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.
Areas of study and competencies include:
Professional skills courses develop applied competencies of educational psychologists working in a school or community setting. These courses include consultation and also law, ethics and equity in in educational systems.
As qualitative research skills are developed in the educational 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.
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 educational psychology principles into school settings. This course has a special focus on culturally diverse students.
Professional concepts courses focus on the theory and context of work in educational psychology, including leadership, student and personnel services in high education, organizational psychology and management in educational systems, developmental psychopathology, as well as psychopharmacology and interdisciplinary group facilitation.
Internship, Practicum, and/or Dissertation Information
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 signature assignments; 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 signature assignments, the student will move to Initial Phase II of the doctoral project seminar to develop their PsyD proposal.
Students 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.
The dissertation phase begins after the student has successfully completed and passed with a grade of B or better on all required courses within the first year and have successfully presented their 3 Signature Assignments in their Project Seminar: Initial Phase 1. If a student makes below a B grade and/or has a cumulative GPA that falls below 3.0, the student will be referred to the Student Evaluation and Review Committee (SERC), which may lead to dismissal. 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.