The master of arts (MA) in applied educational psychology is an advanced degree program for practicing educators, and other professionals working in educationally related services, who are seeking to expand their knowledge, skills and professional effectiveness to improve the academic and social outcomes for school-aged children, adolescents, and their families.
The field of educational psychology provides a significant source of scientific insights into teaching, learning, motivation, and maturation. Educational psychology coursework develops knowledge and skills in several areas including assessment of learning differences, developmental processes, recognition of human diversity, effective instruction, evidence-based decision-making, research and program evaluation, and technological applications. Students in this program are encouraged to be self-reflective, to develop good communication skills, and to work cooperatively with others. Graduates of applied educational psychology know how to identify learners’ strengths and needs, to individualize instruction, to conduct research investigations, to facilitate creative problem-solving, to promote well being and resilience, and to develop psychoeducational curricula and interventions to foster life competencies. In keeping with the mission of Webster University, MA students in applied educational psychology are encouraged to gain “international perspectives” and to develop “a life long desire to learn and a commitment to contribute actively to their communities and the world.”
This program is not designed for individuals pursuing licensure in clinical psychology, counseling psychology, or professional counseling.
See also:
- Assessment of Learning and Cognitive Development (AGC)
- Gifted Education and Talent Development (AGC)
- Immigration and Refugee Education (AGC)
Graduates of this program are able to
- Demonstrate and apply knowledge of psychology to education to facilitate and inspire student learning and creativity, and promote social-emotional well being of students.
- Use assessment and progress data collected in classrooms, schools, or community settings to make evidence-based decisions regarding effective instructional and curricular interventions and practices for individual students, and for groups of students.
- Understand, apply, and conduct educational research.
- Demonstrate respect for diversity through responsive teaching that values individual differences in cultural, socioeconomic, ethnic, linguistic, and national/international backgrounds as well as abilities and disabilities.
- Promote and model global/digital age citizenship and responsibility.
- Develop self-assessment skills and the ability to reflect on roles educators can take as leaders of change in the 21st century. Engage in professional growth and leadership.
- Collaborate effectively with others in designing, developing and guiding decision-making at the individual, class-wide, school, or community level.
A total of 36 credit hours is required for this major.
Degree-seeking majors in applied educational psychology have the option of completing the program
- without emphasis or specialization; or
- with emphasis in one of three specialization areas, including
(1) Psychological Education Programs,
(2) Immigrant and Refugee Children and Families, or
(3) Psychology and Education of Gifted Students.
This major includes thesis and non-thesis options. The thesis track is recommended for those students wishing to pursue a doctoral degree in Educational Psychology or School Psychology and for those seeking advanced graduate credentials in areas such as Positive Behavioral Interventions and Supports (PBIS). After completing the MA in applied educational psychology, further study is needed if one wants to become a psychologist; the American Psychological Association defines a psychologist as, “An individual with a doctoral degree in psychology…”
Some requirements in the MA in applied educational psychology are different from the other master’s degrees in the School of Education. Successful completion of an admissions essay and a GPA of 3.0 are required for entrance into this program
After successfully completing 9 credit hours within the major (including Foundations of Global Citizenship or other required course), MA degree-seeking students are required to apply for Advancement to Candidacy. When they apply for advancement to candidacy, students write an essay, declare their emphasis areas, and chose from the thesis track/non-thesis track options. All applied educational psychology students take Intercultural Communications so that they can further their understanding of human diversity and they all take a Practicum course (or equivalent) so that they can apply the knowledge they have gained in their educational psychology coursework. In addition, all students enrolled in applied educational psychology take Applied Research; this course enables students to read, interpret, and evaluate educational and psychological research and to plan research. Students enrolled in either (non-thesis) Integrated Studies in applied educational psychology or Thesis successfully complete a Final Reflections essay as part of their culminating course experience.
Required Courses
| EPSY/EDUC 5001 Foundations of Global Citizenship |
3 hours
|
| EPSY 5170 Behavioral Management |
3 hours
|
| OR EPSY 5171 Models of Behavioral Management |
3 hours
|
| OR EPSY 5150 Resilience and Self-Concept Development | 3 hours |
| EPSY 5350 Intercultural Communications |
3 hours
|
| EPSY 5461 Curriculum and Creativity |
3 hours
|
| EPSY 5600 Practicum in Educational Psychology |
3 hours
|
| EPSY 5800 Applied Research |
3 hours
|
| EPSY 6001 Integrated Studies in Applied Educational Psychology (for Non-Thesis Track) |
3 hours
|
| or EPSY 6250 Thesis (for Thesis Track) |
3-6 hours
|
| Additional Educational Psychology courses (Select any other three EPSY courses) |
9 hours
|
Electives (6 Hours)
Electives may include approved, graduate School of Education courses, or approved 5000 level courses from other disciplines, or approved transfer graduate courses.
TOTAL: 36 hours
Students wishing to pursue an educational specialist or doctoral degree in Educational Psychology or School Psychology should care-fully select their master’s degree courses with the assistance of an advisor.
Emphasis in Psychological Education Programs
This emphasis area enables educators to provide motivational and enrichment strategies for all students and to design psycho-educational intervention and prevention programs that promote the academic, social-emotional and physical well being of students. Examples of psychological education are critical thinking skills instruction, social skills training, “at risk” student intervention, dropout prevention programs, TOTR, and PBIS.
Psychologists who study “at risk” and struggling youth have found that stressed youth can overcome adversity if there are caring and competent adults in their lives. Recommended coursework for educators who wish to encourage academic achievement and foster resilience in “at risk” youth are EPSY 5150, EPSY 5160, EPSY 5290, SPED 5331, EPSY 5370, EPSY 5520, EPSY 5810, and EPSY 5980.
Psychologists define The Other 3 Rs (TOTR) needed for the 21st century learning as reasoning, resilience, and responsibility. Conceptualized as teachable skills that can optimize school success, TOTR are covered with reasoning (EPSY 5880), resilience (EPSY 5150), and responsibility (EPSY 5110).
PBIS (Positive Behavioral Interventions and Supports) promotes effective school-wide methods that encourage positive behaviors in students. Expertise in PBIS can be acquired through successful participation in SPED 5700, SPED 5701, SPED 5702, and SPED 5703.
Required Courses
|
EPSY/EDUC 5001 Foundations of Global Citizenship |
3 hours |
|
EPSY 5350 Intercultural Communications |
3 hours |
|
EPSY 5461 Curriculum and Creativity |
3 hours |
|
EPSY 5600 Practicum in Educational Psychology |
3 hours |
|
EPSY 5800 Applied Research |
3 hours |
|
EPSY 6001 Integrated Studies in Applied Educational Psychology (for Non-Thesis Track) |
3 hours |
|
or EPSY 6250 Thesis (for Thesis Track) |
3-6 hours |
Select four of the following courses (12 hours)
|
EPSY 5060 Assessment and Evaluation of Academic |
3 hours |
|
EPSY 5110 Social and Personality Development |
3 hours |
|
EPSY 5130 Educational Psychology |
3 hours |
|
EPSY 5150 Resilience and Self-Concept Development |
3 hours |
|
EPSY 5160 Advanced Child Development |
3 hours |
|
EPSY 5171 Models in Behavioral Management |
3 hours |
|
EPSY 5180 Advanced Educational Psychology |
3 hours |
|
EPSY 5290 Family Counseling |
3 hours |
|
EPSY 5370 Counseling |
3 hours |
|
EPSY 5520 Children, Culture, and Violence |
3 hours |
|
EPSY 5810 Advanced Adolescent Psychology |
3 hours |
|
EPSY 5880 Psychology of Memory, Learning, and |
3 hours |
|
EPSY 5890 Psychology of Stress |
3 hours |
|
EPSY 5980 Motivation in the 21st century classroom |
3 hours |
|
SPED 5331 Working with Difficult Students |
3 hours |
|
SPED 5700 School-Based Prevention/Intervention: |
3 hours |
|
SPED 5701 Universal School-Wide PBIS |
3 hours |
|
SPED 5702 Secondary Prevention: Targeted Group |
3 hours |
|
SPED 5703 Applying PBIS: Functional Behavior Assessment/ |
3 hours |
Electives (6 Hours)
Electives may include approved, graduate School of Education courses, or approved 5000 level courses from other disciplines, or approved transfer graduate courses.
TOTAL: 36 hours
Students wishing to pursue an educational specialist or doctoral degree in Educational Psychology or School Psychology should care-fully select their master’s degree courses with the assistance of an advisor.
Emphasis in Immigrant and Refugee Families
The emphasis in immigrant and refugee children and families provides educators with the knowledge and skills necessary to meet the educational, social, and emotional needs of children and families who are facing multiple challenges as they migrate to new cultures and countries. Most often the educators who work with immigrants and refugees are also second language teachers. In addition to language instruction, these teachers share cultural experiences and provide a “welcoming oasis” for newly arrived refugees and immigrants.
International experience and the study of a second language are strongly recommended. Students enrolled in Immigrant and Refugee Children and Families may substitute the practicum requirement with an approved study abroad course.
Required Courses
| EPSY/EDUC 5001 Foundations of Global Citizenship | 3 hours |
| EPSY 5350 Intercultural Communications | 3 hours |
| EPSY 5461 Curriculum and Creativity | 3 hours |
| EPSY 5510 Psychosocial Aspects of Migration | 3 hours |
| EPSY 5600 Practicum in Educational Psychology | 3 hours |
| EPSY 5800 Applied Research | 3 hours |
| EPSY 6001 Integrated Studies in Applied Educational Psychology (for Non-Thesis Track) |
3 hours |
| or EPSY 6250 Thesis (for Thesis Track) | 3-6 hours |
Select three of the following courses (9 hours)
| EPSY 5110 Social and Personality Development | 3 hours |
| EPSY 5150 Resilience and Self-Concept Development | 3 hours |
| EPSY 5160 Advanced Child Development | 3 hours |
| EPSY 5180 Advanced Educational Psychology | 3 hours |
| EPSY 5290 Family Counseling | 3 hours |
| EPSY 5370 Counseling | 3 hours |
| EPSY 5490 Seminars in Immigrant and Refugee Experiences (May be repeated for credit if content differs) |
3 hours |
| EPSY 5520 Children, Culture, and Violence | 3 hours |
| EPSY 5890 Psychology of Stress | 3 hours |
| EPSY 5991 Issues in Assessment: Cultural and Linguistic Diversity |
3 hours |
| SOCS 5000 Interdisciplinary Course: Global Awareness or Multi-ethnic Education |
3 hours |
Electives (6 Hours)
Electives may include approved, graduate School of Education courses, or approved 5000 level courses from other disciplines, or approved transfer graduate courses.
TOTAL: 36 hours
Students wishing to pursue an educational specialist or doctoral degree in Educational Psychology or School Psychology should care-fully select their master’s degree courses with the assistance of an advisor.
Emphasis in Psychology and Education of Gifted Students
The emphasis in the Psychology and Education of Gifted Students provides training on how to understand, nurture, and develop the talents of young people. As suggested by the American Psychological Association Center for Gifted Education Policy, the Webster University program uses a broad definition of gifted and seeks to “enhance the achievement and performance of children and adolescents with special gifts and talents in all domains.” This emphasis has courses for educators who are exploring gifted education as well as applied psychology courses for educators who already have knowledge of and experience with gifted education.
Required Courses
| EPSY/EDUC 5001 Foundations of Global Citizenship | 3 hours |
| EPSY 5350 Intercultural Communications | 3 hours |
| EPSY 5461 Curriculum and Creativity | 3 hours |
| EPSY 5600 Practicum in Educational Psychology or EPSY 5601 Practicum in Gifted Education |
3 hours |
| EDTC 5631 Literacies and Technology or other educational technology course |
3 hours |
| EPSY 5800 Applied Research | 3 hours |
| EPSY 6001 Integrated Studies in Applied Educational Psychology (for Non-Thesis Track) |
3 hours |
| or EPSY 6250 Thesis (for Thesis Track) | 3-6 hours |
Select three of the following courses (9 hours)
| EPSY 5060 Assessment and Evaluation of Academic Performance |
3 hours |
| EPSY 5100 Theories of Creativity: Implications for Education | 3 hours |
| EPSY 5150 Resilience and Self-Concept Development | 3 hours |
| EPSY 5160 Advanced Child Development | 3 hours |
| EPSY 5180 Advanced Educational Psychology | 3 hours |
| EPSY 5290 Family Counseling | 3 hours |
| EPSY 5750 Special Institute | 3 hours |
| (May be repeated for credit if content differs) | 3 hours |
| EPSY 5910 Curriculum and Instruction for the Gifted | 3 hours |
| EPSY 5920 Meeting the Affective Needs of Gifted Children | 3 hours |
| EPSY 5930 Screening, Assessing, and Evaluating Gifted Students |
3 hours |
| EPSY 5940 Systems Leadership: Gifted Program Planning and Evaluation |
3 hours |
| EPSY 5880 Psychology of Memory, Learning, and Problem-solving |
3 hours |
| EPSY 5970 The Gifted Learner | 3 hours |
| EPSY 5980 Motivation in the 21st century classroom | 3 hours |
| EPSY 5990 Identifying Giftedness in Underserved Populations | 3 hours |
Electives (6 hours)
Electives may include approved, graduate School of Education courses, or approved 5000 level courses from other disciplines, or approved transfer graduate courses.
TOTAL: 36 hours
Students wishing to pursue an educational specialist or doctoral degree in Educational Psychology or School Psychology should care-fully select their master’s degree courses with the assistance of an advisor.
Gifted Education Certification
A valid Missouri teacher’s certificate and the following listed courses are needed before a certificate can be granted in gifted education. State certification is issued through Missouri’s Department of Elementary and Secondary Education.
Psychology of the Exceptional Student 2-3 hours
Nine credit hours (3 courses) from the following listed courses:
- The Gifted Learner
- Systems Leadership: Gifted Program Planning and Evaluation
- Screening, Assessing, and Evaluating Gifted Students
- Curriculum and Instruction for the Gifted
- Meeting the Affective Needs of Gifted Children
Both of these courses:
- Applied Research
- Practicum in Gifted Education
Students interested in pursuing any certification should have their transcripts evaluated and be advised by the Webster University Certification Office.
Students who are interested in applying to this degree program should also see the Admission Section of this catalog for general requirements.
Admission Requirements
An essay is required as part of the application. Please see the School of Education Essay Requirements page for information regarding this requirement.
Send all required documents to the following address:
Webster University
Office of Admission
470 East Lockwood Avenue
St. Louis, MO 63119-3141
Completed application files will be reviewed by the Department of Multidisciplinary Studies.
Sequential MA in Applied Educational Psychology
The sequential master’s program in applied educational psychology (MA) requires completion of 24 credit hours of course-work provided that the student has an adequate background in graduate-level courses related to educational psychology.
Completion of an admissions essay and a GPA of 3.0 are required for admission into the sequential degree in applied educational psychology.
Students accepted into the sequential applied educational psychology degree should advance to candidacy after they have completed nine hours.
The five required courses (15 hours) for the sequential MA degree are Foundations of Global Citizenship, Intercultural Communications, Practicum in Educational Psychology (OR Practicum in Gifted Education), Applied Research (OR Curriculum and Creativity), Thesis (OR Integrated Studies in Applied Educational Psychology). The remaining three elective courses (9 hours) should be selected in consultation with the Coordinator of Applied Educational Psychology.
Note: Other MA in applied educational psychology courses are listed under Education and Innovation, Social Science Education, Special Education, and Educational Technology.
EPSY 5001 Foundations of Global Citizenship (3)
This course enables educators to develop knowledge, skills and competencies for working in the global and digital age learning environments. Students develop research and professional writing and scholarship skills using both traditional media (books, journals) and new media (online databases, video and online resources, wiki-book authoring). They understand local and global societal issues and responsibilities and model legal and ethical behaviors in their professional practice. They develop skills in communicating, collaborating and building learning communities with peers, experts, and students.
EPSY 5060 Assessment and Evaluation of Academic Performance (3)
Students explore the use of assessment methods to evaluate student achievement and instructional effectiveness. Topics include descriptive statistics, measurement, and assessment methods used in standardized achievement tests. Curriculum-based evaluation devices (oral and written tests, scoring rubrics, grading practices, etc.) as well as informal teacher assessment and evaluation of student learning and behavior are reviewed.
EPSY 5100 Theories of Creativity: Implications for Education (3)
In this course students will examine contemporary theories of creativity and creativity development and their implications for education and educational psychology. They will learn how to model creative behavior and encourage creative expression in others. Students enrolled in this course will test creativity theories by (a) applying them to their own past experiences with creative endeavors, (b) by determining to what extent the theories can adequately explain the emergence of extraordinary inventions, breakthroughs, and works of art and (c) by producing a creative product, project, or presentation.
EPSY 5110 Social and Personality Development (3)
The content of this course focuses on the theories that explain the growth of social concepts (e.g., responsibility, sharing, friendship, rules, sex roles); the development of values and conscience; and the emerging personality of children and adolescents. Students explore ways of working with children and youth in enhancing the development of these concepts.
EPSY 5130 Educational Psychology (3)
Students explore the nature of human growth and development from the perspective of learning, examine the factors contributing to academic success, and consider how effective teaching can have a positive impact on students’ classroom behavior, motivation, and learning. Theoretical knowledge, educational research, and practical applications are stressed. This course includes a field experience in which students observe and interview educators and then write a paper describing their experience and applying their knowledge of educational psychology.
EPSY 5150 Resilience and Self-Concept Development (3)
The purpose of this course is to provide theoretical frameworks, specific concepts, and teaching strategies that help enhance student engagement, self-concept development, interpersonal understanding, and psychosocial resilience in the classroom.
EPSY 5160 Advanced Child Development (2-3)
Child development is the scientific study of the physical, cognitive, social, and personality changes that occur throughout the childhood years. This course is based on recent research in education, psychology, and child development that aids the teacher in guiding learning activities of children of preschool age through early adolescence. Students enrolled in this class will learn how to modify instruction to meet the developmental needs of all children. Issues of diversity in child development, including multicultural perspectives and inclusion strategies, are also examined.
EPSY 5170 Behavioral Management (3)
Teachers are acquainted with techniques to understand and change student behavioral patterns, and learn to observe and interpret classroom behavior, drawing from psychodynamic, ecological, humanistic, and behavioral models. Participants explore various intervention and prevention strategies.
EPSY 5171 Models of Behavior Management (3)
This course focuses on behavioral interventions and mental health services designed to develop social and life skills in children. Graduate students enrolled in this class will study the assumptions and principles of a variety of models and methods of classroom management as well as the principles and techniques of behavior management appropriate to the needs of individual K-12 students with disabilities.
EPSY 5180 Advanced Educational Psychology (3)
In Advanced Educational Psychology students will investigate psychological research pertaining to education, employ researcher's observational skills and hypothesis testing methods, and discover how the scientific method can be used to improve teaching and learning in schools.
EPSY 5210 In-Service Education (1-4)
Webster offers various graduate in-service courses that are not part of the existing MA/MAT curricula but provide experiences important to the academic and professional development of educators. Consult the semester course listings for specific topics. Prerequisite: approval of the MA advisor. May be repeated for credit if content differs.
EPSY 5290 Family Counseling (3)
This course will provide students with the opportunity to explore their assumptions about “the family” and how it develops in a social/cultural context. The course is designed to give students an opportunity to obtain a beginning understanding of selected theories and principles of family counseling and classroom dynamics. There will be a combination of theoretical and practical information with opportunities for students to gain insights using a variety of approaches. Students will learn how to incorporate “family” into their classroom curriculum, learn about family-oriented/supportive community resources, and learn strategies to manage problem behavior in the classroom.
EPSY 5350 Intercultural Communications (3)
In order to function effectively in an interdependent world, we need to get along with and understand people vastly different from ourselves. In this course, students explore the values of their own culture, the extent to which thoughts and perceptions are shaped by cultures, and the expression of cultural differences in education.
EPSY 5370 Counseling (3)
The focus of this course is the application of major counseling theories, such as psychodynamic, humanistic, and family systems, to an educational setting. Counseling skills, such as empathetic listening, effective communication, and conflict resolution, also will be viewed in the context of the school. Student will learn, then, techniques to diffuse situations with an angry parent, methods to minimize the impact of a negative co-worker, and skills to really listen to students.
EPSY 5461 Curriculum and Creativity (3)
This course enables educators to design programs, courses and curricula that facilitate and inspire student learning, mastery and creativity in both face-to-face and virtual environments. Educators learn to model systemic, creative and innovative thinking, collaborative processes, and engage students in real-world / authentic issues. The entire curriculum design-development-implementation-assessment-revision cycle is diversity sensitive; personalized, learner-centered, and embedded with cyber-enabled tools and resources. Curriculum interface with the educator’s personal and professional philosophies and mission, as well as the school district’s mission, and state, national, and international standards are examined.
EPSY 5490 Seminars in Immigrant and Refugee Studies (3)
Seminars in Immigrant and Refugee Experiences are designed to focus on contemporary research and application. May be repeated for credit if content differs.
EPSY 5510 Psychosocial Aspects of Migration (3)
This course examines the psychosocial aspects of migration. Students learn to identify the needs of immigrant and refugee children and families, and how to help these families adapt to living in new environments.
EPSY 5520 Children, Culture, and Violence (3)
Students in this course will research and debate the psychological impact of violence on children. Topics include the effects of violent toys, games, and television and the impact of community violence on the lives of young people. How war or the threat of war affects children’s development is studied. Students will critically evaluate violence prevention programs and discover ways to promote peaceful classrooms.
EPSY 5540 Psychology of Early Adolescence (3)
This course focuses on the psychological growth and development of the young adolescent (ages 9 -15). Participants examine the stage of early adolescence from the perspective of physical, intellectual, and social-emotional development; they also study the importance of the peer group and peer pressure concerns. The course explores multicultural and international perspectives on the psychology of early adolescence. Participants learn how to create instructional environments that will maximize the learning opportunities for all young adolescents.
EPSY 5600 Practicum in Educational Psychology (1–6)
After exploring the educational, intellectual, social, and emotional needs of children and youth, students enrolled in this practicum course will apply their knowledge of educational psychology. Students will work with children, youth and/or families on a regularly scheduled basis in a school or other educational community setting.
EPSY 5601 Practicum in Gifted Education (2-4)
This practicum provides supervised field experience in programs for gifted children. In the summer, students work in various programs. During the school year, students work in classrooms for the gifted. This course is for students who are seeking teacher certification in Gifted Education. Prerequisite: Permission of advisor or teacher certification officer.
EPSY 5750 Special Institute (3)
Webster offers various institutes to provide a wide range of workshop experiences and contemporary topics within the applied educational psychology program. May be repeated for credit if content differs. For more specific and current information, see the current course offerings.
EPSY 5800 Applied Research (3)
This is an introductory course in educational research methodology; basic concepts of research design, strategies of qualitative and quantitative research, and basic statistical procedures are introduced. This course enables students to read, interpret, and evaluate educational and psychological research and to plan research. Students will learn to analyze the purposes and requirements of designing and developing a proposal for a research study and become familiar with Webster University’s IRB.
EPSY 5810 Advanced Adolescent Psychology (3)
This course involves the theoretical and empirical study of adolescence. Topics addressed include physical development, intellectual development, values and moral development, social problems, sexuality, and discipline. Intracultural and intercultural variations in development are explored. Students examine the educational applications for each topic and learn how to adapt instructional practices to meet the interests and learning needs of adolescents.
EPSY 5880 Psychology of Memory, Learning and Problem-solving (3)
Students examine current research concerning cognitive psychology, memory, reasoning, problem-solving, and learning systems. Emphasis is placed on studying metacognitive strategies and the development of expertise.
EPSY 5890 Psychology of Stress (3)
This course focuses on the biological and psychological foundations of stress. Specific techniques for handling school- and classroom-related stressors and tensions are examined.
EPSY 5910 Curriculum and Instruction for the Gifted (3)
Students study the basic premises of curriculum design and classroom structure appropriate for gifted and talented students. A variety of curriculum models and strategies for teaching the gifted are discussed.
EPSY 5920 Meeting the Affective Needs of Gifted Children (3)
This course reviews the affective needs of gifted students and ways to provide services to meet those needs. Students study the social and emotional development of the gifted child. They address the issues of self-esteem, underachievement, leadership, and social relationships, and discuss helping the families of gifted children.
EPSY 5930 Screening, Assessing, and Evaluating Gifted Students (3)
This course is for graduate students who are pursuing certification in gifted education. Theory of testing, analysis of standardized tests, development of testing procedures, and analysis of test data for the gifted are covered. Emphasis is on intelligence testing, assessment of creativity, and interpretation and integration of test data. Prerequisite: Permission of instructor.
EPSY 5940 Systems Leadership: Gifted Program Planning and Evaluation (3)
This course offers an understanding of administration and supervision of gifted programs and provides students already familiar with the educational theory and models in gifted education with an overview of the skills needed to plan and supervise a defensible program for gifted and talented students. Topics in identification, curriculum design, in-service preparation, grant writing, and community relations are covered.
EPSY 5970 The Gifted Learner (3)
Participants in this course examine current issues in the field of education for the gifted. Programs, teaching methods, and curriculum for the gifted are presented in the course. Multicultural and international perspectives on giftedness are stressed.
EPSY 5980 Motivation in the 21st Century Classroom (3)
This course examines current thinking, theory, and practice regarding achievement motivation. Students will review theories of motivation, including social cognitive, self-determination, goal orientation, and “flow” theory. Implications of these theories for the classroom will be studied, and practices that derive from these theories and concepts will be developed in a course project.
EPSY 5990 Identifying Giftedness in Underserved Populations (3)
In this course students will gain knowledge and improve personal skill levels in the areas of multicultural assessment in order to serve gifted and talented learners from diverse linguistic, geographic, economic, and cultural backgrounds. Structured as a seminar, discussions include professional issues in psychoeducational examination, reviews of past discriminatory practices that have unfairly influenced the assessment of learning, recommendations for modifying traditional assessment procedures, and ways to stress children’s cultural strengths rather than their cultural deficits.
EPSY 5991 Issues in Assessment: Cultural and Linguistic Diversity (3)
Students examine theory, research, and skills related to assessment and cultural diversity. Structured as a seminar, discussions include professional issues in psychoeducational examination, testing and assessment issues, techniques with regard to multiculturalism, reviews of past discriminatory practices that have unfairly influenced the assessment of learning, recommendations for modifying traditional assessment procedures, and ways to stress children’s cultural strengths rather than their cultural deficits.
EPSY 6000 Advanced Graduate Certificate Project (3)
The advanced graduate certificate (AGC) project is the culminating experience in the AGC program. These projects are based on applied field research at the student’s own workplace or practicum placement. Projects may be professional presentations or professional papers. Examples of final projects include a professional presentation or demonstration for other graduates students, a school district, a local board of education, a community group, a professional organization, or a professional conference; or a paper or research project that might be published or distributed within appropriate schools, community groups, professional organizations or professional journals.
EPSY 6001 Integrated Studies in Applied Educational Psychology (3)
In this capstone course, the student is expected to synthesize and integrate the conceptual, theoretical, and practical knowledge, skills, and dispositions acquired in the program.
EPSY 6250 Thesis (3-6)
The student completes a thesis project under faculty supervision. The thesis option is recommended for those considering graduate study at a doctoral level. All theses must follow university guidelines and be deposited in the Webster University library.
Updated 6/1/2011
470 East Lockwood Avenue