- Master of Arts
- Doctor of Education
Nature of the Program
Master of Arts in Educational Psychology
The Educational Psychology master's degree program is designed for individuals who want to pursue general preparation in learning, development, measurement, and research with the flexibility of selecting individualized additional coursework that supports their professional development goals. All students in this major complete four core courses, additional electives, and are required to design and conduct either 1) a project that solves a practical problem in learning or development or 2) a research thesis that investigates a topic of relevance to learning or development.
Doctoral Program in Educational Psychology
The Educational Psychology program in the College of Education and Human Services offers opportunities for graduate study and research leading to the Doctor of Education. The Learning Goals for the Ed.D. in Educational Psychology seek to educate and train professionals who will focus on teaching and learning environments as they carry out their missions in instruction, service, and research. The principal goal of the program is the education and training of professionals who will focus on teaching and learning environments as they carry out their missions associated with instruction, service, and research. Professional preparation centers on (a) learning and development; (b) instructional development; and (c) measurement, research, and statistics. Accordingly, students are expected to achieve competencies in these areas. The student, the student’s adviser, and the student's committee jointly plan programs to meet particular career needs. Minor fields of study are also planned for each student as appropriate. In addition to the general requirements of the University and the College of Education and Human Services, there is a core of courses supporting the development of competencies required of all graduate students in the program.
Note: Currently not admitting new students into the Doctor of Education degree option.
Master of Arts
|EDP 600||Educational Psychology||3|
|EDP 611||Measurement/Evaluation in Educational Psychology||3|
|EDP 612||Introduction to Research||3|
|EDP 613||Statistical Methods 1||3|
|EDP 697||Research *||3|
|Additional Courses/Electives (Any courses 500 level or above approved by advisor)||15|
Students who select the option of three credits of EDP 697 for practical product development are required to complete 15 credits of Additional Courses/Electives with at least three of those credits in EDP.
Note: The EdD in Educational Psychology is not admitting students and being phased out. Students interested in a doctoral degree related to educational psychology should consider the PhD in Learning Sciences and Human Development (see link to the right).
Doctor of Education
A program of study consists of a minimum of seventy-two hours of graduate credit beyond a bachelor's degree or forty-two hours beyond a master's degree (not including dissertation credits). In addition, successful completion of the competency requirements in the areas of (a) learning and development, (b) instruction, and (c) research are mandatory before a student submits a dissertation prospectus and is admitted as a doctoral candidate.
If a student enters the program with a master's degree, a maximum of thirty hours (of the seventy-two) of relevant course credit from the student's master's degree program may be included in the doctoral program of studies.
|A student must have an average grade of B for all courses in the program and make satisfactory progress toward the completion of the program competencies to remain in good standing.|
|Select one of the following course groups:||9|
|Introduction to Research|
and Statistical Methods 1
and Statistical Methods 2
|Advanced Qualitative Research|
|Qualitative Research Methods|
Advanced research methods course (chosen by student in consultation with the advisor and doctoral committee)
|EDP 696||Graduate Seminar||3|
|EDP 710||Thesis/Dissertation Bootcamp||3|
|EDP 740||Principles of Instruction||3|
|Select two of the following courses:||6|
|Psychological Foundations of Learning|
|Human Development and Behavior|
|The Adult Learner|
Each student's doctoral committee shall be composed of a minimum of five members, the majority of whom are regular graduate faculty members. At least two members of the committee (including the permanent advisor), but no more than three must be members of the Educational Psychology Faculty. At least one member of the doctoral committee must be from the student's minor area of study. No more than one person may be a non-member of the Graduate Faculty of WVU. One member of the committee, who has professional relevance to the program of study, must be from outside the program area. The Doctoral Program Coordinator, the Chair of the Department, and the Dean of the College must approve the composition of the doctoral committee.
The duties of the doctoral committee are to: (1) discuss and review the program of study, (2) monitor progress in the program of study, (3) review changes to the approved program of study, (4) evaluate the competency products, (5) approve the dissertation prospectus and admit the student to candidacy, and (6) supervise and approve the dissertation.
The student with the approval of the student's permanent advisor may initiate changes in committee membership. Such a change must be agreed to by the member being replaced (if still available to serve), the student, the major advisor, the new committee member, and the Dean. After approval of any committee membership change, a record of the new committee composition shall be filed in the CEHS Office of Student Advising and Records and in the Educational Psychology Program student file.
As an integral part of the Doctoral Program in Educational Psychology, students are required to demonstrate mastery of competencies by producing written products that require them to make use of the work in their formal program of study. The student's committee in collaboration will describe the specific nature of how these competencies will be demonstrated with the student. The competencies are met through satisfactory completion of projects, activities, and/or other experiences.
Competency outcomes will be assessed through three competency products developed by students in the program. These products are in the areas of (a) learning and development, (b) instruction, and (c) research. These products will be developed and assessed according to specifications created by a subcommittee organized by the student's adviser. The student and his/her adviser will select two members for each subcommittee from the members of the student's doctoral committee. The third member of each subcommittee will be appointed by the full doctoral committee (in consultation with the student and his/her adviser) and must have expertise in the area being assessed. Recommendations for the third member from the student and his/her adviser are welcomed.
Admission to Candidacy
Admission to candidacy for the doctoral degree shall be granted only to persons holding a master's degree. Students may enter the doctoral program without a master's degree but must earn a master's degree within the program before advancing to candidacy for the doctoral program. This master's program shall require a thesis.
Admission to candidacy occurs after:
- Successfully completing an acceptable Master's Degree.
- Filing an approved program of study.
- Successfully completing competency requirements for the Major (in the areas of Learning and Development, Instruction, and Research) and the requirements for the Minor.
- Satisfactory completion of College requirements (i.e., a student is officially admitted to candidacy for the Ed.D. after obtaining unanimous approval of the written dissertation prospectus from the doctoral committee).
- A signed copy of the approved prospectus and the form for "Admission to Candidacy for Ed.D." is filed in the CEHS Office of Student Advising and Records. (This constitutes a contract for the dissertation research that the student may begin to conduct.)
Students are to meet the competency requirements before submitting a dissertation prospectus to the doctoral committee. The prospectus must be prepared, in consultation with the doctoral committee chairperson, on a topic in the major field, showing a potential for contribution to existing knowledge. Once the doctoral committee chairperson approves the prospectus, the student will schedule a meeting of the full doctoral committee to have the prospectus examined. The committee may accept, reject, or require modification of the prospectus. Each committee member will sign an approved prospectus, including all modifications specified by the committee. The approved prospectus will be filed in the Office of Student Advising and Records and in the Educational Psychology Program student file.
A final oral defense of the completed dissertation shall be held. All doctoral committee members (or approved substitutes) shall be present for the dissertation defense. A committee member other than the student's advisor may serve as dissertation chairperson if the person is a regular member of the graduate faculty and if the student and all members concur in writing. Meetings of the doctoral committee are open to the public, except when in executive session.
Major Learning Outcomes
The principal goal of the Educational Psychology program is the education and training of professionals who will focus on teaching and learning environments as they carry out their missions associated with instruction, service, and research. Professional preparation centers on the following three content areas: a) Learning and development, b) Instructional development, and c) Measurement, research, and statistics. Additional learning goals associated with specialized majors are provided below.