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The University of Toledo
Toledo, OH 43606-3390
Ruth Ann Easterwood
Gillham Hall Room 5000
Dr. Dale Snauwaert
Gillham Hall Room 5000-C
Educational Psychology is a graduate-level program in the department of Educational Foundations and Leadership at the Judith Herb College of Education (JHCOE). Educational psychology is devoted to the study of the psychological dimensions of education, teaching, learning, and human development.
The Ph.D. Degree program in Educational Psychology offers two concentrations: Human Development and Learning, Cognition, and Motivation. Each area of specialization incorporates the most recent trends in psychology with implications and applications for education and other social service settings. Graduates of the program find employment in university teaching and research, government agencies, and business.
On this page:
Learning, Cognition, and Motivation
Learning and cognitive science explores student learning as well as complex cognitive processes and their impact in educational contexts. This area also considers the impact of affective and cultural influences, including motivation, on cognitive processing.
Human development concerns the study of developmental age trends; the causes and consequences of individual differences in cognitive, social, and emotional development; and the unfolding of human development in various cultural contexts, including the development of cultural identity.
The following questions constitute broad categories of inquiry that frame the inquiry-based
model of graduate education in Educational Psychology:
Learning, Cognition, and Motivation
- What is the nature of learning?
- What is the relationship between motivation and learning?
- What is the impact of social and cultural factors on learning?
- What is the relationship between affect and cognition?
- What is the nature of human development?
- What constitutes development through the life cycle?
- What is the impact of social and cultural forces on human development?
- What is the impact of the knowledge of learning and human development on educational theory, policy, and practice?
Ph.D. Program Credit Hours (post-masters)*
Foundations Competency 6 hrs.
Research Tools 12 hrs.
Major Course Work 24 hrs.
Minor Course Work 9 hrs.
Dissertation 10 hrs. (Minimum)
Total 61 hrs.
*A student admitted to the Ph.D. program without a Master's Degree is required to
complete an additional 30 credit hours.
The Plan of Study is individually designed by the student and the Doctoral Program
Committee or the Master's Degree advisor
Major Comprehensive Exam:
Minor Comprehensive Exams:
Basic Educational Psychology (EDP: 7110): A graduate level introduction to the field of educational psychology. Instruction will cover fundamentals of learning, motivation, cognition, individual differences and instructional applications as well as a research-oriented approach to answering scientific questions.
Adolescent Behavior and Development (EDP: 7220): Current theory and research on physical, cognitive, social, emotional and personality development are examined and used as the basis for identifying and solving problems related to adolescent growth and development.
Cultural Perspectives in Learning and Development (EDP: 8150): This course aims to develop a broader understanding of the role of culture in psychological processes and the implications of such psychological understanding for a culturally diverse society.
Social Development (EDP: 8250): Critical examination of theory and research on social behaviors such as attachment, aggression and prosocial behavior, including their causes, how they affect the person and how they change with age.
Behavior Management (EDP: 7330): Theory and research related to behavioral and cognitive approaches to behavior management. Students will carry out research-based behavior management projects requiring behavioral analyses, observation, program design, development and evaluation.
Child Behavior and Development (EDP: 7210): Current theory and research on physical, cognitive, social, emotional and personality development are examined and used as the basis for identifying and solving problems related to child growth and development.
Adult Development (EDP: 7230): Emphasizes classical and modern theories of adulthood from a critical perspective, as well as applications of research on cognitive, physical, personality and social development from early adulthood through old age.
Thinking and Reasoning in School Contexts (EDP: 8360): Analysis of theory and research about thinking and reasoning in school subjects and school learning.
Instructional Psychology (EDP: 7320): Theory and research in psychology that contributes to effective instruction. Topics include varieties and conditions of learning, information processing, learning analysis, constructivism, mastery learning, cooperative learning, norm & criterion-referenced measurement.
Motivation Theory and Application (EDP: 8140): Graduate-level study of conceptions of motivation in various settings. Emphasis is on understanding major concepts and principles, as well on application to such settings as classroom, counseling and industry.
Cognition and Technology (EDP: 8190): The collaborative study of a specific topic in educational psychology by a group of advanced students under the direction of one or more professors.
Bullying and Its Implications (EDP: 8190): The collaborative study of a specific topic in educational psychology by a group of advanced students under the direction of one or more professors.
Self and Identity (EDP: 8190): The collaborative study of a specific topic in educational psychology by a group of advanced students under the direction of one or more professors.
To apply for admission into the Ph.D. Degree for the Educational Psychology program, visit the College of Graduate Studies Website.
The UT Graduate College homepage: http://www.utoledo.edu/graduate/
Admission Guidelines: http://www.utoledo.edu/graduate/prospectivestudents/admission/guidelines.html
Admissions online application: https://apply.utoledo.edu/prod/bwskalog.p_disploginnew
About the College of Graduate Studies: Every graduate student at The University of Toledo belongs to and is monitored by the College of Graduate Studies (COGS). Students in the Educational Psychology program must fulfill the academic requirements set forth by COGS as well as the specific requirements of the Educational Psyhology program. For this reason, current graduate students are advised to remain in contact with and use COGS as a resource throughout their studies.
Graduate Student Handbook 2012-2013: http://www.utoledo.edu/graduate/forms/Hbk_2012_2013.pdf
University Hall, Room: 3240
Phone: 419.530.GRAD (4723)
Graduate Assistantships are awarded to new and returning Ph.D. students, and occasionally Masters students, in the Department of Foundations of Education. Students can first apply for an assistantship when they apply for admission to the program, or they can apply after they have become students. There are at least three types of Assistantships:
- Regular Departmental Assistantships, are allocated annually to Colleges from the University budget, and then are divided among Programs within the College
- Grant-funded Assistantships, are funded through specific grants and exist only for the duration of the grant (“soft money”)
- Minority Assistantships, are funded by the University for qualified applicants for their first year of study, with the promise that the Department will fund subsequent years from their allocation of Departmental Assistantships.
Once a Ph.D. student receives a graduate assistantship in the Department of Foundations of Education (FOED), they can normally expect, but are not guaranteed, to receive assistantship support for 4 years maximum, unless their particular assistantship is tied to a specific grant (“soft money”) or unless the university allocation of assistantships to the department is reduced. That is, the Faculty in the Department are committed to supporting students long enough for them to finish their degree, unless the student is not making satisfactory academic progress or is not making the research or teaching contributions expected of a Graduate Assistant.
Full-time Graduate Assistants are expected to work 20 hours per week (part-time, 10 hours per week) during the academic year on duties that may include teaching or assisting in teaching, participating in some phase of research being conducted by FOED faculty members, and providing general assistance to FOED faculty members (e.g., preparation of materials, administering surveys, etc.). Graduate assistants will receive a Letter of Appointment from the Department Chairperson during the first 2 weeks of Fall semester indicating their Faculty Mentor, who will be responsible for their Graduate Assistant assignments, and the nature of their teaching, research, and/or service responsibilities. At the end of the academic year, the Mentor will write an evaluation of the Graduate Assistant to be placed in the portfolio for review. Upon receiving their letter, a Graduate Assistant should make an appointment with their Mentor, who will have received a copy of their letter.
For more information, please contact the department secretary at 419-530-2461.
Each year, UT graduate students may apply for a fellowship, scholarship, or award given by the College of Graduate Studies. The deadline for application submissions this year is February 14th, 2014.
Gillham Hall Room 5000