This is a named option within the Educational Psychology MS.

The Department of Educational Psychology offers the master of science and doctor of philosophy degrees in educational psychology. The programs for the MS and PhD in educational psychology provide comprehensive knowledge of the field and intensive specialization in one of three areas of study and research: human development, learning sciences, and quantitative methods. The department also offers MS, EdS, and PhD degrees in School Psychology.

The department provides training in research. Many faculty members in the department conduct controlled research studies with human participants; schools and other agencies in the Madison area cooperate in facilitating such research projects. Principal research facilities include the School of Education's Wisconsin Center for Education Research and the multidisciplinary Waisman Center.

Areas of Specialization

Human Development

Professors: Bellmore, Enright, Hubbard, Matthews, Short, Starr, Vlach

This Human Development program focuses on individual development, with an emphasis on the beginning of the lifespan and formal schooling years (infancy through young adulthood). The Human Development area’s research seeks to make conceptual/theoretical contributions to the understanding of human behavior that can address practical concerns of educators, parents, and others. Special emphasis is placed on considering how diversity in personal backgrounds, contexts, and experiences contribute to the developing person. The graduate program provides a breadth and depth of knowledge about human development and educational psychology and encourages more detailed study in specific interest areas. Early in the program, students learn about general theories and issues in human development, specific developmental processes in childhood, adolescence, and adulthood; as well as associated statistical methods and research practices. In the latter part of the program, students exercise individual choice in selecting courses in subject matter that will broaden or deepen an understanding of developmental processes. Such coursework may also extend to other programs of the university in which there is a research focus in human development.

Learning Sciences

Professors: Bell, Karumbaiah, Nathan, Puntambekar, Shaffer, Zhang (Fall 2024)

This program area bridges learning sciences and educational practice. Scholarship encompasses the coordinated design and study of learning environments ranging from preschool to university education, and reaches outside of school to informal contexts for learning, like museums and after-school programs. Faculty interests include the design of technologies as tools for learning, prolonged longitudinal study of relations between teaching and learning, the nature of knowledge in substantive domains of inquiry, like mathematics, science, and composition, and the analysis of learning using moment-by-moment data about learning processes. The program of study emphasizes an apprenticeship model of scholarship with early engagement in substantive problems of learning and teaching. Students work in concert with faculty to develop research studies in each of the first two years of study. Courses are coordinated to promote the development of research and communication skills so that students can become involved with important problems in educational research. As students progress in the program, they continue to work with faculty, both within and outside of the department, to craft systematic investigations of learning environments.

Quantitative Methods

Professors: Bolt, Kaplan, Kim, Pustejovsky, Wollack 

Educational research has a strong tradition of employing state-of-the-art statistical and psychometric (psychological measurement) techniques. Researchers in all areas of education develop measuring instruments, design and conduct experiments and surveys, and analyze data resulting from these activities. Because of this tradition, quantitative methods has long been an area of specialization within educational psychology. Graduates in this area teach, serve as consultants to educational researchers, and conduct research on statistics and psychometrics in education-related fields. Within the program, the quantitative methods area offers the two major specializations of statistics and measurement.

The study of quantitative methods takes advantage of the range of resources at the University of Wisconsin–Madison and includes coursework in statistics, mathematics, and computer sciences, and in other units of the School of Education.

MS Degree Programs in Educational Psychology with Special Emphases

The special-emphasis master's degree program is designed for individuals who want to improve their knowledge base and skills for functioning in educational settings. The program is built around educator needs and offers a flexible blend of coursework, independent study, and practicum experiences. It is designed to provide the student with an individualized program of theoretical and applied training, tailored to his or her interests, needs, and professional goals.

Admissions

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online.

Fall Deadline December 1
Spring Deadline The program does not admit in the spring.
Summer Deadline The program does not admit in the summer.
GRE (Graduate Record Examinations) Required.
English Proficiency Test Every applicant whose native language is not English, or whose undergraduate instruction was not exclusively in English, must provide an English proficiency test score earned within two years of the anticipated term of enrollment. Refer to the Graduate School: Minimum Requirements for Admission policy: https://policy.wisc.edu/library/UW-1241.
Other Test(s) (e.g., GMAT, MCAT) n/a
Letters of Recommendation Required 3

For admission to graduate work, the department does not require a specific undergraduate major. However, it is preferred that applicants have completed approximately 18 credits in courses that provide a relevant foundation for further study in educational psychology. Neither certification as a teacher nor teaching experience is required. An undergraduate grade point average of at least 3.0 (4.0 basis) based on the last 60 semester hours of undergraduate coursework is required. A statement of purpose is also required.

Funding

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid. Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Students are eligible to compete for UW–Madison fellowships. A limited number of teaching and project assistantships are available within the department, and prospective students are encouraged to refer to the instructions for fellowships and assistantships contained in the program application information.

Minimum Graduate School Requirements

Review the Graduate School minimum academic progress and degree requirements, in addition to the program requirements listed below.

Named Option Requirements

Mode of Instruction

Face to Face Evening/Weekend Online Hybrid Accelerated
Yes No No No No

Mode of Instruction Definitions

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

Curricular Requirements

Minimum Credit Requirement 36 credits
Minimum Residence Credit Requirement 27 credits
Minimum Graduate Coursework Requirement 18 credits must be graduate-level coursework. Refer to the Graduate School: Minimum Graduate Coursework (50%) Requirement policy: https://policy.wisc.edu/library/UW-1244.
Overall Graduate GPA Requirement 3.00 GPA required. Refer to the Graduate School: Grade Point Average (GPA) Requirement policy: https://policy.wisc.edu/library/UW-1203.
Other Grade Requirements n/a
Assessments and Examinations Human Development and Quantitative Methods pathways- A thesis is required.
Learning Sciences pathway - A major area paper is required.
Language Requirements No language requirements.

Required Courses

Human Development Pathway1

Core
ED PSYCH 709 Seminar in Research in Educational Psychology I3
ED PSYCH 710 Seminar in Research in Educational Psychology II3
ED PSYCH 712 Educational Psychology Diversity Seminar1
ED PSYCH 720 Child Development3
ED PSYCH 721 Adolescent Development3
ED PSYCH 760 Statistical Methods Applied to Education I3
ED PSYCH 761 Statistical Methods Applied to Education II3
Human Development Area Course
Select one of the following:3
Current Topics in Educational Psychology (with permission from Human Development Area Chair)
Developmental Processes Across the Life Span
Theory and Issues in Human Development
Seminar in Adolescent Development
Advanced Seminar in Human Development
Elective credits approved by Human Development faculty 214
Master's Thesis
Total Credits36
1

These pathways are internal to the program and represent different curricular paths a student can follow to earn this degree. Pathway names do not appear in the Graduate School admissions application, and they will not appear on the transcript.

2

ED PSYCH 990 Research or Thesis cannot satisfy coursework requirements, but can satisfy elective credits. No more than four credits can be earned in ED PSYCH 999 Independent Reading.

Learning Sciences Pathway1

Core
ED PSYCH 709 Seminar in Research in Educational Psychology I3
ED PSYCH 710 Seminar in Research in Educational Psychology II3
ED PSYCH 712 Educational Psychology Diversity Seminar1
ED PSYCH 795 Introduction to Learning Sciences I3
ED PSYCH 796 Introduction to the Learning Sciences II3
Two classes (6 credits) in the quantitative methods area not including ED PSYCH 760 or its equivalent. 26
ED PSYCH 711 Current Topics in Educational Psychology (Topic: Current Issues in the Learning Sciences)4
ED PSYCH 711 Current Topics in Educational Psychology (Topic: Academic Writing in Learning Sciences)3
One class (3 credits) in qualitative methods.3
One additional class (3 credits) in the Learning Sciences area. 33
Elective credits approved by Learning Sciences faculty.4
Major Area Paper
Total Credits36
1

These pathways are internal to the program and represent different curricular paths a student can follow to earn this degree. Pathway names do not appear in the Graduate School admissions application, and they will not appear on the transcript.

2

This includes any course in the Quantitative Methods program area or any other approved course by the Learning Sciences faculty as covering appropriate content in quantitative methods.

3

This includes any course in the Learning Sciences program area or any other approved course by the Learning Sciences faculty as covering appropriate content in the learning sciences.

Quantitative Methods Pathway1

The Quantitative Area of the Department of Educational Psychology is divided into two subareas:
  1. Educational Statistics and Research Methodology; and
  2. Educational Measurement.
The requirements in each of these subareas are listed below.
Educational Statistics and Research Methodology Subarea
Core
ED PSYCH 709 Seminar in Research in Educational Psychology I3
ED PSYCH 710 Seminar in Research in Educational Psychology II3
ED PSYCH 712 Educational Psychology Diversity Seminar1
ED PSYCH 760 Statistical Methods Applied to Education I3
ED PSYCH 761 Statistical Methods Applied to Education II3
ED PSYCH 762 Introduction to the Design of Educational Experiments3
ED PSYCH 763 Regression Models in Education3
Three courses in the quantitative area (options below or additional courses chosen in consultation with advisor)9
Test Construction
Factor Analysis, Multidimensional Scaling and Cluster Analysis
Test Theory II
Structural Equation Modeling
Design & Analysis of Quasi-Experiments for Causal Inference
Hierarchical Linear Modeling
Applied Bayesian Statistics for Education Research
Advanced Seminar in Educational Measurement and Statistics
Elective credits approved by Quantitative Methods faculty8
Master's Thesis
Total Credits36
1

These pathways are internal to the program and represent different curricular paths a student can follow to earn this degree. Pathway names do not appear in the Graduate School admissions application, and they will not appear on the transcript.

Educational Measurement Subarea
ED PSYCH 709 Seminar in Research in Educational Psychology I3
ED PSYCH 710 Seminar in Research in Educational Psychology II3
ED PSYCH 712 Educational Psychology Diversity Seminar1
ED PSYCH 760 Statistical Methods Applied to Education I3
ED PSYCH 761 Statistical Methods Applied to Education II3
ED PSYCH 771 Test Construction3
Four courses in the quantitative area (options below or other chosen in consultation with advisor)12
Introduction to the Design of Educational Experiments
Regression Models in Education
Test Theory II
Structural Equation Modeling
Design & Analysis of Quasi-Experiments for Causal Inference
Hierarchical Linear Modeling
Applied Bayesian Statistics for Education Research
Advanced Seminar in Educational Measurement and Statistics
Factor Analysis, Multidimensional Scaling and Cluster Analysis
Elective credits approved by Quantitative Methods faculty8
Master's Thesis
Total Credits36
1

These pathways are internal to the program and represent different curricular paths a student can follow to earn this degree. Pathway names do not appear in the Graduate School admissions application, and they will not appear on the transcript.

Graduate School Policies

The Graduate School’s Academic Policies and Procedures provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Named Option-Specific Policies

Prior Coursework

Graduate Credits Earned at Other Institutions

With program approval, students are allowed to transfer no more than 9 credits of graduate coursework from other institutions. Coursework earned ten or more years prior to admission to a master’s is not allowed to satisfy requirements.

Undergraduate Credits Earned at Other Institutions or UW-Madison

No credits from a UW–Madison or other institution undergraduate degree are allowed to transfer toward the degree.

Credits Earned as a Professional Student at UW-Madison (Law, Medicine, Pharmacy, and Veterinary careers)

Refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Credits Earned as a University Special Student at UW–Madison

With program approval, students are allowed to transfer no more than 9 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. Coursework earned ten or more years prior to admission to a master’s degree is not allowed to satisfy requirements. 

Probation

Refer to the Graduate School: Probation policy.

Advisor / Committee

Refer to the Graduate School: Advisor and Graduate School: Committees (Doctoral/Master’s/MFA) policies.

Credits Per Term Allowed

15 credits

Time Limits

Refer to the Graduate School: Time Limits policy.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance (https://compliance.wisc.edu/eo-complaint/).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking, and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

  1. Students are strongly encouraged to first talk with the person against whom the concern is directed. Many issues can be settled informally at this level. If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
  2. If unresolved after taking or considering step 1:
    1. If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor. The course professor will attempt to resolve the concern informally.
    2. If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
  3. If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
  4. On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
  5. On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
  6. The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.
  7. The chair or director will offer to meet with the student who made the grievance and also will provide a written decision to the student, including a description of any related action taken by the committee, within 30 business days of receiving the formal grievance.
    1

    For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

  1. Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
  2. A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
  3. On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
  4. The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website.

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

Resources

Other

n/a

Professional Development

Graduate School Resources

Take advantage of the Graduate School's professional development resources to build skills, thrive academically, and launch your career. 

People

Faculty

Professors: Asmus, Bell, Bellmore, Bolt, Enright, Kaplan, Kilgus, Kim, Nathan, Puntambekar, Quintana, Shaffer, Wollack
Associate Professors: Albers, Eklund, Garbacz, Hubbard, Matthews, Pustejovsky, Vlach
Assistant Professors: Karumbaiah, Klingbeil, Short, Starr, Zhang (Fall 2024)
Clinical Associate Professor: Kelly
Clinical Assistant Professor: Hagermoser-Bayley