Ready to support students' mental health and address social inequities in schools. The Ed.D. program in School Psychology utilizes a scientist-practitioner model as the foundation for the coursework students are asked to complete. The scientist-practitioner model is also combined with a systems-change lens to enhance one’s understanding of using data-based decision-making and evidence-based practice to address issues of social justice and inequity. The courses in this program have been developed to attain these objectives and provide candidates with the necessary tools to lead for change in schools and communities. To accomplish these overarching objectives, there is a clear focus on assisting candidates to acquire the skills to:
- Think systematically within the education system
- Analyze and interpret systems-level data
- Implement and evaluate evidence-based practices
- Develop leadership potential
- Further knowledge of inequity within the larger educational community and develop skills to become agents of change
See important statements and positions from the School Psychology faculty
Curriculum
The EdD program of studies consists of a total of 72 graduate semester hours. The program is designed for practicing school psychologists who are interested in obtaining a doctoral degree with a focus in data-based decision making and systems change in schools. We also offer a mental health focus, which requires additional courses to obtain an LPC (Licensed Professional Counselor) credential. This program is designed as a cohort model with entering students moving through the program together. It is delivered fully online with courses being offered primarily asynchronously, with some synchronous classes, and it is thoughtfully designed to meet the needs of working professionals.
More information can be found in the EdD in School Psychology Handbook.
Courses
Course List
| Code |
Title |
Hours |
| CIEP 409 | Evidence Based Interventions | 3 |
| CIEP 466 | School Psychology Special Topics (Capstone Prep) | 3 |
| CIEP 514 | Advanced Systems Consultation | 3 |
| CIEP 527 | Ethics and Law for School Psychologists | 3 |
| CIEP 548 | Family, School and Community Collaboration | 3 |
| RMTD 400 | Introduction to Research Methodology | 3 |
| RMTD 406 | Educational Evaluation | 3 |
| |
| Trauma Sensitive Schools | |
| Leading for Diversity | |
| Problems in Finance and Business Management | |
| Administration of Special Education and Pupil Services | |
| Seminar in the Sociology of Education | |
| |
| Assessment Culturally & Linguistically Diverse Populations | |
| Career Development & Counseling | |
| Group Counseling: Theory and Practice | |
| Addiction Counseling | |
| Family Therapy I | |
| Total Hours | 36 |
Suggested Sequence of Courses
The below sequence of courses is meant to be used as a suggested path for completing coursework. An individual student’s completion of requirements depends on course offerings in a given term as well as the start term for a major or graduate study. Students should consult their advisor for assistance with course selection.
District Administrator Track
Plan of Study Grid
| Year 1 |
|---|
| Fall |
|---|
| RMTD 400 |
Introduction to Research Methodology |
3 |
| CIEP 514 |
Advanced Systems Consultation |
3 |
| | Hours | 6 |
| Spring |
|---|
| RMTD 406 |
Educational Evaluation |
3 |
| CIEP 548 |
Family, School and Community Collaboration |
3 |
| | Hours | 6 |
| Summer I |
|---|
| CIEP 409 |
Evidence Based Interventions |
3 |
| CIEP 466 |
School Psychology Special Topics |
3 |
| | Hours | 6 |
| Summer II |
|---|
| ELPS 408 |
Leading for Diversity |
3 |
| CIEP 502 |
Trauma Sensitive Schools |
3 |
| | Hours | 6 |
| Year 2 |
|---|
| Fall |
|---|
| CIEP 527 |
Ethics and Law for School Psychologists |
3 |
| ELPS 468 |
Problems in Finance and Business Management |
3 |
| | Hours | 6 |
| Spring |
|---|
| ELPS 472 |
Administration of Special Education and Pupil Services |
3 |
| ELPS 510 |
Seminar in the Sociology of Education |
3 |
| | Hours | 6 |
| | Total Hours | 36 |
Advanced Practitioner Track
Plan of Study Grid
| Year 1 |
|---|
| Fall |
|---|
| RMTD 400 |
Introduction to Research Methodology |
3 |
| CIEP 514 |
Advanced Systems Consultation |
3 |
| | Hours | 6 |
| Spring |
|---|
| RMTD 406 |
Educational Evaluation |
3 |
| CIEP 548 |
Family, School and Community Collaboration |
3 |
| | Hours | 6 |
| Summer I |
|---|
| CIEP 409 |
Evidence Based Interventions |
3 |
| CIEP 466 |
School Psychology Special Topics |
3 |
| | Hours | 6 |
| Summer II |
|---|
| CPSY 444 |
Family Therapy I |
3 |
| CPSY 426 |
Group Counseling: Theory and Practice |
3 |
| | Hours | 6 |
| Year 2 |
|---|
| Fall |
|---|
| CIEP 527 |
Ethics and Law for School Psychologists |
3 |
| CPSY 424 |
Career Development & Counseling |
3 |
| | Hours | 6 |
| Spring |
|---|
| CIEP 526 |
Assessment Culturally & Linguistically Diverse Populations |
3 |
| CPSY 437 |
Addiction Counseling |
3 |
| | Hours | 6 |
| | Total Hours | 36 |
Transfer Credit
Each student will have the opportunity to transfer a maximum of 36 semester hours of previous coursework towards the required 72 semester hours. Upon being accepted to the EdD program, each student will meet with the School Psychology Program Director to review transcripts to determine which, if any, courses can count toward the EdD program.
Capstone
Each student will complete a Capstone Project in lieu of a dissertation. Candidates are responsible for the initiation and completion of their Capstone Project and our faculty serve as supports to help candidates complete their Capstone. The process that all candidates must follow for successful completion is delineated below. All candidates must begin the Capstone process during the Spring semester of Year 1.
Program Length
Students can complete all coursework in two years while attending part-time. Students will take two courses each Fall semester of the program, two courses each Spring, and two courses each summer. You'll take courses together, as a cohort and follow the same course sequence.
Continuous Enrollments
Doctoral students in School Psychology are required to maintain the status of continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal leave of absence may be granted upon request and the approval of the School of Education’s Assistant Dean of Student Academic Services.
Graduate & Professional Standards and Regulations
Students in graduate and professional programs can find their Academic Policies in Graduate and Professional Academic Standards and Regulations under their school. Any additional University Policies supercede school policies.
Learning Outcomes
You'll learn how to implement and evaluate evidence-based practices, knowing that your job as a school psychologist is not simply about assessment and placement, but to also address issues of inequity. You'll focus on consultation, education, and intervention.
