Educational Psychology and Educational Technology
The nationally-ranked Educational Psychology and Educational Technology (EPET) doctoral program produces scholars and leaders in the study of human learning and development and/or in the development and study of diverse technologies supporting learning and teaching. It emphasizes rigorous scholarship and diverse analytic perspectives on learning, development, and technology embedded in culture and society. The program prepares graduates to pursue careers in university research and teaching, research on and development of educational technologies, and leadership roles in school systems and the private sector.
The EPET doctoral program welcomes applicants from a wide variety of disciplinary backgrounds, educational and technological experiences, and social, economic and cultural backgrounds. Our faculty bring a wide range of disciplinary backgrounds, research experiences and traditions, and cultural and life experiences to their work, and we actively seek to maintain and expand that diversity.
Our students often pursue and develop expertise in either Educational Psychology or Educational Technology, though many develop expertise at the intersection of these emphasis areas.
- Educational Psychology. Faculty and doctoral students in this emphasis area investigate human learning and development in various settings such as schools, workplaces, communities, and homes. Through these investigations, faculty and students seek to understand and improve educational practice. Program participants often base their analyses in specific domains, for example mathematics, literacy, and science. Students whose interests lie in the area of literacy learning and development or urban education may select to pursue the Doctoral Specialization in Language and Literacy Education option or the Urban Education Graduate Certificate.
- Educational Technology. Faculty and doctoral students in this emphasis area seek to understand and improve the use of powerful technologies to support learning and teaching. Students engage in research and development seeking to understand the pedagogy, policy, and design of media and technologies in support of learning, nationally and internationally, in formal environments such as face-to-face and online classes as well as in informal environments such as homes and after-school programs.
One Program, Two Different Paths
There are two different ways to complete the EPET doctoral program.
The On-Campus path is designed for people willing and able to pursue their degree on a full-time basis. On-campus students typically complete three courses each semester, work 20 hours per week on paid teaching or research assistantships, and require four or more years to earn their degree.
The Hybrid path is designed for people who are working full-time and/or want to pursue the Educational Technology emphasis area on a part-time basis. Hybrid doctoral students typically complete one course each semester, two summer courses, and do not receive paid assistantships from the program. Hybrid students typically require five or more years to earn their degree.
The Department of Counseling, Educational Psychology, and Special Education
The EPET program is one of 5 doctoral programs in the Department of Counseling, Educational Psychology, and Special Education (CEPSE). Faculty in other doctoral programs, especially School Psychology, Special Education, and Measurement and Quantitative Methods, share interests and research work with EPET faculty and students and frequently serve on EPET students’ Guidance Committees. EPET students benefit from coursework and interactions with faculty in many other Departments, inside and outside of the College of Education, including Educational Administration (especially the Higher, Adult, and Lifelong Education program [HALE]); Teacher Education; Writing, Rhetoric, and American Cultures; The Division of Science and Mathematics Education; Psychology; Telecommunications, Information Studies, and Media; and others.