COE: PhD: Educational Psychology
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Impact the Field of Educational Psychology

The Ph.D in Education with an emphasis in Educational Psychology is an exciting and rewarding effort. Educational psychology is a branch of psychology that incorporates a number of sub-disciplines, including developmental psychology, behavioral psychology, cognitive psychology, neuro-education, and psychological measurement and assessment. It examines how the social, emotional, and cognitive processes as well as technology are involved in learning for children and adults alike. As such, students can focus on some different areas, such as how different types of technology affect students’ learning or how to incorporate psychological principles in designing and creating curriculums or learning materials that maximize learning for individuals or students with special needs, including the needs of gifted students.

Educational psychology also can focus on the study of the similarities and differences among individuals that guides educators to know how to promote learning and enhance motivation and informs them about which instructional and assessment strategies support students' learning and development. Studying with experts in the field will give you in-depth knowledge in these areas and provide you with the needed expertise to change the way we work with youth and adults.

The Ph.D consists of a minimum of 90 hours of graduate coursework, including foundation courses (9-12 hours), research methods (15-18 hours), primary discipline courses (27-33 hours), and secondary discipline courses (12-15 hours). In addition, candidates must take a 3 hour exit course, complete a 6-9 hour research internship and complete dissertation research.

With this degree, students can work in schools and organizations with teachers, instructors, or human resources personnel to enhance the outcomes of learning, prevention, intervention, or training.

Doctor of Philosophy in Education (PhD)

Student Support Specialist:

Alexandra Gresick

203 Education Administration Building (EAB)
p: (314) 516-5107

Deadline to Apply:
December 1st
The requirements below detail multiple emphases in this program. Keywords have been highlighted to draw your attention to this particular emphasis.

Admission and General Requirements

In addition to meeting the application and admissions requirements of the Graduate School, students must submit: 

  • Three letters of recommendation (at least two from individuals with earned doctorates, preferably prior instructors). 
  • An original essay. 
  • A professional resume. 
  • Evidence of above-average academic records. A GPA of 3.5 or higher is preferred.
  • GRE scores. Quantitative and verbal scores at or above the 50th percentile are preferred. An analytical writing score of 4.0 or higher is preferred.

Admission is competitive, and a favorable vote of an admission interview committee, composed of faculty in the emphasis area, is required.

Degree Program

  • Coursework: A minimum of 60 credit hours is required beyond the Master’s degree, including 6 hours of dissertation research. A minimum of 42 of these hours must be completed in residence. For students who have not completed a Master’s degree, a minimum of 90 hours, postbaccalaureate, is required, including 6 hours of dissertation research (the Graduate School’s residency requirement applies). Students in the Counseling emphasis area complete the following requirements: a minimum 90 hours, postbaccalaureate, including 12 hours of dissertation research (the Graduate School’s residency requirement applies).
  • Dissertation: All students must defend orally a written dissertation proposal to their dissertation committee. A dissertation embodying the results of original research must be accepted by the dissertation committee and the Graduate School.

Admission Application

To ensure time for review and decision, applicants should submit the Graduate School application, college transcripts, and any program-specific materials (e.g. supplemental application, letters of recommendation, etc.) well in advance of the December 1st deadline. Please note that unofficial transcripts can be uploaded with the Graduate School application to expedite admissions decisions; however, official transcripts must be received directly from all prior institutions attended before regular admission to any program will be granted. In addition, applicants are urged to request transcripts and letters or recommendation two weeks before completing the online application. Consideration of applications cannot be undertaken until all materials are available.

Degree Requirements

Students in the Teaching-Learning Processes, Educational Leadership and Policy Studies, and Educational Psychology emphasis areas complete the following requirements.

1. Research Methods15-18
Students in the Teaching –Learning Processes, Educational Leadership and Policy Studies, and Educational Psychology emphasis areas should complete the following research methods courses (or equivalent).
ED REM 6735
Statistical Analysis for Education Research (Prerequisite)
ED REM 6750
Advanced Research Design in Education
Plus any three methods courses from the following:
ED REM 7771
Quantitative Research Methods I
ED REM 7772
Quantitative Research Methods II
ED REM 7781
Qualitative Methods in Educational Research I
ED REM 7782
Qualitative Methods in Educational Research II
This sequence totals 15 hours of methods courses. Remaining hours can be completed with other ED REM courses numbered 6000 or higher or research courses in another curriculum.
2. Program Area of Study to Develop Discipline Knowledge (as determined by student, advisor, and program)24-26
3. Core courses 10-14
EDUC 7490Directed Readings in the Education Research Literature1-3
EDUC 7050The Research Process I: Framing Research Questions in Education Research3
EDUC 7605Scholarship of Teaching and Learning in Educational Practice2
EDUC 7625Building Socially Just and Ethical Educational Communities3
Electives2-4
4. Dissertation Proposal Writing
EDUC 7950Preparation for Writing the Dissertation Proposal1-3
5. Dissertation
EDUC 7999Dissertation Research6
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Wolfgang Althof, Ph.D.
Professor Emeritus

Wolfgang Althof was the Teresa M. Fischer Professor of Citizenship Education and served as the Executive Director of the Citizenship Education Clearing House (CECH) at the College of Education and the Co-Director (with Marvin W. Berkowitz) of the Center for Character and Citizenship from 2005-2016. Prior to coming to UM-St. Louis he was at the Department of Education, Univ...
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Michael W. Bahr, Ph.D.
Associate Dean

Dr. Bahr earned a Bachelor of Arts Degree in Philosophy from Cardinal Glennon College and a Master of Education Degree in Counseling from the University of Missouri-St. Louis. He is a graduate of Indiana University's APA-accredited School Psychology Program, where he obtained the Doctor of Philosophy Degree in Educational Psychology with Specialization in School Psycho...
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Marvin W. Berkowitz, Ph.D.
Sanford N. McDonnell Endowed Professor in Character Education

Dr. Marvin W. Berkowitz is the inaugural Sanford N. McDonnell Endowed Professor of Character Education, and Co-Director of the Center for Character and Citizenship at the University of Missouri-St. Louis, and University of Missouri President’s Thomas Jefferson Professor. He has also served as the inaugural Ambassador H.H. Coors Professor of Character Development at t...
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Cody Ding, Ph.D.
Professor

Dr. Cody Ding completed his Ph.D. in University of Minnesota, Minneapolis. He was trained as a psychologist with emphasis on developmental psychology, methodology, and measurement. Over years, he has been working as a professor at universities, teaching educational and psychological assessment, behavioral analysis, and other methodological related courses. His researc...
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Clark J. Hickman, Ed.D.
Emeritus Associate Dean And Emeritus Associate Research Professor

Dr. Clark Hickman earned his doctorate from the University of Missouri-St. Louis in 1993. He studies self-efficacy theory as it relates to motivation to learn, as well as student and instructor behaviors.