Doctor of philosophy (Ph.D.)
The Ph.D. program trains graduates to address problems related to
the full development of individuals with disabilities and
their families. Intensive course-related learning and guided
experiences prepare students to assume professional
leadership. Further competencies may be achieved in four
areas of emphasis: research, professional preparation,
administration/policy, and clinical practice/community
service.
Degree requirements
27 educational psychology core course credits
- 12 credits in statistics & measurement
- 3 credits in learning
- 3 credits in social psychology or personality
- 3 credits in foundations — EPSY 8905
- 6 credits in research methods — EPSY 5216 and 8694
12 special education course credits
- 6 credits — EPSY 8701 and 8702
- 6 credits from additional 86xx or 87xx offerings
Additional coursework as determined appropriate by advisor in
consultation with the student.
12 credits in a supporting program; if claiming a minor, must
follow any
specific requirements of chosen program24 thesis credits
Language requirements
None.
Minor requirements for students majoring in other
fields
A doctoral minor requires at least 15 credits
of graduate-level EPSY courses: 8 credits in psychological
foundations and 6 in applied areas, of which at least 8
credits must be 8xxx level; the minor is not covered in the
preliminary exams.
Prelim Registration Form
Doctoral Written Prelim Study Guide
Dept. of Educational
Psychology Graduate Student Handbook
Resources available through the Graduate School
Graduate Student Handbook
Doctoral degree requirements for graduation
The degree program form can be downloaded from this page.
Registration, readmission and change of status
Graduate program support for students of color
Ph.D. dissertation samples
A study of the CBM Maze procedure as a measure of reading with deaf and
hard of hearing students
by Devenow, Pearl Susan, 2003
Closing or Widening the Gap of Inequality: The Intended and Unintended
Consequences of Minnesota's Basic Standards Tests for Students with
Disabilities
by Nelson, Jenny Ruth, 2002
Assessment of Reading and Writing Samples of Deaf
and Hard of Hearing Students by Curriculum-Based Measurements.
by Chen, Yi-Ching, 2002
The Impact of Aided Language Stimulation on Symbol
Comprehension and Production in Learners with Moderate Cognitive
Disabilities.
by Harris, Michael D., 2002
Extending Positive Behavioral Support to Young
Children with Challenging Behavior.
by Neilsen, Shelley Lynn, 2001
Inference-Generating Abilities of Students with
Reading Disabilities: A Product of Fluent Word Decoding?
by Busch, Todd W., 2001
Sleep Habits of Adolescents with Emotional
Disturbance.
by Wrobel, Gordon D., 2001
Reading Behaviors of Parents to Develop
Phonological Awareness in Preschool Children.
by Stadler, Marie, 2001
Characteristics of Organizational Learning:
Perspectives of Minnesotan Educators.
by Minnema, Jane E., 2000
The Effectiveness of an Instructional Modification
(Direct Instruction) on the Complex Problem Solving Ability of
Students Who Are Seriously Emotionally Disturbed: A Study of Levels of
Understanding of the Concept of Torque.
by Wilson, Sandra L., 2000
Comparing The Effects Of Teacher- VS.
Child-Sequenced Tasks On The Behavior Of Young Children With
Developmental Disabilities.
by Light Shriner, Cheryl, 2000
At-risk students attending high schools: Factors that differentiate
between persisters and dropouts
by Lehr, Camilla Ann, 1999
An investigation of stress and burnout as perceived by professionals who
are working with students with emotional/behavioral disorder (EBD)
by Huang, Pi-Yen, 1999
The role of vision in language learning: Relationships between visual
acuity, looking behavior, and fast-mapping of novel words onto novel
objects in children with moderate to severe disabilities
by Low, Martha Louise, 1999
Stability and correlates of teacher effects in grade two reading
achievement
by Heistad, David Joel, 1999
Revised September 2003
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