Educational Psychology, Ph.D.
Director: Jessica Akers, Ph.D.
The Doctor of Philosophy (Ph.D.) program offers advanced specializations in:
- Applied Behavior Analysis
- Gifted and Talented Education
- Special Education
- Quantitative Methods
Students may customize their academic pathway by combining courses across specializations to fulfill the required 33 credit hours of specialized coursework. This doctoral program prepares scholars for careers in academia by developing their expertise as both researchers and educators of adult learners. Graduates emerge prepared to generate innovative research and advance knowledge in their respective fields.
Program Objectives include:
- Fostering researchers who can seamlessly integrate disciplinary and multidisciplinary perspectives
- Enhancing research methodology and instructional excellence in higher education
- Developing scholar-teachers who promote inquiry-based learning and creative scholarship
- Producing leading researchers specializing in exceptionalities, learning and development, and quantitative methods
Admission to Doctoral Program
Admission to the Graduate School of Baylor University and the Ph.D. program in educational psychology is conducted by formal application. Students must be admitted to the Ph.D. program.
This program admits a very select number of students with strong academic credentials who are interested in working with faculty in research and development projects. Admission to the doctoral program takes into consideration the following critical factors deemed important for success in graduate studies:
- A bachelor’s degree from an accredited institution.
- A completed Graduate School application form.
- Transcripts from all higher education institutions attended.
- A written statement outlining the goals the applicant hopes to accomplish by completing the degree.
- Scores on the Graduate Record Examination (GRE) that are predictive of success in this program.
- A minimum overall GPA of 3.0 in the major field of undergraduate study or an overall GPA of 3.5 at the master’s level.
- Three letters of recommendation.
- International students are expected to secure either a minimum of 550 (PBT) or 80 (iBT) on the Test of English as a Foreign Language (TOEFL), 6.5 on the International English Language Testing System (IELTS), or attain an overall score of 125 on the Duolingo exam.
Once these preliminary admission requirements are met, the applicant may be asked to submit a writing sample and a professional resume. Upon review of all of the information, the Graduate faculty teaching in the Ph.D. program may require a personal interview. This interview will be of sufficient length to allow the applicant as well as the faculty to make an informed decision.
In addition to the listed criteria, the committee may consider the applicant’s related work and academic experience, publications, presentations to professional organizations, leadership roles, teaching excellence, awards, career focus, and other professional activities that might provide evidence of potential success in a doctoral program.
Applications must be submitted by December 1 for summer and fall semesters. Applicants for spring semesters should contact Dr. Tonya Davis regarding application deadlines. For more information, contact Dr. Davis. Telephone 254-710-6166; e-mail Tonya_Davis@baylor.edu.
| Code | Title | Hours |
|---|---|---|
| Required Core Courses | ||
| General/Applied | ||
| EDP 6302 | Doctoral Seminar Part 1 | 3 |
| EDP 6303 | Doctoral Seminar Part 2 | 3 |
| EDP 6304 | Doctoral Seminar, Part 3 | 3 |
| EDP 6340 | Teaching in Higher Education | 3 |
| EDP 6350 | History and Systems of Psychology and Educational Applications | 3 |
| EDP 6338 | Grant Writing | 3 |
| Dissertation | ||
| EDP 6V99 | Dissertation | 9 |
| Research Methods | ||
| EDP 6360 | Experimental Design I | 3 |
| EDP 6362 | Applied Multiple Regression/Correlation Analysis in Education | 3 |
| Select three courses from the following: | 9 | |
| Mixed Methods Research Design and Analysis | ||
| Measurement and Evaluation | ||
| Single-Subject Research Design | ||
| Qualitative Research and Data Analysis | ||
| Psychometric Theory and Test Construction | ||
| Advanced Single Case Design | ||
| Latent Variable Models in Education | ||
| Experimental Design II | ||
| Item Response Theory | ||
| Strand Courses | ||
| Students may choose courses within or across strands for a minimum of 30 hours. Students should consult with the catalog and individual departments with regard to any prerequisites. | 30 | |
| Philosophy in Applied Behavior Analysis | ||
| Concepts and Principles of Applied Behavior Analysis | ||
| Human Growth and Development | ||
| Psychology of Learning, Cognition, and Affect | ||
| Ethics in Applied Behavior Analysis | ||
| Teaching Individuals with Autism and Developmental Disabilities | ||
| Challenging Behavior and Developmental Disabilities | ||
| Cultural Issues with Children and Families | ||
| Practicum in Applied Behavior Analysis | ||
| Concepts and Foundations of Behavioral Assessment | ||
| Positive Behavior Interventions and Supports | ||
| Advanced Human Growth and Development | ||
| Research Practicum in Education | ||
| Consultation and Supervision in Applied Behavior Analysis | ||
| Advanced Single Case Design | ||
| Advanced Concepts in Applied Behavior Analysis | ||
| Verbal Behavior | ||
| Community Experience in Developmental Disability Services | ||
| Internship in Applied Behavior Analysis | ||
| Strand 2. Gifted and Talented | ||
| Gifted Education and Talent Development | ||
| Curriculum Development for the Gifted | ||
| Creativity and Strategies for Teaching the Gifted | ||
| Psychology of Learning, Cognition, and Affect | ||
| Social/Emotional Needs of the Gifted | ||
| Single-Subject Research Design | ||
| Psychology of Exceptional Children | ||
| Developmental Psychopathology | ||
| Practicum with Exceptional Children | ||
| Cultural Issues with Children and Families | ||
| Practicum with Gifted Students | ||
| Advanced Human Growth and Development | ||
| Advanced Study of Human Learning | ||
| Research Practicum in Education | ||
| Paradigms and Frameworks of Gifted Education | ||
| Creativity and Problem Solving | ||
| Advanced Single Case Design | ||
| Individual Differences | ||
| Case Study Research Methods and Analysis in Education | ||
| Seminar: Education | ||
| Seminar in Memory and Cognition | ||
| Strand 3. Special Education | ||
| Human Growth and Development | ||
| Counseling Theories and Techniques | ||
| Psychology of Learning, Cognition, and Affect | ||
| Single-Subject Research Design | ||
| Teaching Individuals with Autism and Developmental Disabilities | ||
| Challenging Behavior and Developmental Disabilities | ||
| Developmental Psychopathology | ||
| Concepts and Foundations of Behavioral Assessment | ||
| Positive Behavior Interventions and Supports | ||
| Advanced Single Case Design | ||
| Community Experience in Developmental Disability Services | ||
| Curriculum Differentiation | ||
| Seminar in Memory and Cognition | ||
| Biological Foundations of Behavior | ||
| Strand 4. Quantitative Methods | ||
| Econometric Theory and Methods | ||
| Special Studies in Economics | ||
| Psychological Assessment of Children and Adolescents II: Psychoeducational | ||
| Latent Variable Models in Education | ||
| Item Response Theory | ||
| Individual Differences | ||
| Quantitative Methods: Survey Research Using PLS Analysis | ||
| Public Health Concepts in Epidemiology | ||
| Advanced Experimental Design | ||
| Statistical Methods for Survey Research | ||
| Advanced Quantitative Analysis for Sociology | ||
| Sampling Techniques | ||
| Mathematical Statistics I | ||
| Multivariate Statistical Methods | ||
| Mathematical Statistics II | ||
| Bayesian Theory and Methods II | ||
| Computational Statistics I | ||
| Analysis of Categorical Responses | ||
| Total Hours | 72 | |