The Master of Arts program in psychological and quantitative foundations with an educational measurement and statistics subprogram requires a minimum of 30 s.h. of graduate credit with thesis and 32 s.h. of graduate credit without thesis. Students are expected to maintain a cumulative g.p.a. of at least 2.75.
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.
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 quantitative 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 4 s.h. of additional coursework beyond the core and 2 s.h. of thesis credit. Nonthesis students complete 6 s.h. of additional coursework 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 must meet the admission requirements of the Graduate College. They should have a combined verbal and quantitative score of at least 300 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 subprogram will help them accomplish their educational and vocational goals.
For information about admission dates, contact the educational measurement and statistics program coordinator.
The Master of Arts program in psychological and quantitative foundations with a learning sciences subprogram has a strong emphasis on how theory and research inform the understanding of learners, learning, instruction, and the technology and environments in which learning and instruction occur. The program requires a minimum of 30 s.h. of graduate credit. Students are expected to maintain a cumulative g.p.a. of at least 2.75. A thesis is not required.
The curriculum includes courses in the theories of the learning sciences, design of effective learning environments and technologies, and implementation of instructional design. Elective opportunities allow students to choose an interest area to develop a multidisciplinary specialization. Current areas include technology and media, human development and motivation, and measurement and evaluation. The capstone experience of the program is an internship/practicum/portfolio that allows students to apply knowledge of the learning sciences in a context of interest. Students develop a program of study in consultation with their advisor.
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 students take 3 to 6 s.h. each semester; they usually complete the degree in two or three years.
Students may apply substitute equivalent coursework from another institution or department for required or recommended courses.
The M.A. in psychological and quantitative foundations with a learning sciences subprogram requires the following coursework.
Required Courses
| Code | Title | Hours |
|---|---|---|
| All of these: | ||
| PSQF:6200 | Educational Psychology | 3 |
| PSQF:6203 | Tools and External Representations in Individual and Social Learning | 3 |
| PSQF:6204 | Foundations of the Learning Sciences | 3 |
| PSQF:6205 | Design of Instruction | 3 |
| PSQF:6214 | Design of Learning Environments: Theory, Practice, and Method | 3 |
| PSQF:6281 | Cognitive Theories of Learning | 3 |
| PSQF:6299 | M.A. Project: Portfolio/Internship/Practicum | 3 |
| One of these: | ||
| PSQF:6208 | Digital Media and Learning | 3 |
| PSQF:6215 | Online Instruction: Design and Facilitation | 3 |
Electives
Elective opportunities allow a student to choose an area of interest to develop a multidisciplinary specialization.
Students choose two courses (6 s.h.) from one of the following focus areas.
Human Development and Motivation
| Code | Title | Hours |
|---|---|---|
| PSQF:4106 | Child Development | 3 |
| PSQF:4111 | Human Motivation | 3 |
| PSQF:4133 | The Adolescent and Young Adult | 3 |
| PSQF:6206 | Advanced Child Development | 3 |
| PSQF:6213 | Advanced Lifespan Development | 3 |
Technology and Media
| Code | Title | Hours |
|---|---|---|
| PSQF:4760 | Participatory Learning and Media: Creating, Remixing, Making, and Education | 3 |
| PSQF:6211 | Universal Design and Accessibility for Online Instruction | 3 |
| PSQF:6216 | Tools and Utilities for Online Teaching | 3 |
| One of these, if not taken as a required course above: | ||
| PSQF:6208 | Digital Media and Learning | 3 |
| PSQF:6215 | Online Instruction: Design and Facilitation | 3 |
Measurement and Evaluation
| Code | Title | Hours |
|---|---|---|
| PSQF:4143 | Introduction to Statistical Methods | 3 |
| PSQF:4740 | Issues in K-12 Assessment | 3 |
| PSQF:5165 | Introduction to Program and Project Evaluation | 3 |
| PSQF:6220 | Quantitative Educational Research Methodologies | 3 |
| PSQF:6257 | Educational Measurement and Evaluation | 3 |
| PSQF:6265 | Program Evaluation | 3 |
Admission
Applicants must meet the admission requirements of the Graduate College, including the minimum grade-point average. Viable applicants should have a verbal score of at least 146 and a quantitative score of at least 149 on the Graduate Record Examination (GRE) General Test (however, the GRE requirement has been suspended for the 2021-22 admissions cycle); successful applicants generally score higher.
Applicants whose first language is not English must submit official test scores to verify English proficiency. Applicants can verify English proficiency by submitting official test scores from the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS), or the Duolingo English Test (DET).
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 should consider themselves committed and should 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.
Application deadline for fall semester entry is January 15 with review beginning soon after. Applications after the deadline will not be considered for funding.