Department of Educational Psychology
The University of Connecticut is a top 20 public university and the leading public university in New England. The Department of Educational Psychology within the Neag School of Education is nationally ranked and is one of the University’s most productive departments. We offer Doctor of Philosophy and Master of Arts degrees in Educational Psychology with concentrations in cognition, instruction, and learning technology; counseling; gifted education and talent development; measurement, evaluation and assessment; school psychology; and special education. We also offer a Master of Arts in Educational Psychology with a concentration in educational technology.
The Department prepares graduates to become leading researchers and policy-makers in their respective fields. The department is comprised of nationally and internationally renowned scholars within our seven fields of study. In addition to faculty research focusing on critical issues in education, our faculty members hold positions of leadership in national organizations, including the National Reading Conference, the National Association for Gifted Children, American Education in Research Association and the Higher Education Consortium for Special Education.
EPSY Faculty also serve on editorial boards of some of the nation’s leading journals, including: Assessment for Effective Intervention, British Journal of Mathematical and Statistical Psychology, Educational Administration Quarterly, Frontiers in Quantitative Psychology and Measurement, Gifted Child Quarterly, Gifted Child Today, International Journal of School and Educational Psychology, Journal of Advanced Academics, Journal of Educational and Behavioral Statistics, Journal of Educational and Psychological Consultation, Journal of Educational Psychology, Journal of Multicultural Counseling & Development, Journal of Research on Educational Effectiveness, Journal of School Psychology, Journal of the American Statistical Association, Journal of the Royal Statistical Society, Psychological Methods, Psychology in the Schools, Review of Educational Research, Roeper Review, and School Psychology Review.
Special Education Ph.D. student Josh Wilson’s paper titled “Does Automated Feedback Improve Writing Quality?” has been selected by a confidential review process to receive the 2014 CEC Division for Research Student Research Award in the quantitative design method area. The award will be given at the CEC DR reception in Philadelphia this spring. Mr. Wilson is a graduate student of Dr. Natalie Olinghouse.