Program Overview:
The program in Educational Psychology, which leads to a Master of Science in Education degree, is designed both for individuals who have no prior expertise in education and for those seeking to further an existing background in education, including initially certified teachers seeking to obtain professional teacher certification. Students from diverse backgrounds and with diverse career plans enter this graduate program.
Our flexible 30 credit program provides a solid foundation in the psychology of cognitive processes and human development as they affect individuals across the life span within a variety of learning and educational contexts. Graduates leave our program with theory and skills that allow them to critique any instructional situation (e.g., teaching math in an inclusive classroom, leading adult workshops for the State Education Department, conducting parenting classes), and then to develop strategies, based on theory, that will help to create the optimal learning environment for the given learners. Students are challenged to become culturally aware and globally connected independent thinkers, to value their roles as professionals, and to become contributing members of the larger community.
Students choose from one of the following three schemes:
The General Scheme (I) – the general scheme is designed for students who wish to develop an understanding of 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.
Program Mission and Objectives
Consistent with the vision of our founders, the Sisters of Saint Joseph of Carondelet, the program in Educational Psychology is built upon preparing students for meaningful social engagement with our focus on research and assessment, diversity, human development, learning and motivation. Our mission is to encourage our students to develop their cultural awareness and sensitivity to individual differences, to become life-long learners and critical thinkers, and to value their roles as professional educators and contributing members of the larger community. A general set of program goals guides the experience of all students enrolled in the program, regardless of the scheme:
1. To instill knowledge of major theories of human development, learning, and motivation, as well as opportunities to apply this knowledge
2. To further awareness and appreciation of individual and cultural differences and how the knowledge of these differences can be used to optimize learning and development
3. To develop understanding of proper and ethical use of measurement and assessment to guide decision-making and practice
4. To provide knowledge and skills to access, critique, conduct, and report educational and psychological research in an ethical manner in order to enhance professional practices
5. To develop critical thinking skills by providing opportunities to articulate, both orally and in writing, how Educational Psychology theories and principles can be applied to practice
Students Who Are Seeking Professional Teacher Certification
Upon successful completion of Schemes I or II, 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 – Grade 2
Childhood Grades 1 – 6
Biology Grades 7 – 9 Extension
Chemistry Grades 7 – 9 Extension
Earth Science Grades 7 – 9 Extension
English Grades 7 – 9 Extension
Mathematics Grades 7 -9 Extension
Social Studies Grades 7 – 9 Extension
Spanish Grades 7 – 9 Extension
Biology Grades 7 – 12
Chemistry Grades 7 – 12
Earth Science Grades 7 – 12
English Grades 7 – 12
Mathematics Grades 7 – 12
Social Studies Grades 7 – 12
Spanish Grades 7 -12
Grades 5 – 6 Extension
Business/Marketing
Visual Arts
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 and EDU 530 (Middle School Education: Theory and Practice), as one of their elective courses.
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 and ELE 585 (Methods of Teaching Language Arts and Social Studies 1-6) as one of their elective courses. 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 and ELE 586 (Methods of Teaching Science and Math 1-6) as one of their elective courses.
Program Contacts:
Heta-Maria Miller, PhD
Educational Psychology Program Coordinator
Email: millerh@strose.edu
Program Webpage:
Educational Psychology M.S.E.D.
Program Requirements:
I. The General Scheme (30 Credits)
The General Scheme is designed for students who wish to develop an understanding of educational psychology principles and their application to diverse contexts.
1. Total Core Courses (15 or 18 Credits)
Prerequisites:
(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):
c. Learning and Motivation:
d. Measurement (choose ONE):
| EPY 529 | Measuremnt, Stats, Appraisal | 3 |
| EPY 530 | Assess & Eval Clsrm Tchrs | 3 |
(EPY 530 is open only to students seeking professional certification.)
e. Diversity:
2. Capstone Course (3 credits)
(Must be taken after student has completed 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 (9 or 12 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 other areas for the elective 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 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 seminar.
II. 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 (15 or 18 Credits)
Prerequisites:
(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):
c. Learning and Motivation:
d. Measurement:
| EPY 529 | Measuremnt, Stats, Appraisal | 3 |
e. Diversity:
2. Capstone Course (3 credits)
(Must be taken after student has completed all core courses in areas a, b, c, d, and e listed above.)
3. Elective Courses (6 Credits)
An elective course, with advisor approval, may be any graduate course that facilitates the student’s professional development.
4. Advanced Research (6 Credits)
5. 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 during the seminar. Students must also satisfactorily complete the independent research project as part of their enrollment in six credits of Independent Study, EPY 598.
III. The School Psychology Scheme (30 Credits)
The School Psychology Scheme is only open to students who have been admitted 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:
b. Development:
c. Learning:
d. Diversity:
2. Other required courses (12 Credits)
| SPY 500 | Intro to School Psychology | 3 |
| SPY 503 | Child & Adoles Psychopathology | 3 |
| SED 501 | IntroToChild w/Dis/Ed Settings | 3 |
| SED 512 | Classrm Mngmnt Individ Behav | 3 |
3. Capstone course (3 Credits)
(Must be taken after student has completed 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 seminar.
Internship/Field Experience/Service:
No internships or field experiences are required for students taking any of the three schemes for the MSEd in Educational Psychology. However, if students wish to have a field experience or internship it can be done through independent study as one of the elective courses. 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:
(Must be taken after student has completed 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:
- Submission of a completed application, a resume, and Statement of Purpose of approximately 300 words detailing the applicant’s goals for graduate study.
- Evidence of the possession of a U.S. baccalaureate degree or equivalent from an accredited institution through submission of official transcripts from all post-secondary education.
- Academic and professional qualifications for graduate study, as indicated by two letters of recommendation. The Communication Sciences & Disorders and School Psychology programs requirethree letters of recommendation.
- A grade point average of 3.0 (on a 4.0 scale), overall and in the undergraduate major.
- Other admission criteria specified by academic programs such as submission 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 can access the online application and application instructions at www.strose.edu/gradapply.
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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