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Courses |
Psychological and Quantitative FoundationsChair: Timothy N. AnsleyProfessors: Elizabeth M. Altmaier, Robert Brennan, Stephen B. Dunbar, Stewart W. Ehly, Nancy Ewald Jackson, Michael J. Kolen, David F. Lohman, Johnmarshall Reeve, Thomas R. Rocklin, Walter P. Vispoel, Catherine J. Welch, John S. Westefeld Professors emeriti: Gordon N. Cantor, Leonard S. Feldt, Robert A. Forsyth, David A. Frisbie, Hiram D. Hoover, Siegmar Muehl, Lowell A. Schoer, Bill Carl Snider, Lawrence M. Stolurow Clinical professor: Sam V. Cochran Associate professors: Stephen M. Alessi, Robert D. Ankenmann, Timothy N. Ansley, Kathryn C. Gerken, William M. Liu, Joyce L. Moore, John Northup, Kathy L. Schuh, Donald B. Yarbrough Associate professor emeritus: Carl S. Davis Adjunct associate professor: E. James Maxey Clinical associate professor: Mitchell Kelly Adjunct clinical associate professor: Susan Assouline Assistant professors: Saba Ali, Kathy Banks, Andrew Ho, Megan Foley Nicpon Adjunct assistant professors: Audrey S. Bahrick, Julie Corkery, Richard L. Ferguson, Deborah J. Harris, Dau-shen Ju, Valerie J. Keffala, Candida R. Maurer, Michelle Mengeling, Angela Pitkin, Amy Stockman, Leonard Welsh Clinical assistant professor: Ann Garcia-Santos Undergraduate nondegree program: Minor in Educational Psychology Graduate degrees: M.A., Ed.S., Ph.D. Web site: http://www.education.uiowa.edu/pandq The Department of Psychological and Quantitative Foundations offers programs in four areas: educational measurement and statistics, counseling psychology, educational psychology, and school psychology. These programs have two general goals: to help students acquire the knowledge and skills necessary to function effectively in settings that require the application of psychological and quantitative principles, and to extend knowledge and understanding of the teaching/learning process as it occurs in a variety of settings. The major emphasis in the M.A. and Ed.S. programs is on the first of these goals; that in the Ph.D. programs is on the second. However, there is some emphasis on both goals in all programs. Undergraduate ProgramThe department offers a minor in educational psychology. It also offers a course approved for the quantitative or formal reasoning area of the College of Liberal Arts and Sciences General Education Program.MinorThe minor in educational psychology provides an enriched background in educational psychology, education testing, and research methods in education. It does not lead to certification for public school teaching.The minor requires 15 s.h., including 12 s.h. earned in 100-level courses. Students select a department advisor, who helps them choose appropriate course work. Contact the Office of Teacher Education and Student Services for more information about the minor. General Education ProgramOne of the General Education Program requirements for graduation from the College of Liberal Arts and Sciences is successful completion of a course designed to develop skills in quantitative or formal reasoning; 07P:025 Elementary Statistics and Inference may be used to satisfy this requirement.Graduate ProgramsThe Department of Psychological and Quantitative Foundations offers an M.A. and Ph.D. in educational measurement and statistics; a Ph.D. in counseling psychology; an M.A. and Ph.D. in educational psychology; and an Ed.S. and Ph.D. in school psychology. Each program is described below, with information about degree requirements and application for admission.Applicants for admission to University of Iowa graduate degree programs must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations of the Graduate College or the Graduate College section of the Catalog. Educational Measurement and StatisticsM.A. in Educational Measurement and StatisticsThe Master of Arts in educational measurement and statistics provides students with basic knowledge of educational measurement and research methodology. Graduates find employment in large school systems, state departments of education, test publishing organizations, and research centers. The program also is appropriate for students who wish to broaden their knowledge of measurement and research methodology for personal development or professional improvement.ADMISSIONApplicants must meet the admission requirements of the Graduate College. They should have a combined verbal and quantitative score of at least 1000 on the Graduate Record Examination (GRE) General Test. Completion of at least one college mathematics course and experience as a teacher or researcher are desirable. Applicants who do not meet these requirements but who show offsetting evidence of superior ability may be granted conditional admission.Applicants must submit a statement of purpose that explains how the educational measurement and statistics program will help them accomplish their educational and vocational goals. For information about admission dates, contact the educational measurement and statistics program coordinator. REQUIREMENTSThe M.A. in educational measurement and statistics with thesis requires a minimum of 30 s.h. of graduate credit (at least 28 s.h. of course work plus 2-4 s.h. of thesis credit); the nonthesis option requires a minimum of 32 s.h. All students must complete a core of courses (approximately 26 s.h.) that includes a graduate-level survey course in educational psychology, elementary and intermediate courses in statistical methods, a course in educational research methodology, and courses in the development and use of evaluation instruments. Students who already have completed equivalent courses at another institution may add more advanced courses to the core.The six-hour comprehensive examination typically includes three-hour examinations in educational measurement and in applied statistics. With the approval of the M.A. committee, a student may take two-hour examinations in these fields plus a two-hour examination in educational psychology or a substitute area. Three-hour examinations assume a minimum of three courses in the area; two-hour examinations assume a minimum of two courses in the area. Ph.D. in Educational Measurement and StatisticsThe Doctor of Philosophy in educational measurement and statistics prepares students for senior professional positions in educational measurement, evaluation, and statistical methods. Graduates find employment in colleges and universities, state and federal agencies, large public and private school systems, test publishing firms, and research centers.ADMISSIONApplicants must meet the admission requirements of the Graduate College. They must have a combined verbal and quantitative score of at least 1000 on the Graduate Record Examination (GRE) General Test. They also must hold an M.A. from an accredited institution. At least one year of professional experience in teaching, research, or a related field is desirable. Applicants who expect to concentrate in statistics should have training in college mathematics through differential and integral calculus. Applicants who do not meet these requirements but who show offsetting evidence of superior ability may be granted conditional admission.Applicants must submit a statement of purpose that explains how the educational measurement and statistics program will help them accomplish their educational and vocational goals. For information about admission dates, contact the educational measurement and statistics program coordinator. REQUIREMENTSThe Ph.D. in educational measurement and statistics requires a minimum of 90 s.h. of graduate credit, including at least 12 s.h. of thesis credit.During the first year of graduate study, the student and his or her advisor plan a program of study appropriate for the student's interests and vocational objectives. The typical program involves advanced work in educational measurement, data analysis methods, research methodology, and educational psychology. Work in other departments of the University is encouraged. Students who concentrate in statistics and intend to teach at the college level take courses in the mathematical theory of statistics. Those who concentrate in educational measurement and evaluation take appropriate courses in curriculum, counseling, or higher education. All students are required to develop familiarity with computer programming techniques and equipment. Students who enter the program without completing an M.A. thesis must complete a substitute project before taking the Ph.D. comprehensive examinations. After completing most of their course work, students take the comprehensive examination, which typically consists of three 3-hour written examinations on educational measurement, applied statistics, and program evaluation, or approved substitute areas, such as educational psychology or mathematical statistics, in which the student has completed at least 9 s.h. of course work. In place of one written examination, the student's committee may assign a project involving analytical and evaluative skills, or research creativity. The written examinations are followed by an oral examination in which the committee seeks further evidence of the student's command of the three fields. A single decision is made on all aspects of the comprehensive examination. Counseling PsychologyPh.D. in Counseling PsychologyThe Doctor of Philosophy in counseling psychology was granted full accreditation by the American Psychological Association in 1983. Full accreditation was renewed in 2005.The program's goal is to prepare counseling psychologists who will promote psychology as a science and contribute to the advancement of the profession. No master's degree is offered in counseling psychology. The faculty endorses a scientist/practitioner model of training and expects students to become competent researchers and proficient practitioners. Graduates find positions in a variety of settings, including higher education, counseling centers, clinics, private practice settings, and hospitals. ADMISSIONApplicants must meet the admission requirements of the Graduate College. Preference is given to applicants who have an undergraduate g.p.a. above 3.00 and a graduate g.p.a. above 3.50; an undergraduate major, minor, or substantial course work in psychology; a combined verbal and quantitative score above 1200 on the Graduate Record Examination (GRE) General Test; and previous research and counseling experience.Application materials must include a Graduate College application form; official transcripts of all previous college work; an official report of GRE General Test scores (the GRE advanced test in psychology is recommended but not required); a personal statement outlining career goals and reasons for seeking advanced training in counseling psychology; and three letters of recommendation from individuals qualified to assess the applicant's potential for completing the doctoral program. The faculty encourages applications from minorities, women, and persons from a wide range of backgrounds and academic preparation. The program typically accepts between five and eight students each year. Admission is for fall entry. Application deadline is December 1. Admissions decisions usually are made by March 1. Applicants are invited to campus for interviews before final selection. All students must study full-time. REQUIREMENTSThe Ph.D. in counseling psychology requires a minimum of 96 s.h. of graduate credit.Basic PsychologyAll students are required to have a thorough grounding in the basic discipline of psychology. This may be achieved through a minimum of 3 s.h. of credit in each of the following four areas: biological bases of behavior, cognitive-affective bases of behavior, social bases of behavior, and history and systems. Students complete an additional 6 s.h. in the area of individual differences.Statistics and Research DesignBoth of these:
One of these:
Counseling Psychology Core
Students must enroll in practicums to reach a specified level of client contact, supervision, and additional experience hours. The first practicum's site typically is University Counseling Service. Subsequent placements at other sites must have prior approval of the counseling psychology faculty. Students must successfully complete one semester of 07P:434 Practicum in Counseling Psychology before enrolling in 07P:453 Advanced Practicum in Counseling Psychology. Other RequirementsElective courses are determined in collaboration with the major advisor.The dissertation research study is planned in collaboration with the doctoral student's major advisor. Dissertation credit can range from 12 to 15 s.h. Students spend a calendar year in an internship setting approved by the counseling psychology faculty. The faculty determines student readiness to apply for the internship based on completion of all or almost all required course work, satisfactory progress toward completion of the portfolio requirement, and successful completion of practicum requirements. Internships usually require geographic relocation. Comprehensive examinations are written in counseling psychology ethics and issues. The comprehensive examination is structured as a component of the portfolio review. For more information, contact the program coordinator. Students must show appropriate levels of emotional balance and interpersonal skills and act within the American Psychological Association Ethical Principles of Psychologists. For more information, contact the program director. Educational PsychologyM.A. in Educational PsychologyThe Master of Arts in educational psychology is designed to help students become more effective practitioners by enhancing their ability to make responsible and creative decisions about how to help all of their students learn. By providing an evidence-based perspective on instructional approaches that work, it also addresses the emphasis on teachers' accountability for choosing empirically supported approaches.The M.A. in educational psychology is designed for working educators. Many of the program's courses are offered in late afternoons, evenings, and summers. Full-time M.A. students are expected to complete the degree in two years. Each student's progress is evaluated by the faculty after one academic year (two semesters) of study and during subsequent years. ADMISSIONApplicants must meet the admission requirements of the Graduate College, including minimum grade-point average. They must have a combined verbal and quantitative score of at least 1000 on the Graduate Record Examination (GRE) General Test; successful applicants usually score higher. International applicants whose first language is not English must submit acceptable scores on the Test of English as a Foreign Language (TOEFL). Teaching experience is desirable but not required.Application deadline for fall semester entry is February 1. Review of applications for fall semester begins January 1, when applicants who wish to be considered for fellowships and other awards are screened. Application deadline for spring semester entry is October 1. Admission decisions are announced approximately one month after the application deadlines. Applicants who accept admission or financial aid and do not relinquish either one on or before April 15 are committed not to solicit or accept another offer. Offers made by the program after April 15 include the provision that the offer is void if the applicant has accepted and continues to hold a previous offer from another program listed in the American Psychological Association publication Graduate Study in Psychology and Associated Fields. This policy is consistent with standards set by the association's Board of Educational Affairs. REQUIREMENTSThe M.A. in educational psychology requires a minimum of 30 s.h. of graduate credit. A thesis is not required. Students develop a program of study in consultation with their advisors.Students complete a required common core, select educational psychology courses and electives appropriate to their professional goals, and complete a capstone portfolio project. The two core courses, which are taken during the first year, prepare students for the M.A. program. Educational Psychology for Effective Teaching (07P:221) introduces them to a broad sampling of topics in educational psychology (e.g., development, cognition, motivation). Also during the first year, students begin their portfolios, which they continue to build throughout the program and complete during their final M.A. semester. Full-time M.A. students typically take at least 9 s.h. each semester, with the option of additional summer session work; they usually complete the program in four semesters. Part-time M.A. students take 3-6 s.h. each semester; they usually complete the degree in two or three years. Students may apply to substitute equivalent course work from another institution or department for required or recommended courses. Required Core
Educational Psychology CoursesFive of these:
ElectivesStudents select two electives (6 s.h.) based on their interests and in consultation with their advisors. Electives typically are chosen from areas outside educational psychology.Portfolio ProjectThe program's capstone project is a portfolio. Students enroll in 07P:299 M.A. Project: The Portfolio (3 s.h.) during their final M.A. semester.The portfolio is a creative and highly individual project. Each student's portfolio reflects his or her own unique learning and synthesis of knowledge. Students begin building the portfolio during their first year, making an entry as they complete each course throughout the M.A. program. Portfolio entries vary widely. For example, the entry for a technology course might include a web site the student developed for the course, while the entry for a development course might detail an intervention program the student constructed to address problems of student aggression. During enrollment in 07P:299, the student revises and reflects on the portfolio's contents, then presents the portfolio as the culmination of his or her work throughout the program. The portfolio's goal is to show how understanding and practical application of educational psychology can help the student become a more effective educator. Ph.D. in Educational PsychologyThe Doctor of Philosophy in educational psychology is designed to help students master the core content and methods of educational psychology and acquire the depth of knowledge and methodological sophistication necessary for original research that contributes to the discipline.Ph.D. students are reviewed annually by the faculty. Students must complete a second-year project by the end of their second academic year in the program. Those who do not fulfill this requirement or who otherwise fail to make satisfactory progress may be required to withdraw. Students who enter the Ph.D. program without having completed an M.A. thesis are required to complete the independent research course sequence and its assigned research project in either their first or second year. Students who have completed an empirical M.A. thesis that is acceptable to the faculty may omit the independent research sequence and second-year project. ADMISSIONApplicants must meet the admission requirements of the Graduate College, including minimum grade-point average. They must have a combined verbal and quantitative score of at least 1000 on the Graduate Record Examination (GRE) General Test; successful applicants usually score higher. International applicants whose first language is not English must submit acceptable scores on the Test of English as a Foreign Language (TOEFL). Applicants who do not meet all admission requirements may be granted conditional admission on the basis of other evidence, such as high grade-point average, strong academic preparation, and highly supportive recommendations. Conditional admission is rare.Admission is for fall entry. Application deadline is January 1; late applications might not be considered. Review of applications begins January 1, when applicants who wish to be considered for fellowships and other awards are screened. Admission decisions are announced approximately six weeks after the application deadline. Applicants who accept admission or financial aid and do not relinquish either one on or before April 15 may not solicit or accept another offer. Offers made by the program after April 15 include the provision that the offer is void if the applicant has accepted and continues to hold a previous offer from another program listed in the American Psychological Association publication Graduate Study in Psychology and Associated Fields. This policy is consistent with standards set by the association's Board of Educational Affairs. REQUIREMENTSThe Ph.D. in educational psychology requires a minimum of 72 s.h. of graduate credit. Students develop a plan of study in consultation with their advisors. Some of the required courses listed below encompass substantive areas within educational psychology. Other required courses include a research practicum, in which students assist with and eventually design and carry out original research, and several courses in measurement and statistics.Some requirements may be waived for students who begin the Ph.D. program with a master's degree or with course work from another program. Course requirements are as follows. Required CoursesAll of these (or equivalents):
Recommended CoursesAt least four of these:
ElectivesAt least two of these (or equivalents):
Minor AreaStudents must complete a minimum of 12 s.h. that constitute a coherent program of course work outside educational psychology and beyond the courses listed above. The minor area may be from a foundation discipline, such as psychology, or in another area of education, such as mathematics education, educational philosophy, or program evaluation. Course work must be at or above the 200-level, may span departments and colleges, and must reflect a plan approved by the student's advisor.Second-Year Research ProjectAs part of their participation in 07P:230 Research in Educational Psychology, Ph.D. students are required to complete a research project of modest scope under the direction of a faculty member. They must present the work in both oral and written form to the program's faculty and students. First-year Ph.D. students may assist second-year students with data collection and other research activities, and students may design and conduct projects in collaboration with other students. The written report must be completed by the end of the student's second academic year in the program. Students may re-enroll in this course beyond their second year.Students who enter the Ph.D. program holding an M.A. or M.S. with an acceptable empirical thesis are exempt from 07P:230 and the project. COMPREHENSIVE EXAMINATIONThe Ph.D. comprehensive examination emphasizes competence and depth in one or more narrowly defined areas of research and theory. Students choose from three options in consultation with their advisor and with the approval of the examining committee, which is made up of five faculty members and is not necessarily the same as the dissertation committee. The options are a review article, an extended research activity, or a traditional comprehensive examination. For details of each option's requirements, see http://www.education.uiowa.edu/edpsych/doctoral.htm or contact the Department of Psychological and Quantitative Foundations.School PsychologyThe graduate program in school psychology is designed for students seeking a Doctor of Philosophy. All prospective students must apply to the Ph.D. program. Doctoral students may receive an Education Specialist degree when they complete the Ed.S. requirements.Ed.S. in School PsychologyThe Educational Specialist in school psychology provides course work and supervised field experience in education and psychology, enabling graduates to qualify for Iowa licensure as school psychologists (State of Iowa Endorsement 40). The Ed.S. is granted only to students working toward a Ph.D. in school psychology.REQUIREMENTSThe Ed.S. in school psychology requires a minimum of 60 s.h. of graduate credit (the total depends on students' previous course work). It includes courses in psychological foundations, psychoeducational foundations, school psychology, and research methods. Other requirements include a written comprehensive examination and a research paper prepared in conjunction with 07P:342 Research Project in School Psychology (1-6 s.h.).Ph.D. in School PsychologyThe Doctor of Philosophy in school psychology was granted full accreditation by the American Psychological Association in 1992; full accreditation was renewed in 2005. The program's goal is to prepare doctoral-level school psychologists who will promote psychology as a science and contribute to the advancement of the profession. The faculty members endorse a scientist/practitioner model of training and expect students to become competent researchers and proficient practitioners.Specializations are available in gifted and talented and in pediatric psychology. ADMISSIONApplicants must meet the admission requirements of the Graduate College. Preference is given to applicants with an undergraduate major in psychology or education, a g.p.a. above 3.00, and combined verbal and quantitative scores above 1000 on the Graduate Record Examination (GRE) General Test. The faculty also encourages applications from individuals with an M.A. or Ed.S. and experience as psychologists or other human service providers.Applications must include three letters of recommendation, a personal statement of interest and goals, and a writing sample. Complete application materials, including transcripts and test scores, must be received by January 1 to be considered for fall semester admission. Admission decisions usually are made by March 15. The program admits from six to eight students each year. REQUIREMENTSThe Ph.D. in school psychology requires a minimum of 103 s.h. of graduate credit. All students are required to have a thorough grounding in the basic discipline of psychology, which may be achieved through earning a minimum of 3 s.h. of credit in each of the following areas: biological bases of behavior, cognitive/affective bases of behavior, social bases of behavior, individual differences, and history and systems.The plan of study is developed by students and their academic advisors. Students are required to complete yearly portfolio reviews, which include oral examinations; carry out a preliminary dissertation research project equivalent in scope to an M.A. thesis; participate in an internship; and complete a doctoral dissertation, earning a minimum of 10 s.h. in 07P:493 Ph.D. Thesis in Psychological and Quantitative Foundations. The following courses constitute the school psychology core.
Program course work in evaluation is required. Students must enroll in practicums to reach a specified level of client contact, supervision, and additional experience hours. Placements must have prior approval of the school psychology faculty. Students must successfully complete one semester of 07P:237 Practicum in School Psychological Service before enrolling in 07P:337 Advanced Practicum in School Psychology. Students must adhere to the most recent ethical principles and standards of the American Psychological Association. Courses
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