Specializations

The Graduate Center has three levels of doctoral studies that correspond to both credits accumulated and exam levels (with exams that can be of very different formats to reflect the learning goals of individual programs). The LDI program of study includes a minimum of 60 credits of coursework that provides students with a great breadth of knowledge in Educational Psychology and related fields.

A First Level Examination (essay in format) assesses student knowledge in some foundational course areas (see information on “First Level Exam” below). Students who have completed fewer than 45 credits of graduate work (including approved transfer credit) and/or have yet to pass their First Level Exam are defined as Level 1 students.

Students are at Level II in the semester following their completion of 45 credits and passing of the First Exam and until they are advanced to candidacy. Graduate Center students take a Second Level Examination in this Level II period. The LDI program emphasizes research preparation for its students. Hence, in the LDI area, the Second Level Exam is in the form of a pilot research study that corresponds to our major course in “Supervised Research.” Once this Second Level Exam, consisting of a research pilot, including its write-up and presentation, has been successfully completed, and students have completed all required course work with an overall grade average of at least “B,” students are advanced to candidacy and are defined as Level III students. The dissertation work comprises Level III and is termed the Third Exam Level.

Coursework:

Students are required to take at least 60 credits of coursework required distributed across course categories. Students may take courses through the program, other programs at the GC or through the “Inter University Doctoral Consortium”. The following universities are members of the consortium: Columbia University (including Teachers College), Fordham University, The New School, New York University (including Steinhardt School of Education), Princeton University, Rutgers–New Brunswick (State University of New Jersey), and Stony Brook (State University of New York).

The following course list includes a snapshot of the courses that students complete throughout their time in the program. Some courses are required while others are examples of the courses that students may take:
 

4 Required Core Courses (3 credits each, total of 12 credits)

70200 Educational Psychology: Foundations and Contemporary Issues 70500 Statistics and Computer Programming I 70600 Statistics and Computer Programming II

70700 Research Methods in Educational Psychology

4 Required Area Foundational Courses (3 credits each, total of 12 credits)

71100 Cognitive Development and Learning

71300 Social Emotional and Cultural Factors in Development and Education

71400 Instructional Issues: Individual and Cultural Factors

71700 Language Development

2 Quantitative Methods Courses (3 credits each, total of 6 credits)
Possibilities include:

Program Courses:

73000 An Introduction to Psychometrics

73100 Evaluation Research

83300 The General Linear Model

83400 Path Analysis, Factor Analysis, and Structural Equation Models

83500 Categorical Data Analysis

84200 Hierarchical Linear Models

Courses in Other Programs:

SOC 81100 Survey Methodology

SOC 81200 Ethnography and Methods

SOC 81900 Topics in Multivariate Methods

SOC 81900 Data Mining

SOC 81900 Methods of Demographic Analysis

SOC 82201 Computer Mapping for LA, NY, and other Global Cities: GIS with Mapinfo: Basic and Advanced Techniques

6 Major Courses (3 credits each, total of 18 credits)
Possible Major Area courses include the courses below.

Please note that 89000-Supervised Research is required, leaving students to choose five other courses.

71500 Educational Problems in Inner City Schools

71900 Theory and Application of Behavioral Techniques in Educational Settings

75200 Theories and Instructional Issues in Learning Disabilities

75300 Theories and Issues in Reading

80800 Metacognitive and Cognitive Processes in Learning and Instruction

80900 Health Education and Behavior Change

81100 Self-Regulation of Academic Learning and Motivation

81300 Cultural Differences in Social Cognitive Processes and Academic Achievement

85000 Technology, Learning, and Development

85100 Advanced Seminar on Technology, Learning and Development

85800 Communication in Cognitive Development

86000 Research on Theories and Issues in Comprehension and Composition: Part I

86100 Research on Theories and Issues in Comprehension and Composition: Part II

86200 Theory and Research in Early Literacy: The Pre-School and Early Elementary Years

86300 Theory and Research on Literacy in School Settings: Grades 3 through 12

86400 Theory and Research on Literacy: Adults

86500 Theory and Research on Reading Disabilities

87000 Cognitive Structures and Processes and the Development of Understanding in Mathematics in Educational Settings

87100 Research on Learning and Instruction in Mathematics

87200 Applied Research Seminar in Problem Solving in Mathematics

87300 Research on the Teaching of School Subjects

88000 Seminar in Special Topics

88000 Key Challenges for K-College Education: Addressing through Policy, Pedagogy, and the Learning Process

89000 Supervised research (required of all students)

Sample Courses in other GC Programs
PSYCHOLOGY

PSYC 79900 Seminar and Practicum on the Teaching of Psychology

PSYC 82005 Narrative Inquiry

PSYC 80103 The Politics and Psychology of Belonging in the U.S.

4 Courses Consisting in Electives and/or Additional Major Area Courses (3 credits each, total of 12 credits)
The remaining credits can be satisfied by taking additional major area courses and/or elective courses related to the LDI area. Some possibilities are listed below. These credits may also be met through course credits transferred from previous graduate level coursework.

Sample Courses that can fulfill Elective and/or Additional Major Area Course Requirements

PSYC 80103 Childhood and Youth Studies: Approaches and Methods

SOC 84503 Sociology of Education

SOC 85700 Race, Schools, and Policy

SOC 74400 Change and Crisis in Universities: Research, Education, and Equity in Uncertain Times

SOC 84503 Rethinking Higher Education for the Knowledge Economy

SOC 84700 Public and Social Policy Development, Analysis, and Evaluation

ECON 87400 Economics of Health

Additional Quantitative Courses (see sample listing above)

Courses in Certificate Program in Interactive Technology and Pedagogy*

ITCP 70010 Interactive Media: History, Theory, and Practice

ITCP 70020 Interactive Technology and the University: Theory, Design, And Practice

*LDI students can also acquire this certificate, if interested, by taking these two core ITCP courses and meeting the other certificate course requirements through electives or advisor approval of these as Major Area courses.

Three Additional Program Requirements:

1. First Level Exams: Essay format that assesses knowledge from some foundational program courses
2. Second Level Exam: Pilot Research Study that is linked to the LDI Major Course “Supervised Research” (EPSY 89000)
3. Third Level Exam: Dissertation Research

1. First Level Exams

The purpose of the first level doctoral examinations is to assess whether a student has reached competency in certain core areas of Educational Psychology. Students are required to successfully complete their first-level exams to continue their study in the program. There are two pairs of first-level exams.

In the first of these pairs, typically taken in the summer after one’s first year of study, student knowledge in the following two areas is assessed:

1. Statistics Exam
2. Research Methods Exam

In an additional pair of first-level exams, typically taken either midway through one’s second year of study or in the summer after completing the second year, four foundational areas of Learning, Development, and Instruction are assessed. However, each student is assessed only on any two of these four exam areas of their choosing:

1. Cognition and Learning Exam
2. Socio-Emotional & Cultural Factors in Development and Education Exam
3. Instructional Issues Exam
4. Language Development Exam

2. Second Level Exam: Pilot Research Study linked to “Supervised Research” Major Course (EPSY 89000)

After completion of 45 credits and passage of the First Level Exams, LDI students enroll in the course “Supervised Research” (EPSY 89000), with a member of the LDI faculty to design and conduct a pilot study. The student receives 3 credits for the course upon completion of the pilot study.

The purpose of the pilot study is to gain experience in the conduct of research, with a study designed to be potentially publishable or presentable at a scholarly conference. The pilot is an empirical study that can entail any of the following: data collection, meta-analysis, or secondary analyses of a significant data set. The pilot study should be characterized by clear research aims, hypotheses stemming from a critical review of the relevant literature, an appropriate research design, data collection or analysis sufficient to the task, use of appropriate statistics, appropriate interpretation and discussion of results in light of the research aims and hypotheses.

The pilot study is evaluated on its quality, not on the significance of its results. A two-person faculty committee assesses the write-up (report) of the study. When the report is accepted, the student moves to a short oral presentation of the pilot study for the same faculty committee. The committee makes the determination on fulfillment of the Pilot Study Requirement.

3. Third Level Exam: Dissertation

Upon successful completion of the Second Level Exam and all required coursework with an overall grade average of at least a “B,” students are advanced to candidacy and become Level III students. The dissertation is conducted in this level of study. The dissertation study differs from the pilot in that the dissertation typically includes a more complete review of the literature, more participants, additional measures, modified procedures to address problems uncovered in the pilot study, and so forth. This dissertation can represent an advance of the pilot study research or research in a new and different area from the pilot.

Outlined below is a sample path toward the PhD in Educational Psychology with a specialization in Learning, Development, and Instruction.

Year 1

Courses

• Statistics and Computer Programming I
• Statistics and Computer Programming II
• Research Methods
• Ed Psych: Foundations and Contemporary Issues
• 2 required area foundational courses (e.g., Cognitive Development)

Research

• Begin exploring research topics
• Get involved in a research project with a faculty member, postdoc or senior student

Examinations

• Research methods and statistics exams after completing year 1 (level 1 exams)

Begin thinking about… Professional/Career Development

• Attend a teaching workshop
• Attend a local conference

Year 2

Courses

• 2 required area foundational courses (e.g., Language Development)
• 2 quantitative methods courses
• 2 major LDI courses
• 2 elective or additional major LDI courses

Research

• Continue conducting research with a faculty member, postdoc or senior student that can lead to publishing
• Start thinking about the Pilot Study for the level 2 exam

Examinations

• 2 foundational area exams midyear and/or after completion of year 2 (level 1 exams)

Continue to think about… Professional/Career Development

• Generate a submission for a major research conference
• Attend a major research conference (e.g., AERA, SRCD)

Begin thinking about… Funding/Fellowships

• Seek internal GC funding (e.g., Doctoral Student Research Grant)

Year 3

Courses

• 4 major LDI courses
• 2 elective or additional major LDI courses

Research/Examination

• Begin the L2 exam Pilot Study to be completed by the end of the year or beginning of year 4 (level 2 exam)
• Continue conducting research with a faculty member, postdoc or senior student that can lead to publishing

Continue to think about… Professional/Career Development

• Attend and present (e.g., poster) at a major research conference
• Work on publications

Continue to think about… Funding/Fellowships

• Seek both internal and external funding (e.g., NSF, NIH, APA)

Year 4
 
Courses

• Complete coursework and any additional electives relevant to your dissertation or future career goals

Research/Examination

• Complete the Pilot Study (level 2 exam) by end of Fall semester
• Begin developing your dissertation proposal to propose by the end of the year or beginning of year 5

Continue to think about…Professional/Career Development

• Continue attending major research conferences
• Work on publications
• Complete a summer internship at an organization

Contine to think about…Funding/Fellowships

• Continue writing applications for internal and external funding

 
Years 5 and 6
 
Courses

• Audit any courses relevant to your dissertation

Dissertation Research (level 3 exam)

• Conduct and defend your dissertation research by the end of year 5 or beginning of year 6

Professional/Career Development

• Update your CV
• Continue attending major research conferences
• Work on publications
• Look for postdoctoral research fellowships
• Apply for academic positions

• Dr. Alpana Bhattacharya
• Dr. Patricia Brooks
• Dr. Colette Daiute
• Dr. Bruce Homer
• Dr. Anastasiya Lipnevich
• Dr. Joan Lucariello

The program of study includes a minimum of 60 credits in Educational Psychology and related fields.

Required Core Courses

The following 3-credit core courses are required of all students in the Ph.D. Program in Educational Psychology:

• 70200 Educational Psychology: History and Current Systems
• 70500 Statistics and Computer Programming I
• 70600 Statistics and Computer Programming II
• 70700 Research Methods in Educational Psychology

Total Credits: 12

Area Courses (3 credits each)

Students majoring in Quantitative Methods must take three of the following four courses from the Learning, Development and Instruction area:

• 71100 Cognitive Development and Learning Processes in Education
• 71300 Social and Motivational Development in Education
• 71400 Instructional Issues: Individual Differences, Group Processes and School Context
• 71700 Language and Communicative Development: Research and Education

Total Credits: 9

Required Quantitative Courses (3 credits each)

• 73000 An Introduction to Psychometrics
• 83300 The General Linear Model
• 83400 Path Analysis, Factor Analysis, and Structural Equation Models
• 83500 Categorical Data Analysis
• 84200 Hierarchical Linear Models
• 89000 Supervised Research (taken at end of coursework)

Total Credits: 18

Major Courses (3 credits each)

In addition to the required quantitative courses listed above, students must choose a minimum of 4 courses (12 credits) from the following list:

• 73100 Evaluation Research
• 73200 Introduction to Policy Research
• 83200 Statistical Theories of Mental Testing (IRT)
• 83600 Bayesian Data Analysis
• 83800 Advanced Seminar in Education Policy Research
• 84100 Statistical Analysis with Missing Data

Total Credits: 12 or more

Courses from other programs or schools (both within CUNY and at other universities in the Consortium) may be substituted for some of these with the approval of the area head.

Elective and Additional Major Area Courses

Any remaining credits can be satisfied by taking additional major area courses and/or elective courses related to the area (e.g., computer science, sociology, psychology, econometrics).

Other Area Requirements

It is highly recommended that students register for 84000 (Statistical and Research Design Consulting Seminar) for at least one semester. This course provides students with the opportunity to serve as statistical consultants on real life projects.

All students with a Statistics specialization are expected to be proficient in both differential and integral calculus. Normally, a one-year undergraduate calculus sequence will satisfy this requirement. This preparation is necessary for the recommended courses in probability and statistical theory, which are available at Baruch and Hunter Colleges:

• Statistics 9715 Probability Foundations of Statistics and Operations Research (Baruch)
• Statistics 9719 Foundations of Modern Statistical Theory (Baruch)
• STAT 311 Probability Theory (Hunter)
• STAT 313 Introduction to Mathematical Statistics (Hunter)

Faculty

Sophia Catsambis, Ph.D., New York University

Keith Markus, Ph.D., The Graduate Center, CUNY

David Rindskopf, Ph.D., (Area Head) Iowa State University

Charles Scherbaum, Ph.D., Ohio University

Jay Verkuilen, Ph.D., University of Illinois

• Dr. Keith Markus
• Dr. David Rindskopf
• Dr. Jay Verkuilen
• Dr. Wei Wang