effective within the educational environments which they work. The program is offered in an online format for working professionals. It involves coursework, research/applied work (3 capstone assignments), and the PsyD project.

Program Learning Outcomes/Goals

Coursework for this program ensures candidates are well-versed in the following professional competency areas:

Professional Skills - Ability to apply educational psychology theory and educational leadership and management theory including: law, ethics and equity, developmental psychopathology, psychopharmacology, multicultural counseling, leadership, consultation, and supervision.   

Professional Roles - Understanding of the diverse roles and needs of an applied educational psychologist at the doctoral level.

Applied Research - Ability to implement advanced skills in the area of program development and evaluation, as well as the implementation of qualitative research methodologies.

Professional Concepts - Ability to be educational psychology leaders versed in the area of social justice to implement organizational consultation practices, group consultation, and collaborative activities.

Program Outcomes (PO)

This program prepares competent, confident, and conscientious educational psychology leaders, committed to service and social justice for all in a global society, with the knowledge, skills and abilities to exemplify the following outcomes:

PO1: Lead change in educational organizations in a diverse and global society.

PO2: Understand the philosophical and social underpinnings of world educational systems, multiculturalism and futuristic educational trends and developments in the field of educational psychology.

PO3: Evaluate the political, societal, economic, legal and cultural influence on learning organizations as it relates to educational psychology.

PO4: Model personal and professional ethics, integrity, justice and fairness. 

PO5: Evaluate and design research that addresses educational issues related to educational psychology.

PO6: Understand professional codes of ethics and legal mandates, as well as wide range of legal issues, such as, statutory, regulatory, and case law which affects the delivery of pupil services, with an emphasis on students with special needs.

Training Model

During the first year of the PsyD program, students take advanced theory, developmental psychopathology, program evaluation, and leadership courses. In addition, during the first year, students will take courses and develop 3 capstone literature review papers from courses within their first year; additionally, they will obtain professional writing experience and exposure to APA format. They will present these 3 papers in their Doctoral Project Seminar, Initial Phase I. Using a standardized rubric, these papers will be reviewed and upon passing of these capstones, the student will move to Initial Phase II of the doctoral project seminar to develop their PsyD proposal. 

They begin to formulate concepts for their PsyD projects within the context of a Doctoral Project Seminar series - Phase 1-4 to support this endeavor. The Final Phase of the PsyD project is offered in the second year. Students are expected to complete their doctoral project by the end of the second year.

Areas of study and competencies include:

Professional Skills

Professional skills courses develop applied competencies of psychologists working in a school or community setting. These courses include consultation and also law, ethics and equity in in educational systems.

Applied Research

As qualitative research skills are developed in the school psychology doctoral program, students learn the basic principles of school-based research design, program development and evaluation, as well as formulation and implementation of the PsyD project.

Professional Roles

There is one 8 week professional roles course in the second year. This course promotes the integration of research and theory through application of knowledge in local school psychology settings. This course has a special focus on culturally diverse students.

Professional Concepts

Professional concepts courses focus on the theory and context of work in school psychology, including leadership, student and personnel services on high education, organizational psychology and management in educational systems, developmental psychopathology, as well as psychopharmacology and interdisciplinary group facilitation.

Professional Behavior Expectations/Ethical Guidelines

Candidates are expected to follow Professional Organization Ethical standards such as those of the National Association of School Psychologists (NASP) and the California Association of School Psychologists (CASP).

Program-Specific Admission Requirements

Applicants must have successfully completed a Master’s degree in school/educational psychology and a School Psychology Credential.

1. GPA: Applicant must have a minimum GPA of 3.0
2. Recommendations: Each candidate must provide two written recommendations from those who can attest to the applicant’s abilities, interests, and proven accomplishments in the field of school psychology.
3. Personal essay: A four to five page personal essay describing the following is required:
   1. the professional organizations to which you belong,
   2. honors, activities and other creative accomplishments,
   3. a brief autobiographical statement including future professional plans.
4. Interview: Student must have an interview with the relevant CSOE Admissions Committee.

The final admissions decision will be made by the Program Director.

Internship, Practicum, and/or Dissertation Information

The dissertation phase begins after the student has successfully completed and passed with a grade of B or better all required courses within the first year and have successfully presented their 3 capstones projects in their Project Seminar: Initial Phase 1. Students may conduct a research or an applied dissertation, and consider either quantitative or qualitative research methods, after consultation with the course instructor for Dissertation Plan. Students who follow the dissertation guided process should be able to complete their dissertation at the end of the Doctoral Project Final Phase courses.

Credit Units

Total Credit Units: 50

Total Core Credit Units: 50

Total Elective Credit Units: N/A

Total Concentration Credit Units: N/A

Curriculum Plan

Gainful Employment

For important information about the educational debt, earnings, and completion rates of students who attended this program, please visit https://www.alliant.edu/media/gainful-employment-disclosure/Doctor_Psychology_Educational_Psychology.html.