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Psychological and Quantitative Foundations

The Department of Psychological and Quantitative Foundations offers programs in four areas: counseling psychology, educational measurement and statistics, 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 department's degree programs incorporate both goals, but the Master of Arts and Specialist in Education programs emphasize the first goal, and the Doctor of Philosophy programs emphasize the second.

Undergraduate Program

• Minor in educational psychology

In addition to offering a minor for undergraduates, the department offers a course (07P:025 Elementary Statistics and Inference) that is approved for the Quantitative or Formal Reasoning area of the College of Liberal Arts and Sciences General Education Program.

Minor

The minor in educational psychology is open to all College of Liberal Arts and Sciences students enrolled in an undergraduate degree program. The minor provides an enriched background in educational psychology, education testing, and research methods in education. It does not lead to certification for public school teaching. Students earning the minor select a department advisor, who helps them choose appropriate course work.

The minor in educational psychology requires 15 s.h., including 12 s.h. earned at The University of Iowa and 12 s.h. earned courses numbered 100 and above. Students must maintain a g.p.a. of at least 2.50 in the minor. Transfer credit must be approved in order to count toward the minor.

Course work for the minor must include 15 s.h. selected from the following list.

Contact the Office of Education Services for more information about the minor.

Graduate Programs

• Master of Arts in psychological and quantitative foundations
• Specialist in Education in psychological and quantitative foundations
• Doctor of Philosophy in psychological and quantitative foundations

The department offers graduate degree programs in four major areas within psychological and quantitative foundations:

Counseling psychology (offered in the Ph.D.);
Educational measurement and statistics (offered in the M.A. and Ph.D.);
Educational psychology (offered in the M.A. and Ph.D.); and
School psychology (offered in the Ed.S. and Ph.D.).

Each program is described below.

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.

REQUIRED PH.D. RESEARCH COURSES

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

Ph.D.: Counseling Psychology

The Doctor of Philosophy program in counseling psychology requires a minimum of 96 s.h. of graduate credit. The program 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.

Students in the program 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.

The Ph.D. program in counseling psychology requires the following work.

Basic Psychology

All 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.

Required Ph.D. Research Courses

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site). Course selections must be consistent with the requirements listed under "Statistics and Research Design" below.

Statistics and Research Design

Two courses are required.

One of these: 

Counseling Psychology Core

All of these:

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:299 M.A. Project: The Portfolio before enrolling in 07P:453 Advanced Practicum in Counseling Psychology.

Electives

Elective courses are determined in collaboration with the major advisor.

Internship

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 Exam and Dissertation

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.

The dissertation research study is planned in collaboration with the doctoral student's major advisor. Dissertation credit ranges from 12 to 15 s.h.

ADMISSION

Applicants to the Ph.D. program in counseling psychology 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.

M.A.: Educational Measurement and Statistics

The Master of Arts program in educational measurement and statistics requires a minimum of 30 s.h. of graduate credit with thesis and 32 s.h. of graduate credit without thesis. The program 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.

All M.A. 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.

Thesis students complete 2 s.h. of additional course work beyond the core and earn 2-4 s.h. of thesis credit. Nonthesis students complete 6 s.h. of additional course work beyond 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.

ADMISSION

Applicants to the M.A. program in educational measurement and statistics 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.

Ph.D.: Educational Measurement and Statistics

The Doctor of Philosophy program in educational measurement and statistics requires a minimum of 90 s.h. of graduate credit. The program 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.

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 University of Iowa departments 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.

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

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.

Work for the Ph.D. concludes with the dissertation, which is included in the 90 s.h. required for the degree.

ADMISSION

Applicants to the Ph.D. program in educational measurement and statistics 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.

M.A.: Educational Psychology

The Master of Arts program in educational psychology requires a minimum of 30 s.h. of graduate credit. It 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 program is intended for working educators. Many of its courses are offered in late afternoons, evenings, and summers.

M.A. students develop a program of study in consultation with their advisors. Each student's progress is evaluated by the faculty after one academic year (two semesters) of study and during subsequent years.

Full-time 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 complete a required common core of courses, select additional educational psychology courses and electives appropriate to their professional goals, and complete a 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.

Students may apply to substitute equivalent course work from another institution or department for required or recommended courses.

Required Core

Both of these:

Educational Psychology Courses

Five of these: 

Electives

Students 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 Project

The 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 goal of the portfolio is to show how understanding and practical application of educational psychology can help the student become a more effective educator.

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 M.A. Project: The Portfolio, the student revises and adds to his or her portfolio, then presents the portfolio to a group of faculty and students.

ADMISSION

Applicants to the M.A. program in educational psychology 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.

Ph.D.: Educational Psychology

The Doctor of Philosophy program in educational psychology requires a minimum of 72 s.h. of graduate credit. It 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.

Students develop a plan of study in consultation with their advisors. Those who begin the program after earning a master's degree or with course work from another program may be able to waive some of the Ph.D. program's requirements.

Students who enter the Ph.D. program without having completed an M.A. thesis are required to complete an independent research course sequence and its assigned research project during 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.

Some of the program's required courses 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.

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site). Course selections must be consistent with the courses required for the 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.

The Ph.D. program in educational psychology requires the following work.

Required Courses

All of these (or equivalents): 

Recommended Courses

At least four of these: 

Electives

At least two of these (or equivalents): 

Minor Area

Students 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 Project

As 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. The written report must be completed by the end of the student's second academic year in the program.

Students who enter the Ph.D. program holding an M.A. or M.S. with an acceptable empirical thesis are exempt from 07P:299 M.A. Project: The Portfolio and the project.

COMPREHENSIVE EXAMINATION

The 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. The options are a review article, an extended research activity, or a traditional comprehensive examination. For details of each option's requirements, visit Educational Psychology Graduate Program on the department's web site.

ADMISSION

Applicants to the Ph.D. program in educational psychology 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.

Ed.S.: School Psychology

The department's school psychology program focuses on the Doctor of Philosophy degree; admission is granted only to the Ph.D. program. Doctoral students may be granted a Specialist in Education degree once they complete the Ed.S. requirements.

The Educational Specialist program in school psychology requires a minimum of 60 s.h. of graduate credit. The program 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 curriculum 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.: School Psychology

The Doctor of Philosophy program in school psychology requires a minimum of 108 s.h. of graduate credit. The program 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 endorses a scientist/practitioner model of training and expects students to become competent researchers and proficient practitioners.

Specializations are available in gifted and talented and in pediatric psychology.

Ph.D. students develop a plan of study in consultation with their academic advisors. 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.

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.

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site). Course selections must be consistent with other course requirements for the Ph.D.

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 Beginning 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.

ADMISSION

Applicants to the Ph.D. program in school psychology 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.

Courses

Students may receive credit for only two of these three courses: 22S:002 Statistics and Society, 22S:008 Statistics for Business, and 22S:025 Elementary Statistics and Inference (same as 07P:025). Credit for 22S:002 Statistics and Society is given only if the course is taken before 22S:008 Statistics for Business or 22S:025 Elementary Statistics and Inference (same as 07P:025 Elementary Statistics and Inference).