Research
Faculty and students conduct research on how people learn, think, and grow across educational contexts. Areas of focus include motivation, cognitive development, learning strategies, and assessment. This research informs practices that support all learners and improve educational outcomes across the lifespan.
Programs
The Master of Science (M. S.) degree in Educational Psychology (EdPsych Online) is designed for professionals working in school settings, colleges and universities, and business and government, as well as those preparing for work in these and related areas. We offer two concentrations, Adult Education and Applied Educational Psychology, and courses for this degree are offered online through distance education.
More on M.S. in Educational Psychology
Application Information
We conduct rolling admissions and typically stop considering applications for the following semester by the dates listed below:
- Summer Semester – End of March
- Fall Semester – Mid July
- Spring Semester – Mid November
About Coursework
Faculty in the EdPsych Online program deliver courses through synchronous methodology, which means you will meet together online for evening classes based on Eastern Standard Time. The degree requires 36 hours of non-thesis coursework and a comprehensive examination. Students take 24 hours of core courses and 12 additional hours in either Adult Education or Applied Educational Psychology. The EdPsych Online curriculum is planned to facilitate your graduation within six semesters.
Where passion for learning meets the science of human potential.
Educational Psychology Faculty
Sharing Recent Work From Faculty and Students
Power and Education
Higgins, P. (2023). “I don’t even recognize myself anymore”: An autoethnography of workplace bullying in higher education. Power and Education. 16(1), 29–41. https://doi.org/10.1177/17577438231163041
International Congress of Qualitative Inquiry Annual Conference
Misawa, M., & Higgins, P. (2024). “Changing spaces and changing positionality: The transformative process of professionalization.” In 20th International Congress of Qualitative Inquiry Annual Conference in Champaign-Urbana, IL.
Theory Into Practice
Usher, E. L., Butz, A. R., Chen, X.-Y., Ford, C. J., Han, J., Mamaril, N. A., Morris, D.B.,
Peura, P., & Piercey, R. R. (2023). Supporting self-efficacy development from primary school to the professions: A guide for educators. Theory Into Practice, 62(3), 266–278.
Journal of Engineering Education
Chen, X.-Y., Usher, E. L., Roeder, M. L., Johnson, A. A., Kennedy, M.S. & Mamaril, N. A.
(2023). Mastery, models, messengers, and mixed emotions: Examining the development of engineering self-efficacy by gender. Journal of Engineering Education, 112(1), 64–89.