Program Overview:
The program in Educational Psychology, which leads to a Master of Science in Education degree, is designed both for persons who have no prior expertise in education and for those seeking to further an existing background in education. Students from diverse backgrounds and with diverse career plans enter this graduate program.
The Educational Psychology program provides a solid foundation in the psychology of cognitive processes and human behavior as they affect individuals across the life span within a variety of learning and educational contexts. Students in the program also have the opportunity to develop a more in-depth understanding of related areas of interests.
There are four schemes that students can choose from that will lead to the degree. These will be more fully described in the following pages.
The General Scheme (I) – the general scheme is designed for students who wish to develop a broad understanding of essential educational psychology principles and their application to diverse contexts.
The Research Scheme (II) – the research scheme is especially relevant for career options in which the ability to conduct empirical research is valued.
The School Psychology Scheme (III) – this scheme is open only to students who have been admitted into the Certificate of Advanced Study in School Psychology.
The Program Evaluation Scheme (IV) - this scheme is designed for students who are interested in careers in the evaluation of programs in a variety of contexts.
Objectives
Educational Psychology is a degree for practitioners. Graduates leave this program with theory and skills that allow them to critique any instructional situation (e.g., teaching mathematical concepts in a typical classroom, leading adult workshops for the State Education Department, conducting parenting classes, grant writing, program evaluation), and then to develop strategies, based on theory, that will help to create the optimal learning environment for the given learners. Students are encouraged to develop their multicultural awareness and technological expertise. Students are challenged to become independent thinkers, to value their roles as professional educators and to become contributing members of the larger community.
Students Who Are Seeking Professional Teacher Certification
Upon successful completion of Schemes I, II, or IV for the Master’s Degree in Educational Psychology, students who hold an initial teaching certification in one of the areas listed below can become professionally certified:
Early Childhood Birth – 2
Childhood 1 – 6
English 7 – 12
English 7 – 9 Extension
Social Studies 7 – 12
Social Studies 7 – 9 Extension
Spanish 7 -12
Spanish 7 – 9 Extension
Biology 7 – 12
Biology 7 – 9 Extension
Chemistry 7 – 12
Chemistry 7 – 9 Extension
Earth Science 7 – 12
Earth Science 7 – 9 Extension
Mathematics 7 – 12
Mathematics 7 -9 Extension
Visual Arts
Business/Marketing
5 – 6 Extension
Students Who Are Seeking an Extension of Their Initial Certification
Students holding initial certification in childhood education and wishing to extend their certification through middle school must take EPY 523 (Adolescent Psychology and Development) as their development course, EDU 530 (Middle School Education: Theory and Practice), and one elective course from any of the graduate education programs.
Students holding initial certification in adolescence education in English language arts or social studies , and wishing to extend their certification to grade five must take EPY 522 (Child Psychology and Development) as their development course, ELE 585 (Methods of Teaching Language Arts and Social Studies 1-6), and one other educational elective. Students holding initial certification in adolescence education in science or math, and wishing to extend their certification to grade five must take EPY 522 (Child Psychology and Development) as their development course, ELE 586 (Methods of Teaching Science and Math 1-6), and one other educational elective.
Program Contacts:
To email the chairperson of Educational and School Psychology,
Dr. Ronald Dugan, Educational Psychology
Program Webpage:
Educational Psychology M.S.E.D.
Program Requirements:
The General Scheme (30 Credits)
The General Scheme is designed for students who wish to develop a broad understanding of essential educational psychology principles and their application to diverse contexts.
1. Total Core Courses (21 or 24 Credits)
Prerequisites:
| EPY 502 | Survey of Educational Psychology | 3 |
(only required for students admitted without an undergraduate Educational Psychology survey course, and must be taken in the summer, or the first semester)
a. Research:
(must be completed within first 12 credits)
b. Development (choose ONE):
| EPY 521 | Adult Psychology and Development | 3 |
| EPY 522 | Child Psychology and Development | 3 |
| EPY 523 | Adolescent Psychology and Development | 3 |
| EPY 545 | Child Development and Health | 3 |
c. Learning and Motivation:
d. Measurement (choose ONE):
| EPY 529 | Measurement, Statistics, and Appraisal | 3 |
| EPY 530 | Assessment and Evaluation for Classroom Teachers | 3 |
(open only to students seeking professional certification)
e. Diversity:
f. Technology (choose ONE):
| TED 500 | Introduction to Education Technology for Teachers | 3 |
| TED 510 | Integrating Technology in Instructional Settings | 3 |
| TED 520 | Multimedia Instructional Design | 3 |
| TED 530 | Internet & WWW in Education | 3 |
2. Capstone Course (3 credits)
| EPY 592 | Integrative Seminar in Education Psychology | 3 |
(Must be taken after student has completed 21 graduate credit hours including all core courses in areas a, b, c, d, and e listed above.)
Except for EPY 592, these courses may be waived by the advisor on the basis of evaluation of equivalent credit. A substitute course is taken when a course is waived.
3. Elective Courses in Education (3 or 6 credits)
Elective courses, with advisor approval, may be taken in any department within the School of Education that facilitates the students’ professional development. With advisor’s approval, students may substitute courses in a liberal arts area for the elective credits in education.
4. Final Evaluation
Students will meet the requirements for the degree by satisfactorily completing all course work and demonstrating an integration of this course work in the integrative seminar (EPY 592). As part of the final evaluation, students will engage in a roundtable presentation of a major paper during the research seminar.
The Research Scheme (30-33 credits)
The Research Scheme is especially relevant for career options in which the ability to conduct empirical research is valued. In this scheme, students culminate their graduate program by conducting independent research projects under the close supervision of an Educational Psychology faculty member.
1. Total Core Courses (21 or 24 Credits)
Prerequisites:
| EPY 502 | Survey of Educational Psychology | 3 |
(only required for students admitted without an undergraduate Educational Psychology survey course, and must be taken in the first semester)
a. Research:
(must be completed within first 12 credits)
b. Development (choose ONE):
| EPY 521 | Adult Psychology and Development | 3 |
| EPY 522 | Child Psychology and Development | 3 |
| EPY 523 | Adolescent Psychology and Development | 3 |
c. Learning and Motivation:
d. Measurement:
| EPY 529 | Measurement, Statistics, and Appraisal | 3 |
e. Diversity:
f. Technology (choose ONE):
| TED 500 | Introduction to Education Technology for Teachers | 3 |
| TED 510 | Integrating Technology in Instructional Settings | 3 |
| TED 520 | Multimedia Instructional Design | 3 |
| TED 530 | Internet & WWW in Education | 3 |
2. Capstone Course (3 credits)
| EPY 592 | Integrative Seminar in Education Psychology | 3 |
(Must be taken after student has completed 21 graduate credit hours including all core courses in areas a, b, c, d, and e listed above.)
3. Advanced Research (6 Credits)
4. Final Evaluation
Students will meet the requirements for the degree by satisfactorily completing all course work and demonstrating an integration of this course work during the integrative seminar (EPY 592). As part of the final evaluation, students will engage in a roundtable presentation of a major paper as part of the integrative seminar. As part of their enrollment in six credits of EPY 598 Independent Study, students must satisfactorily complete the independent research project under the supervision of a member of the Educational Psychology faculty.
The School Psychology Scheme (30 Credits)
This Scheme is only open to students who have been admitted into the Certificate of Advanced Study in School Psychology
The School Psychology Scheme is designed for students who have been accepted into the Certificate of Advanced Study (C.A.S.) in School Psychology. This scheme will provide School Psychology students with foundational courses. Upon completion of these courses, School Psychology students will receive a Master’s of Science Degree in Education, and then move forward toward the completion of their C.A.S. The following are the requirements for the Master’s Degree.
1. Total Core Courses (15 Credits)
a. Research:
| EPY 500 | Educational Research | 3 |
| EPY 529 | Measurement, Statistics, and Appraisal | 3 |
b. Development:
c. Learning:
d. Diversity:
2. Other required courses (12 Credits)
| SPY 500 | Introduction to School Psychology | 3 |
| SPY 503 | Personality Theory and Abnormal Psychology in School-Age Children | 3 |
| SED 501 | Introduction to Children with Disabilities in Educational Settings | 3 |
| SED 512 | Approaches to Classroom Management and Individualized Behavior Support | 3 |
3. Capstone course (3 Credits)
| EPY 592 | Integrative Seminar in Education Psychology | 3 |
(Must be taken after student has completed 21 graduate credit hours including all core courses in areas a, b, c, and d listed above.)
4. Final Evaluation
Students will meet the requirements for the degree by satisfactorily completing all course work and demonstrating an integration of this course work in the integrative seminar (EPY 592). As part of the final evaluation, students will engage in a roundtable presentation of a major paper during the research seminar.
The Program Evaluation Scheme (30 credits)
The Program Evaluation Scheme is designed for students interested in expanding their understanding of applied research methods that will focus on the professional field of program evaluation. As part of this program, students are provided in-depth experience in both theories of program evaluation, as well as practical application in instrument development and testing and measurement. Overall, this scheme is designed to assist students in developing skills and competencies necessary for mid-entry level positions in the field of program evaluation.
1. Total Core Courses (15 Credits)
a. Research
b. Development (choose ONE):
| EPY 521 | Adult Psychology and Development | 3 |
| EPY 522 | Child Psychology and Development | 3 |
| EPY 523 | Adolescent Psychology and Development | 3 |
c. Learning
d. Statistics (must include SPSS)
| EPY 529 | Measurement, Statistics, and Appraisal | 3 |
e. Foundational Elective (choose ONE):
2. Capstone course (3 Credits)
| EPY 592 | Integrative Seminar in Education Psychology | 3 |
(Must be taken after student has completed 21 graduate credit hours including all core courses in areas a, b, c, d, and e listed above.)
3. Program Evaluation (12 Credits)
| EPY 540 | Introduction to Program Evaluation | 3 |
| EPY 541 | Program Evaluation: Theories, Instrument Development, and Evaluation Utilization | 3 |
| EPY 544 | Grant Writing and Program Development | 3 |
| EPY 546 | Practicum: Program Evaluation | 3 |
4. Final Evaluation
Students will meet the requirements for the degree by satisfactorily completing all course work and demonstrating an integration of this course work in the integrative seminar (EPY 592). As part of the final evaluation students will engage in a roundtable presentation of a major paper during the research seminar.
Internship/Field Experience/Service:
No internships or field experiences are required for students taking any of the four schemes for the MSEd in Educational Psychology. However, those students in School Psychology (Scheme III) who continue on for the Certificate of Advanced Study (C.A.S.) in School Psychology will have these experiences. Please see the Program Requirements for the C.A.S. in School Psychology.
Culminating Academic Experiences:
Required Course:
| EPY 592 | Integrative Seminar in Education Psychology | 3 |
(Must be taken after student has completed 21 graduate credit hours including all core courses noted in the schemes above.)
Professional Accreditation:
The College of Saint Rose, sponsored by the Sisters of Saint Joseph of Carondelet, Albany Province, is chartered by the Board of Regents of New York State. All of its degrees and programs are registered and its professional programs are fully approved by the Board of Regents through the New York State Education Department.
The College of Saint Rose is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104 (267-284-5000). The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation.
The specialized accrediting agencies noted below are recognized by the U.S. Secretary of Education and/or the Council for Higher Education Accreditation: Programs offered by The College of Saint Rose for the preparation of all school professionals, leading to initial and advanced certifications, are accredited by the National Council for Accreditation of Teacher Education.
Admissions and Financial Aid Information:
General Admission Information
Eligibility for admission to The College of Saint Rose graduate programs is typically based upon the following minimum requirements:
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Submission of a completed application and a Statement of Purpose of approximately 300 words detailing the applicant’s goals for graduate study.
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Evidence of the possession of a baccalaureate degree from an accredited institution through submission of official transcripts from all undergraduate and graduate institutions attended
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Academic and professional qualifications for graduate study, as indicated by two letters of recommendation.
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A grade point average of 3.0 (on a 4.0 scale), overall and in the undergraduate major.
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Other admission criteria specified by academic programs such as submission of resumes, writing samples, portfolios, test scores, and participation in interviews or admissions workshops.
Applicants to The College of Saint Rose are responsible for completing their applications by submitting all required components. Prospective students may wish to visit our website for online application options and downloadable forms.
See Graduate Admissions section for more information.
Financial Aid
The College of Saint Rose has long been committed to the premise that a quality education should be within the reach of qualified students. To this end, the College serves its student body through a comprehensive program of federal, state, and institutional financial aid. While the basic responsibility for financing education lies with the students and their families, scholarships, loans, and/or assistantships can supplement insufficient family resources. The amount of aid available through the College is limited and is awarded on the basis of academic merit. All financial assistance from the College is subject to adjustment if the recipients are later granted aid from other sources. Financial aid awards are contingent upon students’ maintaining good academic standing and satisfactory academic progress.
See Financial Aid section for more information.
Additional Educational Psychology Admission Information
Admission to the program in Educational Psychology is contingent upon admission to graduate study at The College of Saint Rose.
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