This program meets the growing need for educational researchers by training students from a variety of related disciplines to conduct sound, cutting-edge research for the benefit of children in educational settings. These interdisciplinary educational researchers will be trained to advance scientific knowledge to support the work of practitioners and policymakers, with a particular focus on students who are at-risk for school difficulties and schools that serve economically-disadvantaged students. The 12-credit curriculum provides an interdisciplinary perspective on the design and evaluation of programs and policies that address contemporary educational challenges. Certificate courses address four core domains of translational educational research, including the use of developmental and epidemiological studies to inform the design of interventions, and rigorous evaluation of education interventions with advanced methodologies.
Effective Semester: Fall 2016
Expiration Semester: Fall 2021
Applicants apply for admission to the program via the Graduate School application for admission. Requirements listed here are in addition to Graduate Council policies listed under GCAC-300 General Admissions Standards. International applicants may be required to satisfy an English proficiency requirement; see GCAC-305 Admission Requirements for International Students for more information.
This program is designed specifically for students pursuing research-focused doctoral programs in fields related to education, including:
- educational psychology,
- school psychology,
- special education,
- developmental psychology,
- child-clinical psychology, or
- human development and family studies.
However, other graduate students interested in interdisciplinary training in the educational sciences will be eligible for this certificate after completing prerequisites for the certificate course work.
Requirements listed here are in addition to requirements listed in Graduate Council policy GCAC-212 Postbaccalaureate Credit Certificate Programs.
|PSY/HDFS/EDPSY 578||Contemporary Issues in Interdisciplinary Educational Intervention Sciences||3|
|Choose 1 of 2 program evaluation courses:||3|
|Design and Evaluation of Prevention and Health Promotion Programs Across the Life Span|
|Contemporary Issues in the Evaluation of Educational Programs|
|Choose 1 of 3 multi-level modeling courses:||3|
|Multilevel Regression Models|
|Multivariate Study of Change and Human Development|
|Hierarchical Linear Modeling in Educational Research|
|Choose 1 elective 3-credit 500-level course that focuses on a content area of education intervention research. Options include (but are not limited to):||3|
|Best Practices in Preventive Intervention|
|Clinical Child Interventions|
|School-Based Psychological Interventions for Children and Youth|
|Classroom and School-Wide Management Practices in Special Education|
Graduate courses carry numbers from 500 to 699 and 800 to 899. Advanced undergraduate courses numbered between 400 and 499 may be used to meet some graduate degree requirements when taken by graduate students. Courses below the 400 level may not. A graduate student may register for or audit these courses in order to make up deficiencies or to fill in gaps in previous education but not to meet requirements for an advanced degree.
|Graduate Program Head||Karen Linn Bierman|
Karen Linn Bierman