doctorate educational 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 experts in the field, all at one of the top 25 Educational Psychology programs in the nation .

The department offers five areas of concentration for Ph.D. students, including the No. 13-ranked special education program in the country 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

Ph.D. Application Fee Waiver

The Neag School is waiving the $75 application fee for 100 Ph.D. Program applicants on a first-come, first-serve basis. To be eligible for the fee waiver, applicants must:

• Complete their application to a Neag School Ph.D. program in the Graduate School's application portal .
• Fill out this form requesting a fee waiver.

The deadline to fill out the fee waiver request form is Monday, November 25, 2024, at 11:59 p.m. ET .

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.

ELEVATE Transition Doctoral Consortium Fellowship

This year, UConn's Special Education Ph.D. concentration is participating in the ELEVATE Transition Doctoral Consortium Fellowship program, which is a fully funded doctoral program concentrated in special education secondary transition. Six consortium partner institutions, including UConn, will help develop special education scholars with expertise in transition-related services and research, equipping them to train future educators in culturally responsive and sustaining practices to enhance outcomes for students with disabilities, especially those with high-intensity needs.

ELEVATE Scholars will:

• complete an on-campus doctoral degree in 4 years of full-time study
• obtain a nationally recognized certificate in special education transition services
• build understanding of the field of study through research, service, teaching, and leadership
• file a service obligation agreement with the U.S. DOE acknowledging the requirement for scholars to work two years in the field of special education for every year of support (approximately eight years total).

Financial and Fellowship support includes:

• $30K or more annual stipend for four years (amount varies depending on university)
• Full tuition and fees covered
• Onboarding package: relocation funds, laptop, tech resources, and more
• Yearly travel and research funds
• Additional individualized financial supports
• Personalized mentorship and collaborative advising from leaders in the field across the consortium
• Research and publication opportunities
• Dissertation and job search resources

Fellowship requirements:

• 3.0 or above GPA
• GRE (optional)
• Master's degree preferred
• Teaching experience, or experience working with disabled students, preferred

Interested in learning more about ELEVATE? Email Dr. Joe Madaus at [email protected] .

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 within the online Graduate School application.  
• 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:  

Joseph Madaus

Email: [email protected]

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Online Doctorate in Educational Psychology

Online Educational Psychology Degree: An Overview

• Listening and observation.
• Emotional intelligence
• Interpersonal and communication skills.
• Research skills. 

Top Schools with Educational Psychology Ph.D. Programs Online

Jobs for educational psychology ph.d. holders, degree requirements, prerequisites for an educational psychology ph.d. or ed.d., online coursework.

• Psychology of learning.
• Leadership theory and strategic operations for education administrators.
• Evaluation and assessment of learning programs. 
• Quantitative methods in educational research. 
• Writing for professional publication. 

How long does an online educational psychology Ph.D. or Ed.D. take to complete?

Example courses.

• Motivation and learning
• Culture, communities and education
• Lifespan development
• Statistical analysis for education research

Cost and Return on Investment (ROI)

How much does an online educational psychology ph.d. cost, how to estimate the return on investment (roi) of your degree, job outlook and salary, educational psychology ph.d. and ed.d. salary.

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• Educational Psychology, PhD

The Department of Educational Psychology offers the master of science and doctor of philosophy degrees in educational psychology. The programs for the MS and PhD 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 PhD 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, Enright, Hubbard, Matthews, Short, Starr, 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, Karumbaiah, Nathan, Puntambekar, Shaffer, Zhang (Fall 2024)

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 PhD 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 required. 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 credits earned at other institutions.

With program approval, students are allowed to transfer 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. 

Undergraduate Credits Earned at Other Institutions or UW-Madison

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

Credits Earned as a Professional Student at UW-Madison (Law, Medicine, Pharmacy, and Veterinary careers)

Refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Credits Earned as a University Special student at UW–Madison

With program approval, students are allowed to transfer 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. 

Refer to the Graduate School: Probation policy.

Advisor / Committee

Refer to the Graduate School: Advisor and Graduate School: Committees (Doctoral/Master’s/MFA) policies.

Credits Per Term Allowed

Time limits.

Refer to the Graduate School: 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
• 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 Student Assistance and Support (OSAS)  (for all students to seek grievance assistance and support)
• 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
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• Office of Student Assistance and Support (OSAS) (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• 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 PhD program, the department offers assistantships to incoming students.

• Professional Development

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

• Learning Outcomes
• 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, Kilgus, Kim, Nathan, Puntambekar, Quintana, Shaffer, Wollack Associate Professors:  Albers, Eklund, Garbacz, Hubbard, Matthews, Pustejovsky, Vlach Assistant Professors: Karumbaiah,   Klingbeil, Short, Starr, Zhang (Fall 2024) Clinical Associate Professor: Kelly Clinical Assistant Professor: Hagermoser-Bayley

• Requirements

Contact Information

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

Amy Moschkau, Graduate Program Manager [email protected] 608-262-1427 880 Educational Sciences Building 1025 W. Johnson St., Madison, WI 53706-1796

Jennifer Asmus, Director of Graduate Studies [email protected]

Graduate School grad.wisc.edu

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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.

Kyndra Middleton, Ph.D.

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."