Graduate Degree Program Summary

Browse all graduate areas of study:
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Graduate Degrees Offered

Degrees
  • M.A.; Ed.S.; Ph.D.
Specializations - what's a specialization?
  • Cognition, Learning and Development (M.A., Ph.D.)
  • Counseling Psychology* (Ph.D.)
  • Quantitative, Qualitative and Psychometric Methods* (Ph.D)
  • School Psychology (Ed.S., Ph.D.)
Areas of Study
  • Applied Statistics
  • Child and Adolescent Development
  • Community Counseling
  • Educational Assessment
  • Educational Measurement
  • Health Behavior
  • Marriage and Family Therapy
  • Multicultural Counseling
  • Psychometrics
  • Research Methods
  • School Counseling

*Available as areas of study (not specializations) at the master's level




Educational Psychology

  • On the Web
    Department Website
  • Interim Graduate Chair
    Dr. Ed Daly
  • Department Contact
    Ms. Allison Jones
    ajones3@unl.edu
    402-472-1050
  • Department Address
    114 Teachers College
    Lincoln NE 68588-0345


Application Checklist and Deadlines

Required by the Office of Graduate Studies


See also: steps to admission.

Required by Educational Psychology in GAMES

After you apply, allow one business day for us to establish your access to GAMES, where you'll complete these departmental requirements:

  • Entrance exam(s): GRE
  • Minimum English proficiency: Paper TOEFL 550, Internet TOEFL 80
  • Personal statement
  • Resume
  • Three recommendation letters

Application Deadline

Cognition, Learning, and Development
   Early Consideration: January 15   Fall: May 1   Spring: October 1
Counseling Psychology
   Fall: December 5
Quantitative, Qualitative and Psychometric Methods
   Fall: January 15   Spring (M.A. only): October 1
School Psychology
   Fall: December 1



Related Programs


Description

The Department of Educational Psychology offers a Master of Arts (M.A.) in educational psychology, an Educational Specialist (Ed.S.) in educational psychology, and a Doctor of Philosophy (Ph.D.) in psychological studies in education with four different specializations: cognition, learning and development (CLD); quantitative, qualitative and psychometric methods (QQPM); counseling psychology; and school psychology.

Cognition, Learning and Development is focused on advancing and applying theoretical understanding of cognition, learning and development. It trains students in human development (childhood, adolescence and the college years), human cognition, health behavior, text processing, and instructional design.

Quantitative, Qualitative and Psychometric Methods is a multidisciplinary program that provides students with a wide range of skills related to research methodology, educational and psychological measurement, and applied statistics. The program is unique in its emphasis on qualitative, quantitative and mixed-method research approaches, and in the integration of cognitive and developmental principles of educational psychology.

The Counseling Psychology program strives for an equal balance between science and professional psychological practice in the general context of a life span model of human development oriented toward community agencies, schools and college settings. The counseling psychology program is accredited by the American Psychological Association.

The School Psychology program is highly respected both locally and throughout the nation. Students are directly admitted into doctoral-level study, but will earn a master's degree in route to the Ed.S. or Ph.D. degrees. The Ed.S. program is designed primarily for individuals who wish to work in public school settings, and is approved by the National Association of School Psychologists. The Ph.D. program prepares graduates for practice in universities, schools, hospitals, developmental centers, mental health centers, clinics, and private practice. The Ph.D. program is accredited by the American Psychological Association, approved by the National Association of School Psychologists, and leads to Nebraska licensure in professional psychology.



Courses and More

Students in Educational Psychology are most likely to take courses in: See also: Course Catalog in the Graduate Bulletin.

Students will work with an advisor to create a Program of Studies or Memorandum of Courses during the first half of their coursework.


Faculty and Research

Cognition, Learning and Development

Literacy Development and Motivation; Instructional Improvement; Problem-Based Learning; Web-Based Instruction
Children's Social Relationships; School Adjustment; Latino Students; Aggression and Peer Abuse
Study Strategies; Prose Processing; Writing Ability
Development of Reasoning, Rationality, Morality, and Identity; Psychology of Genocide; Academic Freedom
Adolescent Health Related Behavior; Alcohol and Tobacco Use; Cross Cultural Issues
Temperament; Academic and Social Success; Gifted Students; and Socio-emotional Processes

Counseling Psychology

Prevention; Interpersonal Relationship Violence; Sexual Assault; Career Development; Gender and Multicultural Issues
Student Affairs; Counseling
Vocational Psychology; Contextual Factors and Career Decision-Making; Multicultural Counseling and Competencies
Marriage and Family Therapy; Parenting; Career Development

Quantitative, Qualitative and Psychometric Methods

Psychometrics; Multi-level Modeling; Equating
Technology-Based Teaching Tools; Teaching and Student Learning
Novel Latent Variable Applications; Bio-Behavioral Data Analysis
Mixed Methods Research; Postseconday Education Studies
Item Response Theory; Hierarchical Linear Models; Applied and Theoretical Psychometrics; Computer Adaptive Testing
Mediation; Longitudinal Models; Prevention.
Testing and Psychometric Theory; Testing of Individuals with Disabilities and Language Minorities; High-Stakes Tests; Legal Issues in Testing
Leisure and Recreation; Boredom

School Psychology

Academic Interventions; Applied and Functional Analysis; Assessment
Models of School Mental Health; Evaluations of the Impact of Mental Health Services
Interventions to Improve Writing Performance; Response to Intervention
Behavioral Assessment and Interventions; Home-School Partnerships; Parent-Teacher Consultation; Social Skills Interventions
Bullying and Peer Victimization; Psychological Disorders in Children and Adolescents; Cognitive-Behavioral Interventions

Uncategorized

Academic and behavioral interventions and assessments, response to intervention, and researcher-practitioner collaborations
The use of technology to facilitate learning in classroom environments; the use of technology to compensate for disabilities
The development, implementation and evaluation of intervention and prevention programming for at-risk children and families, specifically focused on approaches to supporting school readiness for young children during the early childhood period.
Assessment and treatment of academic and behavioral difficulties of children and youth with various challenges, particularly children and youth with attention deficits and students with learning disabilities.
The impact of technology to improve student learning, with special emphasis on multimedia instruction and on-line assessment
Lisa Pytlik Zillig vCard icon
Self-regulation and motivational influences on behavior and cognition as these are manifest in educational and public health settings
Structural equation modeling, latent growth curve analysis, measurement of anxiety and depression, and educational policy
Child Disability; Parent Support and Advocacy; Child Maltreatment; Drug Endangered Children; Pediatric Psychopharmacology; Societal Issues of the Human Genome Initiative

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The University of Nebraska-Lincoln does not discriminate based on gender, age, disability, race, color, religion, marital status, veteran's status, national or ethnic origin, or sexual orientation.