Miami University

Master of Education (M.Ed.) in Educational Psychology

This master’s program has two foci: an educational focus and a psychological focus. The educational focus is for students who already have certification/licensure in a teaching area and who wish to obtain greater depth of understanding of educational issues and teaching practice. The psychological focus does not require previous licensure.

Educational Focus

The educational focus is for persons who already possess an educational certificate/license in any content or special field and who desire to deepen and broaden their understanding and performance in areas related to education and learning methodology. They will take a sequence of courses in educational psychology and in curriculum and teaching practice. The total program requires 30 semester hours (15 hours in the core requirements and 15 in the emphasis area). The 15 credit hour educational focus sequence will be designed with advisor approval.

Psychological Focus

 The psychological focus includes two options: a human development, learning, and family studies option and a general option.  The option in human development, learning, and family studies allows students to focus in-depth on interdisciplinary study related to applied human development, learning, and family issues. This program requires 30 semester hours (15 hours in the core requirements and 15 in the emphasis area). In the general option, students may focus on educational measurement and research or other relevant areas. They may also obtain the Certificate in Assessment and Evaluation within the general option. This program requires 30 semester hours (15 hours in the core requirements and 15 hours in the option electives).

M.Ed. in Educational Psychology Program of Study

Download a copy of the varied programs of study.

How do I apply

• First, you must apply to Miami University’s Graduate School. The application is online and transcripts are required. An undergraduate GPA of 3.0 is the basic entry requirement. Go here to begin the process.
• Application to the M.Ed. program in the Department of Educational Psychology requires the following additional information:
  
  Graduate Record Exam (GRE) score. Registration information for the exam is at www.ets.org. You should request that your scores be sent to Miami by GRE. Miami’s code number is R1463.
  
  Three letters of reference from individuals who can vouch for your academic and professional competence for completing the degree. Please ask your references to send their letters to:
  
  

  Department of Educational Psychology
  201 McGuffey Hall
  Oxford, Ohio 45056
  Attn: Jennifer Turner

  A one- to two-page essay stating your reasons for pursuing the degree. Please tell us about your goals and provide background information about your previous experience in related professional settings. Send the recommendations to:
  
  

  Department of Educational Psychology
  201 McGuffey Hall
  Oxford, Ohio 45056
  Attn: Jennifer Turner

For more information contact edp@muohio.edu. Or call Jennifer Turner, Administrative Assistant, at 513-529-6621; or Dr. Doris Bergen, Professor, at 513-529-6622.

Notification of applicants

Applications are reviewed in November, February, and May for admission in the program. You will be notified by the Graduate School as to whether you have been accepted by Miami. Successful applicants will also receive an unofficial letter of acceptance from the Department of Educational Psychology assigning them an advisor.

FAQs

Can I enroll in the M.Ed. program as a part-time student?
Yes. About 60% percent of our students are part time.

How long does it take to complete the M.Ed.?
Full-time students usually complete the degree in 18-24 months. Part-time students typically complete the degree in two to three years.

Is financial aid is available?
Yes, for some proportion of students.

The Department of Educational Psychology has a limited number of assistantships, which provide tuition reimbursement and a stipend. Only students whose applications are complete and submitted by January of each year are considered for assistantships. In your application materials, you should request consideration for an assistantship.

For full-time Ohio teachers who are taking graduate coursework, Miami’s Team Scholarship provides 50 percent reduction in tuition and fees. For application information, go here.

Detailed information on fees and graduate awards can be found here.

Information on obtaining financial aid through loans may be obtained at the Office of Student Financial Assistance.

Is there a form for the three required recommendations?
No.

Can my undergraduate GPA substitute for the GRE requirement?
No.

Is there a minimum GRE requirement?
No, the GRE is taken into consideration as a part of the whole application.

Is there someone I can talk to if I have other questions?
Yes, call Jennifer Turner, Administrative Assistant, at 513.529.6621. She’ll assist you in obtaining the information you need.

What types of positions do your graduates of your program go to?
Most of the graduates of the Educational Focus become teachers or continue their teaching positions; however, some move to school leadership positions with the Master’s degree. Student in the Psychological Focus have varied career goals. About half go on to doctoral programs or other advanced degree work, international students may return to their home countries in leadership positions, and other students may obtain employment in child development, family, or assessment fields.

Where is the coursework offered?
All of the core coursework for the master’s is offered on the Oxford campus throughout the year, However, some of these courses are also offered at the VOA center and online. The special education coursework is primarily offered on line.

Can you provide examples of research projects?

Yes, here are some titles of recent efforts:

• The relationship between early diagnostic tests and later reading performance
  Nicole Syster
• Teachers’ views on Inclusion
  Jill Miller
• Using teacher-directed repeated readings as a fluency building activity for students with an individualized education plan
  Natalie Shova
• Assistive technology for students with learning disabilities in writing: Beliefs, knowledge, and use
  Diane Bigelow
• Social interaction of students with cognitive disabilities in early and later elementary school
  Andrea Hiltman
• Increasing success in spelling using Kagan’s multiple intelligence strategies
  Stacey Matthews
• The effects of using direct reading instruction versus instructional reading strategies to improve reading fluency in identified high school students
  Angela Bashore
• Teacher in-service training for the inclusion classroom
  Kelly Mills
• The impact of students’ perceptions of the purpose of school on academic achievement
  Julie Speelman
• Parent, teachers and student perceptions of giftedness and gifted education
  Alton Headworth
• Educating the economically disadvantaged student in Ohio
  Noel Landrum II
• Measuring successful aging
  Jinyu Xia
• The effects of high-stakes testing on a non-graded school
  Caren Oyor
• Socialization skills for children with mental retardation
  Latiya Kirby