Graduate students will:
- gain course specific knowledge and skills as required to perform well in their specialties (as demonstrated by completing their required courses in their specialty/major area with a g.p.a. of 3.00 or higher);
- demonstrate integrated substantive knowledge and skills that can be applied to solve novel professional-level problems (as demonstrated by completing their comprehensive examinations satisfactorily and by completing their thesis proposals with committee approval);
- demonstrate required clinical practice skills and researcher autonomy (as demonstrated by satisfactory completion of all required practicums and/or internships, and required thesis defenses/article submissions as appropriate for their degrees);
- demonstrate initial engagement with, and commitment to, professional ethics, professional development, lifelong learning, and service to the profession (as demonstrated by participation and engagement in the appropriate state, regional, and national organizations as appropriate for their degrees);
- demonstrate entry-level professional qualifications (as demonstrated by being qualified to take any licensing exams that are required for practice and/or employment); and
- be qualified for suitable employment or postdoctoral appointments upon graduation (as reported on annual Qualtrics surveys).
The educational specialist (Ed.S.) program in psychological and quantitative foundations with a school psychology subprogram requires a minimum of 62 s.h. of graduate credit. Students are expected to maintain a cumulative g.p.a. of at least 3.00.
There is no direct admission to the Ed.S. program. Students who are interested in school psychology are considered for Ph.D. admission. The Ed.S. degree is an option for current students in the Ph.D. program in psychological and quantitative foundations with a school psychology subprogram.
The program provides coursework and supervised field experience in education and psychology. The curriculum includes courses in psychological foundations, psychoeducational foundations, school psychology, and research methods. Other requirements include practicum experiences, a written and oral portfolio, and a full-time yearlong Ed.S.-level internship.
The Ed.S. in psychological and quantitative foundations includes the following coursework.
|All of these (or equivalents):|
|PSQF:5219||Foundations of Health Service/School Psychology||3|
|PSQF:6213||Advanced Lifespan Development||3|
|PSQF:6238||Assessment of Learning Differences||3|
|PSQF:6242||Selected Applications of Statistics||3|
|or PSQF:6243||Intermediate Statistical Methods|
|PSQF:6263||Consultation Theory and Practice||3|
|PSQF:7237||Beginning Practicum in School Psychological Service||3|
|PSQF:7313||Psychopathology in Childhood||3|
|PSQF:7315||Social and Emotional Assessment of Children and Adolescents||3|
|PSQF:7337||Advanced Practicum in School Psychology||6|
|PSQF:7342||Research Project in School Psychology (Ed.S. project)||3|
|PSQF:7347||Home/School/Community: System Interventions||3|
|PSQF:7437||Internship in School Psychology (Ed.S. field experience)||2|
|PSQF:7465||Issues and Ethics in Professional Psychology||3|
|CSED:5202||Introduction to Group Counseling||3|
|or CSED:5222||Counseling Children and Adolescents in Schools|
|EDTL:4900||Foundations of Special Education||3|
|EDTL:4950||Behavioral and Social Interventions||3|
|EPLS:4180||Human Relations for the Classroom Teacher||3|