About The Program
Ideal for research-oriented students who want to specialize in social processes to promote the success of students in formal and informal learning environments. Students in the program integrate theory, research, and applied experiences in the areas of cognition, social psychology and motivation, assessment, educational policy, and diversity to better understand learning in schools and other educational settings. Graduates are well prepared for a range of careers including faculty and other research and teaching roles at the university level and leadership positions in industry or state and local research and policy environments.
Career Paths
- Academic researcher/professor
- School psychologist
- Consultant
- Policy analyst
- Program evaluator
- Human factors specialist
- Clinical psychologist (with additional training)
- Research scientist
At a Glance
Degree Earned
Doctor of Philosophy (Ph.D.)
Credits: 60
Application Semesters and Deadlines
Summer or Fall: January 15
Program Modality
In-person
Estimated Completion Time
Full-time (9-15 credits): average completion in 3-4 years
Part-time (1-8 credits): average completion in 4-5 years
“VCU’s Educational Psychology program gave me the opportunity to work on exciting research projects, focused on supporting students’ motivation and learning in urban classrooms. I collaborated with so many great faculty, graduate students, and K12 educators. This was crucial to translate our theories and research to practice.”
Martinique Sealy, Ph.D., former VCU Holmes Scholar
Admission requirements
| Degree: | Semester(s) of entry: | Deadline dates: | Test requirements: |
|---|---|---|---|
| Ph.D. | Summer or fall | Jan 15 | GRE optional |
In addition to the general admission requirements of the VCU Graduate School, the following represent the minimum requirements for admission:
- Baccalaureate or master’s degree in psychology, educational psychology or related discipline
- Three letters of recommendation addressing the student’s potential for graduate study in education
- Statement of intent
- Transcripts of all previous college work
- A personal interview and additional writing sample (may be requested)
- Professional vitae/resume
If an applicant chooses to submit a GRE score, it will be considered holistically with other application materials. If an applicant chooses not to submit a GRE score, that decision will have no impact on the application review.
Please visit the School of Education website for further information.
Degree requirements
In addition to the VCU Graduate School graduation requirements, students are required to complete course work in core and elective courses.
- Credit hour requirements: Students are required to complete a minimum of 60 credit hours.
- Grade requirements: Receipt of a grade of C or below in three courses constitutes automatic dismissal from the program. Courses with a grade below C cannot be used to satisfy degree requirements.
- Externship requirement: Students must complete an approved externship.
- Examination requirements: Students must pass both a qualifying examination early in the program and a comprehensive examination near the end of the program.
- Dissertation requirements: Students must complete and defend a research dissertation.
Curriculum requirements
Students admitted with only a baccalaureate degree are required to take an additional 15 credits of 600 level didactic courses in EDUS, PSYC, SEDP, TEDU or another subject, selected in consultation with an adviser.
| Course | Title | Hours |
|---|---|---|
| Foundation | ||
| EDUS 702 EDUS 702. Foundations of Educational Research and Doctoral Scholarship I. 3 Hours.
3 lecture hours. 3 credits. This interdisciplinary seminar is the first part of a two-semester sequence. Students will learn about the nature of scholarly inquiry and the worth of situating research within its wider social and political contexts. Course will deal with limitations of knowledge and knowing and aid students in understanding major themes in the field of epistemology. Emphasis will be given to the nature and structure of knowledge and evidence, justification of beliefs, beliefs about "truth," naturalized epistemology and the role of skepticism in inquiry and advanced study. EDUS 702 and 703 are continuous courses. | Foundations of Educational Research and Doctoral Scholarship I | 3 |
| EDUS 703 EDUS 703. Foundations of Educational Research and Doctoral Scholarship II. 3 Hours.
3 lecture hours. 3 credits. Prerequisite: EDUS 702. This interdisciplinary semester is the second part of a two-semester sequence. Students will deepen their understanding of scientific inquiry and apply an understanding of epistemology to a critical analysis of various philosophies of research and paradigms that exist (e.g.: positivism, constructivism, etc.). Emphasis will be placed on the relationships among research, politics, policy and ethics. Examples will be drawn from research on urban issues and deal with issues such as race, class and gender in education. EDUS 702 and 703 are continuous courses. | Foundations of Educational Research and Doctoral Scholarship II | 3 |
| Research | ||
| EDUS 608 EDUS 608. Educational Statistics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. An introductory-level statistics class focusing primarily on techniques of inferential analysis. The course focuses on basic concepts in quantitative design and analysis for educational research, probability theory, null hypothesis significance testing, inferential statistics including the t-test and analysis of variance, and applications of statistics to applied problems in education. | Educational Statistics | 3 |
| EDUS 710 EDUS 710. Quantitative Research Design. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: EDUS 608 or equivalent. An examination of quantitative research designs and concepts commonly utilized in conducting research in applied educational settings. Fundamental principles of research are extended to cover such topics as experimental designs, quasi-experimental designs, observational designs, secondary data analysis, advanced analysis of variance designs and multiple regression analysis. | Quantitative Research Design | 3 |
| EDUS 711 EDUS 711. Qualitative Methods and Analysis. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisites: graduate-level statistics course, and EDUS 660 or equivalent, or permission of instructor. Examines qualitative research designs and inductive analysis, including research traditions, problems formulation in fieldwork, purposeful sampling, interactive data collection strategies, research reliability and validity. An interdisciplinary approach is used. Students conduct a small field study in their specialization. | Qualitative Methods and Analysis | 3 |
| • Collaborative research | 3 | |
EDUC 697 EDUC 697. Collaborative Scholarship. 3 Hours.
Semester course; 3 research hours (delivered online, face-to-face or hybrid). 3 credits. This research course is designed to develop, apply and refine the research/scholarship skills and interests of students under the guidance and supervision of a faculty mentor. Activities will be monitored and evaluated by university faculty. Graded S/U/F. | Collaborative Scholarship | |
or EDUC 797 EDUC 797. Directed Research. 1-9 Hours.
Semester course; 1-9 variable hours. 1-9 credits. Enrollment restricted to students who have completed first-year Ph.D. courses in education or by permission of program director. The course provides doctoral students the opportunity to do hands-on research prior to the dissertation project that is relevant to their substantive area or individual learning needs. The topic and specific project will be initiated by the student and implemented in collaboration with a School of Education faculty member. A proposal for a directed research course must be submitted that specifies how the student will gain experience, knowledge and skills in one or more aspects of conducting a research project. Graded S/U/F. | Directed Research | |
| • Research elective | 3 | |
| Externship | ||
| EDUC 700 EDUC 700. Externship. 1-6 Hours.
Semester course; 1-6 practicum hours. 1-6 credits. May be repeated for a maximum of 9 credits. Enrollment requires permission of department. Plan of work designed by extern with prior approval of the offering department. State certification or equivalent may be required for some externships. Off-campus planned experiences for advanced graduate students designed to extend professional competencies, carried out in a setting, under supervision of an approved professional. Externship activities monitored and evaluated by university faculty. | Externship | 3 |
| Dissertation | ||
| EDUC 899 EDUC 899. Dissertation Research. 1-9 Hours.
Semester course; 1-9 variable hours. 1-9 credits. May be repeated. A minimum of 6 semester hours required. Enrollment restricted to students who have successfully completed comprehensive examinations. Dissertation work under direction of dissertation committee. Graded as S/U/F. | Dissertation Research (minimum of six credit hours) | 6 |
| EDUS 890 EDUS 890. Dissertation Seminar. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: permission of director of doctoral studies. Designed to develop and refine the skills applicable to the preparation of an acceptable draft of a dissertation prospectus. | Dissertation Seminar | 3 |
| Concentration courses | ||
| EDUS 620 EDUS 620. Human Development in Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines issues in human development as they relate to the education of youth and young adults. | Human Development in Education | 3 |
| EDUS 621 EDUS 621. Motivation in Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines issues in motivation as they relate to teaching and learning. | Motivation in Education | 3 |
| EDUS 662 EDUS 662. Educational Measurement and Evaluation. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Provides an understanding of basic concepts of educational measurement and evaluation. Includes development, interpretation and use of norm-referenced and criterion-referenced measures, standardized instruments and qualitative assessments applicable to a wide variety of educational programs and settings. Students study in-depth measurement and/or evaluation procedures in their specialization. | Educational Measurement and Evaluation | 3 |
| EDUS 690 EDUS 690. Academic Writing and Publishing. 3 Hours.
Semester course; 3 seminar hours (delivered online, face-to-face or hybrid). 3 credits. Enrollment requires permission of the instructor. The purpose of this course is to assist doctoral students in developing and refining a journal article manuscript for publication. The course is designed to be individualized to specific student needs and goals. The primary aim of the course is to facilitate and provide feedback on each student’s manuscript in preparation for submission. Graded S/U/F. | Academic Writing and Publishing | 3 |
| EDUS 720 EDUS 720. Seminar in Cognition and School Learning. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines topics in cognition that explain students' learning such as expertise, problem solving, cognitive strategies instruction and development of the knowledge base. Supportive instructional techniques will also be considered. | Seminar in Cognition and School Learning | 3 |
| EDUS 721 EDUS 721. Advanced Seminar in Social Processes in Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the theoretical/conceptual and empirical bases of various social processes and their relationship to educational outcomes. The content covered is designed to provide students with a survey of literature and research on a number of topics that examine these relationships from individual, contextual/environmental and policy perspectives. Current developments with regard to research methodologies in these areas will also be considered. | Advanced Seminar in Social Processes in Education | 3 |
| Methods electives selected in consultation with adviser | 6 | |
| Elective selected in consultation with adviser | 3 | |
| Total Hours | 60 | |
The minimum number of graduate credit hours required for this degree is 60.
Students who complete the requirements for this concentration will receive a Doctor of Philosophy in Education.
The VCU Bulletin is the official source for academic course and program information.