EdD Educational Psychology and Technology

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Program Overview

The EdD Educational Psychology and Technology program focuses on educating students to become practitioners who are able to apply educational and psychological theories to practice and conduct evidence-based research to inform practice. The ultimate goal of an EdD program is to bridge the gap between research and practice, which is the overall focus of this program. At the end of the program, graduates will be agents of change. Specifically, graduates will be able to understand how people and organizations learn, and they will be able to use appropriate technology to improve individual learning outcomes and/or support organizational productivity and sustainability.

Program Learning Outcomes

Upon successful completion of this program students will be able to:

Professional Practice

• Apply psychological theory and technology to facilitate a variety of effective teaching and learning assessment and evaluation strategies.
• Act as a proactive agent of change to provide guidance at various levels of an organization to integrate the psychology of teaching and learning with technology.
• Effectively implement and instruct innovative application of multimedia technologies in learning environments.
• Implement practices inclusive of pedagogical methods and technological tools that influence cross-disciplinary opportunities for enhancing educational and organizational approaches and procedures.

Diversity

• Apply ethical standards that demonstrate respect for diversity, equality, and inclusion considerations in the use of technology through an educational psychology theoretical lens.
• Analyze issues of human rights and equality and how access to education, wealth, opportunities, and privileges differ within a society.

Professional Behavior

• Evaluate individual values, strengths and weaknesses in order to further develop leadership styles and improve leadership effectiveness within multiple learning systems and their use of technology to improve performance.

Scholarship

• Design and conduct efficacious and original research to ethically and positively impact and advance the body of knowledge. 
• Formulate theory-based and research-driven strategies for incorporating current technology with what is known about the psychology of learning, teaching and instructional design.

Admission Requirements

For information on where The Chicago School is currently authorized, licensed, registered, exempt or not subject to approval, please visit https://www.thechicagoschool.edu/why-us/state-authorization/

Application to The Chicago School’s EdD Educational Psychology and Technology program is open to any person who has earned a master’s degree from an institutionally accredited institution and who meets other entrance requirements, including meeting at least one of the following requirements.  Prospective students must enter with:

• A Master’s degree in Psychology, Education, Educational Psychology, Educational Leadership, Curriculum and Instruction, Instructional Design/Technology or a related field, OR;
• At least 6 credit hours of Master’s level courses related to Psychology, Education, Educational Psychology, Educational Leadership, Curriculum and Instruction, Instructional Design/Technology or a related field with a passing grade of B or higher, OR;
• At least three years of professional work experience in an educational field or setting. Prospective students may include but are not limited to teachers, school administrators, curriculum developers, school counselors, principals, corporate training directors, and professionals in related fields.

Applicants who otherwise meet the admissions requirements of the program, but who have not previously completed at least 6 credit hours of Master’s level courses related to Psychology, Education, Educational Psychology, Educational Leadership, Curriculum and Instruction, Instructional Design/Technology or a related field with a passing grade of B or higher or who do not have a minimum of three years of professional work experience in an educational field or setting will be required to fulfill these admission requirements prior to enrolling in this program through the completion of Preparatory Coursework. Applicants should review the Preparatory Coursework policy for additional details.

Applicants who are required to complete Preparatory Coursework must satisfy the 6 credit hours requirement prior to enrolling in this program by successfully completing two (2) of the following courses:

• MP 505 Diversity and Psychology  
• MP 510 Psychology of the Life Span  
• MP 530 The Social Psychology of Cultures  

Applicants will be judged on their overall ability to successfully complete graduate work. Factors and materials to be considered for admission will include:

• Application Fee: $50
• Resume or Curriculum Vitae
• Graduate GPA 3.0 or higher on a 4 point scale
• Official College/University Transcripts
• Personal Statement/Essay

  • Please answer the following questions (approximately two pages, double-spaced in length):

    o   Provide a brief description of your professional goals. How will the knowledge, skills, and expertise that you gain from this program help you achieve these goals?

    o   EdD programs are often structured to prepare students to advocate for positive change in their professional settings. How might this program assist you in making informed changes in your future professional settings?

Applicant Notification

The Chicago School reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and applicants will be notified regarding the admission decision. The Chicago School does not share information or provide any feedback regarding admission decisions.

If a student is offered admission, in order to secure a place in the incoming class, a non-refundable tuition deposit of $250 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

Degree Completion Requirements

• Successful completion of 60 credit hours of coursework
• Successful completion of competency examination
• Successful completion of the doctoral capstone project

Policies

The following policies are located under Academic Policies and Procedures : Academic Calendar, Admissions Requirements, Attendance, Satisfactory Academic Progress, Service Learning, and Transfer Credit/Course Waiver. Click the link above for detailed information.

Ethical Guidelines

The Chicago School is committed to preparing professionals for work in a multicultural and diverse society. In keeping with this commitment, the content of all courses is informed by knowledge of individual and cultural differences (e.g., age, ethnicity, gender, physical and mental disability, race, religion, sexual orientation, and socioeconomic status), so that students develop the skills to serve individuals of diverse backgrounds and needs. Faculty and students convey attitudes respectful of these individual and cultural differences.

Competency Examination

Students will create a professional ePortfolio for their competency examination requirement that includes a collection of their most meaningful coursework completed during their doctoral studies. The ePortfolio will be carefully constructed and organized to demonstrate students’ development of skills needed to perform within their current or future career settings. Students will complete ePortfolio assignments in several EPT courses in order to prepare for the competency examination. Students can utilize their ePortfolio as part of their professional resumes to market their ability to perform specific job skills or to demonstrate interests in particular fields.

Doctoral Capstone Project

Successful completion of a doctoral capstone is an essential aspect of Educational Psychology and Technology students’ academic experiences and professional development. The capstone project, traditional or action research dissertation, allows the department to evaluate the student’s ability to apply Educational Psychology and Technology theory and engage in scholarly inquiry. Additionally, through the capstone process, students demonstrate their ability to think critically and creatively about relevant research or workplace issues found within the field.

The Educational Psychology and Technology Department expectations for doctoral capstones are as follows:

• The capstone project must contribute to knowledge in the field of Educational Psychology and Technology.
• Peer-reviewed scholarly journals must be integrated with an emphasis on Educational Psychology and Technology and related disciplines such as Education, Psychology, Educational Technology, Instructional Design, and other relevant fields of study.
• The Capstone Committee must be composed of a Capstone Chair and two Readers. The Capstone Chair is assigned by the department. The Capstone Chair and Committee provide individualized support, feedback, and direction throughout the development and completion of the Capstone project.
• The capstone topic and committee members must be approved by both the Department Chair and the Capstone Chair.
• Students must receive approval from their Capstone Committee for enrollment in capstone courses.
• The Capstone Committee must approve students’ capstone proposal before they are able to submit an IRB application, if applicable.