EPIC Student Handbook

This handbook has been prepared by the faculty in the educational psychology program (EDP), one of four programs within the department of educational psychology. This handbook is designed to assist Educational Psychology International Cooperative (EPIC) graduate students in understanding the policies, expectations, and standards of the EDP program. It should also prove helpful in planning the students' educational program of study. Please note the publication and effective date of this document, as the most recent version contains policies or procedures currently in effect.

It is important to note that these policies and procedures are more specific than the general policies of the Graduate School or the University but do not supersede or override university-wide policies. This handbook is meant as a supplement to the Miami University Student Handbook, Miami University Graduate Bulletin, and the Miami University Graduate School Handbook. These documents are all available through the Miami University Policy Library. Students and their advisors are urged to refer to these documents for clarification and/or for additional information in areas that are not addressed by these guidelines. Please direct any questions about contents of this handbook to your academic advisor or EDP program coordinator.

Philosophy, Historical & Current Perspectives of Educational Psychology

Educational Psychology has been identified as a specific discipline since the early 20th century due to the influence of theorists such as William James, Edward Thorndike, John Dewey, and Alfred Binet. However, its roots lie in the views of Plato and Aristotle, who pondered whether knowledge was innate at birth and suggested that early learning experiences were associated with psycho-motor, character, and moral development. In the 17th to 19th centuries, theorists such as John Locke, Johann Pestalozzi, Jean Jacque Rousseau, and Frederick Froebel suggested ways to guide children’s educational experiences based on their hypotheses about the psychological factors influencing learning. The various schools of educational-psychological thought were made more explicit by William James, whose “Talks to Teachers on Psychology”, applied the principles of psychology to educational practice. This work resulted in the first educational psychology textbook. 

Edward Thorndike conducted experiments on learning, which resulted in his identification of the “law of effect.” He proposed that learning was strengthened or weakened by consequences of behavior. This view provided the basis for behaviorist educational theory.  Alfred Binet applied an experimental method to the measurement of learning achievement and he designed the first assessment of learning/intelligence, which could be used to assess the appropriate level of educational experience for students. John Dewey was the initiator of the constructivist view of learning, and in his book “How We Think” he argued that learning occurred best when the learners had stimulating and “hands on” experiences, which helped them to construct their own knowledge. Later educational psychologists such as Skinner (behaviorist), Weschler (assessment), and Piaget (constructivist) expanded on these themes and current educational psychology theorists have built upon these earlier ideas to more fully develop the various strand of educational psychology theory and practice. As a discipline, educational psychology involves the study of how people develop and learn, and examines the various systems and mechanisms that guide knowledge acquisition, as well as its measurement.  Educational psychology integrates several branches of psychology (e.g., developmental psychology, behavioral & cognitive psychology) in order to provide a comprehensive conceptual map of human information processing and life span development.

Today, educational psychologists influence what we know about the human condition, the world of educational assessment, contexts for teaching & learning and instructional development, influences of brain development on learning, and human development over the lifespan. More recent influences have come from Bronfenbrenner, Thelen, Fischer, Case, Kozol, Ogbu, and others who view educational issues through complex nonlinear systems, neuropsychological, and sociocultural lenses. This disciplinary knowledge is used by others in psychology and in related fields (special education, school psychology, educational administration, industrial psychology-organizational psychology, the world of business). Educational psychologists work in a variety of social, school, research, and higher level program capacities. The discipline of educational psychology continues to grow, and we invite you to contribute to that growth through your study and inquiry.  It is our hope that this handbook will be helpful to you as students. Please direct any questions about contents of this handbook to your academic advisor or EDP program coordinator.

Educational Psychology Faculty

Doris Bergen (Distinguished Professor Emerita in Educational Psychology)

Doris Bergen received her Ph.D. from Michigan State University and has been Professor of Educational Psychology at Miami University, Oxford, Ohio, since 1989, serving as chair of the department for the first ten years. She presently is serving as Co-chair of the EDP department, as well as directing the EDL interdisciplinary doctoral program for the College of Education, Health, and Society, and working on special projects for the Educational Psychology Department. She has taught a range of courses related to learning, human development, assessment, and educational psychology. Her research interests have focused on many areas related to child and adolescent development, including play behaviors, special needs, humor, technology-augmented toys, and cross cultural early childhood programs. Her most recent research, conducted at the Psychophysiology Laboratory, investigates ERP effects of different types of videogame play.  Dr. Bergen has published ten books, three of which have Chinese translations. She also has published over 45 refereed articles and 30 book chapters. She is a Miami University Distinguished Scholar and also received a number of national awards. She is a fellow of both the Association of Psychological Science and the American Educational Research Association. She co-directed Miami University’s Center for Human Development, Learning, and Technology, and in that role received numerous grants herself, as well as facilitated external grants for Center Faculty Associates. The Center was recently named in her honor.

William Boone (Professor of Educational Psychology, Affiliate Educational Leadership)

William Boone holds the rank of Professor in Miami University’s Department of Educational Psychology. He received his B.S. from Indiana University (1982), his M.S. from the University of Wisconsin-Madison (1985), and his Ph.D from the University of Chicago’s Program in Measurement, Evaluation, and Statistical Analysis (1991). In 2012 he was named a Fulbright Scholar. Among numerous honors, he has been supported in his research by Ludwig-Maximillians-Universität Center for Advanced Studies (Munich, Germany). As a tenured professor at Indiana University-Bloomington, Dr. Boone was honored as one of the top five teachers at the university.  Dr. Boone’s research concerns the application of Rach measurement techniques in the fields of Education, Medicine, and Market Research. In particular, how to use Rasch measurement to develop robust tests and surveys. At Miami, Dr. Boone has created a three-course Assessment & Evaluation Certificate. Current courses Dr. Boone teaches include Program Evaluation, Psychometrics, and Classroom Assessment and Evaluation. Dr. Boone is frequently asked to work with colleagues worldwide with regard to Rasch Measurement. In 2013 Springer published his book (Rasch Analysis in the Human Sciences, Boone, Staver, Yale).

Darrel R. Davis (Associate Professor of Educational Psychology; joint appointment with Instructional Design & Technology)

Darrel R. Davis holds the rank of Associate Professor in Miami University’s Department of Educational Psychology. He received his B.S. from the University College of Belize (1994), and his M.S. (2000) and Ph. D. (2007) from the University of South Florida. In 2007, Dr. Davis was awarded the Heanon Wilkins Fellowship at Miami University.  Dr. Davis is a former high school teacher, and he has also designed, implemented, and managed school computer networks.  He has taught numerous online, hybrid, and face-to-face courses at both the graduate and undergraduate levels, and continues to explore strategies to optimize teaching and learning within each of these settings.  His current research interests include teaching and learning in the online environment and the use of technology in diverse and developing settings. He has published work on the role of play and technology on human development.

Susan Mosley-Howard (Professor of Educational Psychology; joint appointment in School Psychology)

Dr. Susan Mosley-Howard holds the rank of full professor at Miami University. She earned her bachelor’s degree in psychology from The University of Michigan (1977), her Master’s degree in Educational Psychology from the University of Michigan (1979) and her Ph.D. in Educational Psychology from Michigan State University (1984). She has been at Miami University since 1983, and has served Miami in the student counseling services, EHS dean’s office, EDP department chair and dean of students.  She currently serves as the Interim Dean of the College of Education. Her scholarship is in the area of minority mental health and the impact of educational interventions on children and adolescents. She has published book chapters and articles in the area of mental health, diversity and child/adolescent development and academic achievement. Her professional affiliations include the American Psychological Association, American Counseling Association and Association of Black Psychologists. She serves as a journal reviewer for several of these professional societies. She teaches human development, learning and counseling. Her community service is devoted to agencies that focus on education and support for children. In 2014 Springer publisher will release a book entitled “Mental Health Practice in Today’s Schools: Current Issues and Interventions” co-edited by Dr. Raymond Witte and Dr. Mosley-Howard.

Joseph Schroer (Clinical Faculty in Educational Psychology)

Dr. Joseph E. Schroer holds the rank of Clinical Faculty at Miami University. He earned his bachelor’s degrees in French and Secondary Education, and received his M.A. in Secondary Education and his Ph.D. in Educational Studies from the University of Cincinnati. He has been at Miami since 2013, yet he has several years of experience as an Educational Psychologist in higher education, and before that working as a middle and high school French teacher. Dr. Schroer’s interests include studying Event-related Potentials of the brain, Peace and Social Justice Education, Service-Learning, and Intercultural Education. Dr. Schroer is affiliated with several organizations including the Peace & Social Justice Studies Association, and the Mid-Western Education Research Association. He teaches courses on human learning, development, and assessment. Dr. Schroer advises both undergraduate & graduate student research.

Aimin Wang (Professor of Educational Psychology)

Dr. Aimin Wang is a Professor of Educational Psychology at Miami University. He received bachelor's and master's degrees from Peking University in Beijing, China, and a Ph.D. degree from the University of Nebraska-Lincoln. He has served as acting chair, Director of Graduate Studies, and Coordinator of the Educational Psychology Program. He designed and directed the EPIC program, which brings students from a cooperating Chinese university to Miami to complete their Master’s in Educational Psychology degree.  He has served on many university and divisional committees. He teaches a variety of courses in Educational Psychology including research methodology, statistics, and measurement and evaluation. His research interests are on program evaluation, children's socialization, and cross-cultural. His publications cover intercultural human development, and cognition and learning among children and adolescents. Dr. Wang is a lifetime member of Association for Psychological Science (APS) and Mid-Western Educational Research Association (MWERA), and a member of National Council on Family Relations, Association for Childhood Education Internationals. He has served as secretary, association council member and division chair and is currently serve as vice president elect at MWERA. He has been a presenter/reviewer/session chair/discussant for conferences of these associations. He also serves as a board member of the Center for Human Development, Learning and Technology at Miami University, Publication Committee Member for The Association for Childhood Education International, and an Editorial Board Member for the Journal of Marriage and Family Review.

Ray Witte (Associate Professor of Educational Psychology; joint appointment with School Psychology)

Dr. Raymond Witte received his Ph.D. from the University of Kentucky in 1991 and has been teaching at Miami University since 1993. He holds the rank of Associate Professor and is a Licensed School Psychologist in the state of Ohio. His faculty record at Miami includes teaching most of the school psychology courses that are offered in the Ed.S. program. He has also taught undergraduate classes in the areas of human development and school assessment and measurement. Dr. Witte has extensive P-12 school experience as a school psychologist (1988-93), preschool/extended kindergarten program director, and assessment coordinator for the Jessamine County school district in Nicholasville, Kentucky. Dr. Witte’s current research interests involve classroom assessment and diversity awareness. He has published two books, numerous articles and made conference presentations in the area of assessment and evidence based practice and decision-making. Dr. Witte is currently serving as Co-chair of the EDP department.

Overview of the Educational Psychology Master’s Program and EPIC

EPIC is a program between Miami University and several educational institutions in China. The program allows for up to 12 of the 30 semester hour Educational Psychology master’s degree program coursework to be taken at a Chinese institution and transferred to Miami University. Miami University faculty teach at least six of these transferrable hours.

Students with varied backgrounds from different parts of China can pursue the EDP Master’s. Students can select either a Psychological Focus or an Educational Focus. The Educational Focus is for persons who may already hold a teaching license. The Psychological Focus is for students who do not hold licensure and it includes two options. One option is human development, learning, and family studies, and the other is a general option, in which students can gain expertise in educational measurement and research, or in other areas designed with an advisor.

Nine-credit Certificate Programs may be taken within the Master’s or as a stand-alone option. These certificates are designed for persons who wish to have specific credentials in human brain & learning, program evaluation or in quantitative data analysis. The department also offers a 12-credit certificate in Human Brain & Learning.

In addition to the degree program and certificates, EPIC organizes student workshops, seminars, and other opportunities to further their academic, cultural and social development. EPIC students are strongly encouraged to attend professional conferences and submit their work for presentation. Students gain valuable experience, develop their professional network, and may be active participants in professional organizations. These activities and experiences, including major museum, historical and cultural site tours, provide EPIC students additional opportunities to deepen their understanding of American cultures, history and education.

While the cultural and social development of EPIC students are strong program qualities, the students enrolled in the program also enrich the university experience of all Miamians. They serve as resources for US students to help them learn about Chinese culture, education and language. Students are also paired with students from another program within the Educational Psychology department to build connections and foster cultural exchange with U.S. students.

Admission Requirements and Application Procedures

To be admitted to the EPIC program, students must first apply to Miami University’s Graduate School. Applicants must submit the following items:

  • Official transcripts (undergraduate and graduate) from all colleges and universities
  • Proof of English proficiency. Acceptable tests and minimum scores for admission include: TOEFL iBT 80, IELTS 6.5, PTE 54.*
  • An undergraduate GPA of at least 3.0 on a 4.0 scale.
  • Three letters of reference in support of applicant’s academic and professional competence for completing the degree.
  • A one- to two-page essay stating the reasons for pursuing the degree. Please include goals and provide background information about any previous experience in related professional settings.

Applicants are strongly encouraged to submit their application and supporting documents to the Graduate School. International students not in the EPIC program pursue the standard application process, the details of which are found on the Educational Psychology website.

The program admits only full-time students. The deadline for application to the Educational Psychology International Cooperative program is May 1 for the following fall entry term. English language requirements and conditional admission status may impact admission to the program.

Entering EPIC students may have acceptable credits to complete the degree program within 18 months of enrolling at Miami University. Students should ensure that all available transferrable coursework has been received by the Graduate School in their first Miami University term.

*Conditional admission to applicants with English proficiency scores below the minimum requirement may be possible. An intensive English language program called ACE-Graduate, or ACE-G, for conditionally admitted graduate students provides graduate students with one semester of intensive course work in English language and culture to prepare them for entry and full admission into the graduate programs the following semester. Please contact Jennifer Thach in the Graduate School or Eun Chong Yang, Associate Director of ACE, for more information.

General Program of Study for the Master’s Degree

CORE Courses Requirements for All Focuses and Options

ALL of the following:
EDP 601 Advanced Educational Psychology (3 hrs)
EDP 651 Educational Research (3 hrs)
EHS 667 Behavioral Statistics I or EHS 668 Behavioral Statistics II (3 hrs)
EDP 652 Educational Research Practicum (3 hrs)

ONE of the following (3 hrs):
EDL 621 Foundations of Multi-Cultural Education
EDL 625 Social Foundations of Education
EDP 607 Educational Measurement and Evaluation
EDP 656 Education of Individuals with Exceptionalities
EDP 632 Instructional Design Theories and Models
EDP 621 Classroom Group Behavior
EDP 635 Theories of Human Development
EDP 669 Qualitative Research in Education
FSW 595 Advanced Survey of Family Science
FSW 562 Family Policy, Law, and Ethics

In addition to the core, all students take 15 additional hours, either In the Psychological Focus or in the Educational Focus.

Psychological Focus

The Psychological Focus has two options: Human Development, Learning, and Family Studies and General Option. Within the General Option, sets of courses related to human brain and learning, measurement, evaluation, and statistics have been identified that lead to certificates. Other emphasis areas are individually designed with adviser.

Human Development, Learning, and Family Studies Option (15 Hours Required)

An emphasis in human development, learning, and family studies allows you to focus in-depth on interdisciplinary study of applied development, learning, and family issues. This program requires 30 semester hours (15 hours in the core requirements and 15 in the emphasis area).

ALL of the following:
EDP 603 Theories of Human Learning
or FSW 562 Family Policy, Law & Ethics
or FSW/GTY 566 Later Life Families
EDP 635 Theories of Human Development
EDP 640 Seminar in Applied Human Development
or FSW 575 Family Theories
or FSW 595 Advanced Survey of Family Science

SIX Credit Hours of the following:
EDP 621 Classroom Group Behavior
EDP 662 Personality Theories, Measures, Techniques
EDP 690 Seminar in Educational Psychology: Development Topics
EDP 640 Seminar in Applied Human Development: Development Topics
EDL 614 Family, Community, and Schools
FSW/EDP 581 Adolescent Development in Diverse Families
FSW 593 Qualitative Methods in Family Studies
EDP 669 Qualitative Research in Educational Psychology
EDP 669 Qualitative Research in Educational Psychology
FSW 518 The Family Life Education Process
FSW 551 Family Violence
FSW 681 Parenting Theories and Applications
FSW 660 Family Differences in the United States

Total Hours in Human Development, Learning, and Family Studies Option: 15 hours

General Option (15 Hours Required)

The general option is planned with your advisor and consists of 15 hours of focused course work. For example, it might be in cross cultural learning, brain and learning, mental health, or assessment and evaluation of learning. Three certificate options are presently available within the general option.

SUGGESTED FIFTEEN Credit Hours for a Certificate in Assessment and Evaluation OR Applied Statistics. Select from the following:
EDP607 Educational Measurement and Evaluation1
EDP655 Theory and Problems in Educational Measurement1
EDP690 Seminar in Program Evaluation1
EHS667 Behavioral Statistics I2
EHS668 Behavioral Statistics II2
EDP688 SPSS Series I2
EDP689 SPSS Series II2
EDP603 Theories of Human Learning3
PSY620 Psychophysiology Lab3
PSY551 Cognitive Neuroscience or PSY 574 Advanced Cognitive Processes3 or
PSY630 Cognitive Development or PSY 556 Neurobiology of Learning
EDP690 Learning & the Brain3 or EDP 635 Theories of Human Development or
EDP601 Advanced Educational Psychology

1Courses required for Certificate in Assessment and Evaluation
2Courses required for Certificate in Applied Statistics and Data Analysis in Social
34 of these 9 courses required for Certificate in Human Brain and Learning

Educational Focus (15 Hours Required)

This focus is for persons who may already possess an educational certificate/license in any field and who desire to deepen and broaden their understanding and performance in areas related to educational practice. They will take a 15 credit sequence of courses that will include EDP 603 Theories of Learning and 12 additional hours focused on educational issues, planned with the student’s advisor. Possible courses include ones from EDP, EDL, and EDT that have curriculum or educational practice foci.

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Plans of Study

Students are admitted in cohorts for each fall semester. The sequence of courses for EPIC students may vary depending upon hours of transfer credit. As required courses are not offered every term, the course sequence is designed to ensure that the necessary courses will be available when needed, allowing students to complete the program in the approved time period. EPIC students typically complete their master’s coursework in 1½ years at Miami University.

Sample Program Plan with Transfer Hours
Transfer Credits (12): EDP 690, EDP 667, and 2 of these 3 courses (or their equivalents): EDP 607, EDP 603, EDP 635
First Fall Term at Miami-Oxford: EDP 600 (language & culture), EDP 601, ENG 119 (if not required, select EDP 603, EDP 607 or another program course)
First Spring Term at Miami-Oxford: EDP 651, EDP 635, EDP 532 or other EDP/FSW program course
First Summer Term at Miami-Oxford: EDP 652 (if not enrolled in first summer, select EDP 652 in second fall term)
Sample Program Plan without Transfer Hours

First Fall Term at Miami-Oxford: ENG 119, if not required, EDP 600 (language & culture), EDP 601, EDP 603
First Spring Term at Miami-Oxford: EDP 635, EDP 651 or an FSW course, EHS 667 or EHS 668
First Summer Term at Miami-Oxford: Optional
Second Fall Term at Miami-Oxford: EDP 600 (language & culture), EDP 607, EDP 532 or other EDP/FSW program course
Second Spring Term at Miami-Oxford: EDP 651
Second Summer or Fall at Miami-Oxford: EDP 652

F-1 visa graduate students must enroll in at least 9 credits every fall and spring semester. Students may take fewer than 9 credit hours for up to two semesters after completing all program required courses (except the final research project). Authorization from International Student and Scholar Services MUST be received to enroll in fewer than 9 credit hours. If a student believes there is a valid reason for low enrollment, the student should carefully review the Reduced Course Load (RCL) instructions: http://www.units.miamioh.edu/internationalprograms/reducedcourseload.php.

No fewer than 6 of the required 9 hours must be in traditional, face to face courses in both fall and spring semesters. There is no course load requirement or restrictions on course format during winter or summer terms. Failure to comply with course hour and course format restrictions could result in termination of a student’s legal immigration status in the U.S.
Note regarding course auditing and independent study: In lieu of auditing a course, whereby a student pays for the credits but does not receive course credit, the Department expects its students to enroll for independent study credit, complete all assignments, and receive graded independent study credit(s) as determined by the instructor.

Plan of Study Form

An individual plan of study must be completed with one’s academic advisor in the first month of the first semester of study at Miami University. The plan should include a semester sequencing of all courses required in the program and identification of courses that have been transferred. Copies of completed plans of study will be provided to the department. Changes in prescribed programs may be made with the approval of the student's advisor. All changes and approved signatures should be reflected on an updated plan of study.

All students admitted to the Educational Psychology Master of Science program are only admitted to this program. Students are discouraged from taking courses outside of their Educational Psychology major plan until their formal coursework requirements are complete. If a student wishes to take a course outside of the plan of study, the student must request and receive advisor approval before enrolling in the course.

Students should complete their required Educational Psychology coursework (with the possible exception of the final research project) within 18 months of enrolling at Miami University. If a student completes all program formal coursework during the first full year at Miami University and need more time to complete the required final research project, the student may register for 1 credit hour of independent study and be considered full time status for up to two more semesters, including summer term but not including winter term. Approval for the 1 credit term(s) must be granted by the student’s advisor and authorized by the International Student and Scholar Services office.

Program Standards and Objectives

Graduates of the program will have met these standards and the objectives related to these standards. Graduates will be able to:

  • Compare and debate theories of educational psychology and apply theoretical ideas to educational cases.
  • Collect and describe data collected from a practicing educator on educational psychology theories with relevance to classroom practice.
  • Design a study to investigate a question related to educational psychology research, including literature review, methodology, and protection of human subjects issues.
  • Conduct the planned research study, prepare report and orally present study findings and conclusions to educational psychology committee.
Educational Psychology Master’s Program Evaluation

There are three core courses used to evaluate student performance in the program. The rubrics used for evaluation of the core courses in the Master’s in Educational Psychology  (EDP 601, 651, and 652) are shown in Appendix 1.

Academic Advisors

The EDP faculty serve as program advisors and as research project advisors. Students are assigned a faculty advisor at time of acceptance into the master’s program.  Advisors meet regularly with students not only to provide curricular guidance but also to guide and support student research and career plans. The advisor's responsibilities include (a) assisting with planning a program of study to fit student needs and satisfy departmental/Graduate School requirements and (b) providing ongoing feedback on academic and professional performance. The advisor will also assist in determining if courses taken in other study programs can apply to the program, provide guidance regarding course substitutions, and answer other questions related to the educational psychology program. Each advisee is encouraged to meet with their advisor to seek counsel and feedback regarding school issues during their program of study.

The Research Project Process

The research project requires students to study a problem that is relevant to the student’s areas of interest. The courses EDP 651 and 652 are designed to help students define, create, critique, and complete their research project. By the completion of EDP 651, their research plan should be in place and then IRB approval for collecting data should be sought. During 652, the student collects data or completes the collection of data, conducts analysis, and writes the final version of the research paper. The grade of passing for 652 is not given until students have presented their work to their committee, which consists of their chair and at least 2 other faculty (there may be a faculty member from another relevant department).

Typically students complete these objectives in EDP 651:
  • Select/refine topic of research and specific problem to be investigated
  • Conduct/complete literature search and writing of review of literature relevant to problem
  • Select/refine methodology used to investigate problem; complete writing method section
  • Identify advisor for thesis/research project and begin/continue work with that advisor
  • Develop a plan of action for conducting data collection and analysis and/or writing results and discussion sections
  • Submit plan to IRB

Typically students complete the research project when enrolled in EDP 652 or within the semester immediately following this course. Students complete these objectives in EDP 652:

  • Complete the document preparation and obtain approval for data collection if that has not already been accomplished
  • Collect data, analyze data, and complete writing of the research project document
  • Present the research project to their committee for approval to graduate with the master’s degree. A grade for 652 is not given until this step has been accomplished  

Selecting a Research Project Chair and Committee

The committee chair should be selected by the end of EDP 651 or at least no later than the beginning of EDP652. Usually the student selects a chair by contacting faculty members that they have had for coursework to discuss their ideas. Faculty also come to EDP 651 to introduce themselves and describe their work so that students may gain familiarity with their research. The chair usually assists the student in identifying the other committee members.

General Research Project Manuscript Guidelines

All sections of the document must meet the standards described in the Publication Manual of the American Psychological Association. Washington: APA

Statement of Diversity, Accommodations for Students with Disabilities & Academic Integrity

Miami University’s diversity statement says that “[We] are a community dedicated to intellectual engagement…we bring our unique viewpoints and life experiences together for the benefit of all…. within an environment of mutual respect and positive engagement” Those within the Educational Psychology (EDP) program operate in accordance with this statement. We are respectful to all persons regardless of personal attribute and respectful of all viewpoints expressed by others.

The Educational Psychology program not only adheres to this principle of diversity, but like the university as a whole, we operate under the Americans with Disabilities Act.  MUPIM 3.4 affirms that Miami University adheres to all laws and rules governing non-discrimination. EDP therefore affords all students, faculty and staff accommodations per the accommodation process of the institution.  Persons with “disabilities” or “challenges” that limit or require either permanent or temporary intervention to facilitate performance are encouraged to seek guidance and support from the Office of Disability Resources or the Rinella Learning Center on campus.  The office links are inserted below.


Please refer to Miami University’s Student Handbook for details about academic integrity policies.  Academic integrity is a cornerstone for scholarly pursuit in education. Miami’s policy on academic integrity and violations of dishonesty hold all Miami scholars to a high standard of conduct.  This standard relates to misuse of research and research protocols, illegal downloading, plagiarism and/or using any information without quoting and appropriate citation. Violations have resulted in students being charged with Academic Dishonesty.  In such cases, students may have AD (Academic Dishonesty) placed on their transcript, or / and receive an F for the course.  Refer to the materials connected with the inserted link below. https://www.muohio.edu/integrity/

Refer to the Miami University Policy Library for more information on diversity, disability policies, and academic integrity (dishonesty) policies.

Satisfactory Progress

Students may be counseled to leave the graduate program at any time it appears that continuation in their program seems unwise. A graduate student whose cumulative grade point average falls below 3.0 (not including incompletes) may register for one additional semester beyond the term in which the unsatisfactory grade point average results. If at the end of the additional semester the student's cumulative grade point average remains below 3.0, the student may not register for any further graduate credit at Miami University. Students with grade point averages below 3.0 will receive a warning letter. Graduate students must have a 3.0 grade point average and may not have grades of Incomplete to be eligible for graduation.

Mandatory Withdrawal

Should an Educational Psychology student compromise one’s academic and research integrity as outlined in the Graduate Student Handbook or violate Miami University’s student code of conduct, he or she may be subject to program termination per the dean of students (or designee) or graduate school dean. Other criteria for program termination may include non-satisfactory program progress (such as class performance, program standards and objectives). 

If a faculty member believes that a student is not making satisfactory progress or meeting program standards, he or she should discuss the situation with the student. If the faculty member believes the student’s performance cannot improve to acceptable standards, the faculty member should refer the student to the EDP Program Committee for review. 

The committee will notify the student of the reason(s) why he or she is not making satisfactory progress or meeting program standards and will give the student the opportunity to meet with the committee to respond, to present information, and to provide witnesses to the committee. The committee will also meet with the faculty member who referred the student to the committee. After considering the matter, the committee will report to the department chairperson, recommending that the student either be allowed to remain in the program or be removed from the program. The committee may make other recommendations, such as placing restrictions or conditions on the student continuing in the Program. 

The department chair with concurrence from the program committee, will notify the student in writing of the decision within 5 working days of the chairperson’s receipt of the committee’s recommendation.

If the student is dissatisfied with the chairperson’s/committee’s decision, he or she may appeal to the dean of the Graduate School. In order for an appeal to be considered, however, the student must submit a written notice for an appeal to the department chairperson within 5 working days of receiving the chairperson’s decision. The graduate dean will consider the matter based on results compiled by the department chairperson and notify the student of his or her decision within 10 working days of his or her receipt of the appeal.

Student Timelines

It is the student's responsibility to meet associated timelines for university, college, departmental, and individual course requirements. Information about all of these requirements should be obtained through a careful review of the Miami University Graduate catalog, academic year calendars, course syllabi and website. If such information is not found, the student should begin their search for clarity or additional information by contacting, in order, the professor, instructor, or other professional in question, their advisor, the program director, and/or the chair of the department. Students must be aware of strictly enforced timelines associated with graduation: application (through the Commencement office) and payment of fees (Bursar's office). In addition, students must be aware of current requirements such as class registration and applications for graduate certificates if applicable.

Spring 2015 Commencement – 5/16/15; Graduation Application Deadline: 2/27/15

Summer 2015 Commencement – 8/14/15 (no ceremony); Application Deadline: 7/3/15


The Departmental appeals procedure indicates that the route of appeals of any nature begins with the instructor in those cases where a student has a complaint relative to a specific course. So, if there are any concerns about the conduct or teaching practices of a given professor, it is best practice and recommended policy that the student or students in question approach the instructor first. If the student(s) could not satisfactorily reach a resolution with the instructor, then they should turn to the program director and/or that individual’s immediate supervisor or advisor. In case of the need for a committee decision the route of appeals begins with the particular committee. Subsequent, sequential steps in the appeal process are as follows: Department Chair, the Coordination and Referral Committee, the department faculty (in total) and the Dean of the College of Education, Health, and Society. There is a grievance procedure outlined in A Handbook for Graduate Students and Faculty that is available in the Graduate School office and/or website. In all problematic situations, it is encouraged that any grievances or concerns be resolved on an informal basis, if possible, before moving to formal mediation, due process, or committee procedures.

Campus Employment

International students possessing an F-1 Student Visa or a J-1 Exchange Visitor Visa (with permission of their sponsor) may be employed under Student Employment.

On-campus employment does not need any special authorization, however we do not recommend working during the first semester at Miami. Students may work up to a maximum of 20 hours per week during the school year. Students may work full-time during vacation periods. Assistantship hours are counted in total hours.

International students are subject to the work hour limitations of their visa status. Failure to comply with the work hour restrictions could result in the student losing their legal status in the US. The same hourly restrictions on employment apply to both F-1 and J-1 students. F-1 and J-1 visa students do not qualify for the Federal Work Study Program. International graduate students with a full assistantship are not permitted to work outside of their assistantship due to the hour restrictions associated with their visa status.

Students can contact the Office of International Education at 513-529-5628 or international@miamioh.edu for more information and may also refer to the Miami University Policy Library for employment documentation.

Field Experiences, Practica, and Internship

Optional Practical Training (OPT)

OPT provides temporary employment authorization to students in F-1 status. OPT allows F-1 students to gain experience in their major field of study after completion of program requirements. F-1 students are eligible for 12 months of OPT for each higher education level completed. Students who are in F-1 status and have been enrolled full-time for at least one full academic year are eligible for Optional Practical Training. Students must have completed all program requirements by the time the OPT start date arrives (excluding thesis/dissertation requirements for graduate students). No job offer is required at the time of application. More information is available from the International Students and Scholars Services office.

Curricular Practical Training (CPT)

CPT provides work authorization for currently-enrolled F-1 students who wish to engage in off-campus employment that is directly related to their major field of study. To be eligible for CPT, students must have completed at least one year of study in the US as a full-time student, be pursuing a degree at Miami University, have a job offer for a position that is directly related to your major, and students must register for a course that links the employment to the curriculum. Students should meet with their academic advisor to discuss plans for CPT. More information is available from the International Students and Scholars Services office.


EDP Master’s Evaluation Forms

Measurable Objectives for EDP 601:

Students will examine effective educational practices and policies discussed by educational psychology theorists, critically evaluate existing educational practices from the perspectives of educational psychologists, and gain a reflective theoretical perspective to inform their use of such practices and policies in their professional lives.

Successfully completing three assignments will meet the course objectives.
1. Scoring at least 80% on two class tests that requiring comparing theories and applying theoretical ideas to educational cases.
2. Presenting a debate on a controversial issue in educational psychology practice.
3. Interviewing a practicing educator regarding educational psychology theories that have relevance in the classroom and writing a paper describing and evaluating teacher practice in light of educational psychology theories.


1. Debate Rubric
Task 1 Point 2 Points 3 Points 4 Points
Material Preparation Minimum/not well organized Minimum but well organized Complete and well organized  Complete, well organized and detailed
Experts/Research Cited None One Two Three or More
Information Clearly Presented Unclear and poorly presented Clear but presentation poor Clear and well presented Exceptionally clear and well presented
Comments on Opponents Points No comments One comment point Two comment points Three or more comment points
Questions Provided None One Two Three
Discussion Led Effectively No attempt to lead discussion One attempt A number of effective attempts Well led with many effective attempts
Concluding Statement None One statement or more but not well summarized More than one statement and well summarize Concise statements and very well summarized
2. Paper Rubric
Task 1 Point 2 Points 3 Points 4 Points
Review of answers of educator Minimum/not well organized Minimum but well organized Complete and well organized Complete, well organized and detailed
Comparison of educator’s view to theorists Minimum/not well organized Minimum but well organized Complete and well organized Complete, well organized and detailed
Discussion of implications of educator’s view Minimum/not well organized Minimum but well organized Complete and well organized Complete, well organized and detailed
Comparison of educator’s view to 2 additional sources Minimum/not well organized; no sources discussed or included Minimum but well organized; sources discussed but not included Complete and well organized; sources discussed and included Complete, well organized and detailed; sources discussed and included
Summary Statement Minimal summary Summary but not well stated Summary well stated Summary exceptionally well stated
Appendix with list of questions and source copies Missing either questions or source copies Both included but questions not complete or well organized Both included and complete questions Both included and exceptionally complete questions
APA style references Mostly not accurate Accurate except for 2 or 3 problems Accurate except for minor problem Completely accurate

Schedule of data collection
Data are collected at the end of each course.

Need student evaluation questions
The department evaluation form is used.

Measurable Objectives for EDP 651:
Student will be able to write a complete research proposal, and accurately and consistently present all the required information in each section as well as the entire proposal.

Rubric for Assessment of EDP 651:

Rubric for Assessment of EDP 651
Project Sections Components

Performance Level

1 point
Not Met
2 points
3 points
4 points
Exceed Expectation
5 points
Introduction • Purpose
• Hypotheses /research
No information or very minimum information on the introduction section Not complete, consistent, or accurate information on the introduction section Complete, consistent, and accurate information on the introduction section Complete, accurate, and consistent within the section and with other sections. The section is well-written. Project reported at professional level of the introduction section



Literature Review

• Summarization of literature
• Title levels
• In-text citations
• References list
• Academic Integrity / no evidence of plagiarism

No information or very minimum information on the literature review section Not complete, consistent, or accurate information on the literature review section Complete, consistent, and accurate information on the literature review section Complete, accurate, and consistent within the section and with other sections. The section is well-written. Project reported at professional level of the literature review section






Research Design

• Subjects
• Materials (or instruments)
• Procedures

No information or very minimum information on the research design section Not complete, consistent, or accurate information on the research design section Complete, consistent, and accurate information on the research design section Complete, accurate, and consistent within the section and with other sections. The section is well-written. Project reported at professional level of the research design section




Data Analysis • Consistent with the design
• Consistent with the data type
No information or very minimum information on the data analysis section Not complete, consistent, or accurate information on the data analysis section Complete, consistent, and accurate information on the data analysis section Complete, accurate, and consistent within the section and with other sections. The section is well-written. Project reported at professional level of the data analysis section



Protection of Human Subjects

• Parent’s/legal permission (if subjects are under 18)
• Subjects’ consent forms

No information or very minimum information of the protection of human subjects section Not complete, consistent, or accurate information on the protection of human subjects section Complete, consistent, and accurate information on the protection of human subjects section Complete, accurate, and consistent within the section and with other sections. The section is well-written. Project reported at professional level of the protection of human subjects section



Time Table

• Expected completion timeline of the above sections

No information or very minimum information of the time table section Not complete, consistent, or accurate information on the time table section Complete, consistent, and accurate information on the time table section Complete, accurate, and consistent within the section and with other sections. The section is well-written. Project reported at professional level of on the time table section


Overall Total Score _____ / 75 Pass Score: 45 

P / F

Measurable Objectives for EDP 652:

EDP 652 Research Practicum

The research practicum is designed to help students complete their research project. Students will enter the course at different stages in their work, share their work with other students and the instructor, discuss ideas together, and make progress toward their goal of completion of the research project. Both group and individual meetings will be held, as needed. A plan of action will be developed by each student and approved by the final session of the course. Students receive an S grade if they do not complete their research project work before the semester ends. They will receive final grade after all work is completed.

Rubric for Assessment of EDP 652
Requires written document
and oral presentation


Minimally acceptable




Highly acceptable


Exceptionally acceptable

Purpose Hypothesis/Research Questions
Review of Literature
Oral Presentation of Research Project

Student must receive a score of at least 12 to pass the course.

Questions for the Graduate Certificate for Professional Development in Assessment and Evaluation (EDP 607, EDP 655, EDP 690):

To What extent has this course helped you to meet the learning outcome of developing test and survey?

To What extent has this course helped you to meet the learning outcome of evaluating existing instruments (survey & tests) by using appropriate tools to process data?

To What extent has this course helped you to meet the learning outcome of conduct an assessment and interpret assessment results?

To What extent has this course helped you to meet the learning outcome of developing test and survey?

To What extent has this course helped you to meet the learning outcome of evaluating existing instruments (survey & tests) by using appropriate tools to process data?

To What extent has this course helped you to meet the learning outcome of conduct an assessment and interpret assessment results?

To What extent has this course helped you to meet the learning outcome of designing a program evaluation?

To What extent has this course helped you to meet the learning outcome of conduct an assessment and interpret assessment results?

Questions for the Graduate Certificate for Professional Development: Quantitative Data Analysis in Education and Social Science (
EHS667, EHS668, EDP688, EDP689):

To What extent has this course helped you to meet the learning outcome of identifying appropriate statistical procedures, both basic & sophisticated to conduct analysis?

To What extent has this course helped you to meet the learning outcome of interpreting statistical analysis results and report findings?

To What extent has this course helped you to meet the learning outcome of identifying appropriate statistical procedures, both basic & sophisticated to conduct analysis?

To What extent has this course helped you to meet the learning outcome of interpreting statistical analysis results and report findings?

To What extent has this course helped you to meet the learning outcome of creating a complete data file and/or manage& prepare large data sets for analysis

To What extent has this course helped you to meet the learning outcome of identifying appropriate statistical procedures, both basic & sophisticated to conduct analysis?

To What extent has this course helped you to meet the learning outcome of interpreting statistical analysis results and report findings?

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