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Applied Educational Psychology Program

Ph.D. Degree

This program is in the process of being restructured as a specialization within the new doctoral concentration, Learning Environments and Educational Studies (LEEDS). Upon approval LEEDS will begin admitting students for fall 2010.

*Students applying for admission for Fall 2010 or later should refer to the LEEDS program for program features.

This doctoral program seeks to achieve five main goals. These goals involve helping students:

  1. Increase their knowledge of and appreciation for the work of applied educational psychologists.
  2. Develop the skills needed to participate in "academic discourse" (i.e., the kind of discussion wherein ideas are openly shared and vigorously critiqued for the core purpose of engaging in friendly debate and dialogue concerning theories, hypotheses, research findings, and practice).
  3. Improve their ability to write clearly and persuasively, with arguments based on scientific evidence rather than personal opinion and/or unsubstantiated rhetoric.
  4. Become proficient at using cutting-edge technology for finding information, analyzing data, and communicating with others.
  5. Generate new knowledge that can expand or modify what is known (or assumed to be known) by the larger community of applied educational psychologists.

This doctoral program in Applied Educational Psychology offers the following unique features:

  1. A community of learners in which beginning students, advanced students, and faculty members come together regularly to share with and learn from one another. The cornerstone of this program feature is a seminar attended by all students (for their first 3 years) as well as the Program's faculty members. Collaborative work on research projects, group trips to professional meetings, and social events also help to create the sense that "I belong; others care about me; and everyone benefits from the group's array of skills, knowledge, background, and contacts."
  2. Collaborative reflection in underlying assumptions within practical and formal theories of learning as they relate to all aspects of applied educational psychology.
  3. Flexibility in coursework that allows students to focus on highly specialized areas of emphasis and to select other courses that meet individual needs. For example, a student concerned most with learning and development might select courses that focus on behavioral theories of learning; or he/she might choose courses that examine cognitive and social constructivist theories. A student in the statistics and measurement area might select courses that refine his/her expertise in applied statistics and research design; or, such a student could select courses that help one develop advanced skills in test development and/or psychometric methods.
  4. Interdisciplinary "research team" opportunities for students. Most faculty members in the Department lead research teams that are open to students in all programs. This furthers the interdisciplinary focus of the department and helps students develop research skills. In addition, students with a focus on applied statistics/measurement have the option of participating in the University's Intercollegiate Graduate Program of Statistics. Students with a focus on human learning/development have the option of participating in the Applied Phenomenology Studies Group.

 

Updated 09/16/2008

Contact EPC

525 Jane & David Bailey Education Complex
1122 Volunteer Boulevard
Knoxville, Tennessee 37996-3452

Phone: 865-974-8145
Fax: 865-974-0135