GEORGE MASON UNIVERSITY
Graduate Council NEW Certificate, Concentration, Track or Degree Program
Coordination/Approval Form
(Please complete this form and attach any related materials. Forward it as an email attachment to
the Secretary of the Graduate Council. A printed copy of the form with signatures should be
brought to the Graduate Council Meeting. If no coordination with other units is requires, simply
indicate “None” on the form.
Title of Program/Certificate, etc: Educational Psychology
Level (Masters/Ph.D.): Master of Science
Please Indicate: ___X__ Program ______ Certificate
_____ Concentration ____ Track
Description of certificate, concentration or degree program:
Please attach a description of the new certificate or concentration. Attach Course Inventory
Forms for each new or modified course included in the program. For new degree programs,
please attach the SCHEV Program Proposal submission.
Please list the contact person for this new certificate, concentration, track or program for
incoming students:
Anastasia Kitsantas, Ph.D. 703.993.2688
Approval from other units:
Please list those units outside of your own who may be affected by this new program. Each of
these units must approve this change prior to its being submitted to the Graduate Council for
approval.
Unit:
Head of Unit’s Signature:
Date:
Psychology
Deborah Boehm-Davis
9/14/07
Unit:
Head of Unit’s Signature:
Date:
Unit:
Head of Unit’s Signature:
Date:
Unit:
Head of Unit’s Signature:
Date:
Submitted by: _____Anastasia Kitsantas__________________
Email: akitsant@gmu.edu
Graduate Council approval: __________________________________ Date: _____________
Graduate Council representative: _______________________________ Date: _____________
Provost Office representative: _________________________________ Date: _____________
PROGRAM PROPOSAL COVER SHEET
1.
Institution
George Mason University
2. Program action (Check one):
Spin-off proposal
New program proposal
3. Title of proposed program
Educational Psychology
5.
Degree designation
4. CIP code
42.1701
6. Term and year of initiation
Fall 2008
MS
7a. For a proposed spin-off, title and degree designation of existing degree program
7b. CIP code (existing program)
8. Term and year of first graduates
Spring 2010
9. Date approved by Board of Visitors
10. For community colleges:
date approved by local board
date approved by State Board for Community Colleges
11. If collaborative or joint program, identify collaborating institution(s) and attach letter(s) of
intent/support from corresponding chief academic officers(s)
12. Location of program within institution (complete for every level, as appropriate).
School(s) or college(s) of
College of Education and Human Development
Division(s) of
Campus (or off-campus site)
Distance Delivery (web-based, satellite, etc.)
13. Name, title, telephone number, and e-mail address of person(s) other than the institution’s
chief academic officer who may be contacted by or may be expected to contact Council staff
regarding this program proposal.
Anastasia Kitsantas, Associate Professor
College of Education and Human Development
703-993-2688, akitsant@gmu.edu
TABLE OF CONTENTS
DESCRIPTION OF THE PROPOSED PROGRAM ...............................................................................................1
OVERVIEW .................................................................................................................................................................1
CURRICULUM ............................................................................................................................................................2
FACULTY ...................................................................................................................................................................4
ASSESSMENT .............................................................................................................................................................5
BENCHMARKS OF SUCCESS ........................................................................................................................................7
EXPANSION OF AN EXISTING PROGRAM? ...................................................................................................................8
COLLABORATIVE OR STANDALONE PROGRAM?.........................................................................................................9
JUSTIFICATION FOR THE PROPOSED PROGRAM .........................................................................................9
RESPONSE TO CURRENT NEEDS .................................................................................................................................9
EMPLOYMENT DEMAND .......................................................................................................................................... 11
STUDENT DEMAND .................................................................................................................................................. 13
PROJECTED ENROLLMENT ....................................................................................................................................... 14
DUPLICATION .......................................................................................................................................................... 14
PROJECTED RESOURCE NEEDS ........................................................................................................................ 16
APPENDICES............................................................................................................................................................ 23
APPENDIX A – SAMPLE SCHEDULES ..................................................................................................................... A-1
APPENDIX B – FACULTY CREDENTIALS AND EXPERTISE ....................................................................................... B-1
APPENDIX C – CORE LEARNING OUTCOMES FOR STUDENTS IN THE MS IN EDUCATIONAL PSYCHOLOGY PROGRAM
.............................................................................................................................................................................. C-1
APPENDIX D – LEARNING, COGNITION, AND MOTIVATION CONCENTRATION LEARNING OUTCOMES FOR STUDENTS
IN THE MS IN EDUCATIONAL PSYCHOLOGY PROGRAM ......................................................................................... D-1
APPENDIX E – ASSESSMENT, EVALUATION AND TESTING CONCENTRATION FOR STUDENTS IN THE MS IN
EDUCATIONAL PSYCHOLOGY PROGRAM ............................................................................................................... E-1
APPENDIX F – SAMPLE EMPLOYMENT ADVERTISEMENTS ..................................................................................... F-1
APPENDIX G – MS IN EDUCATIONAL PSYCHOLOGY STUDENT SURVEY................................................................ G-1
APPENDIX H – SUMMARY OF SURVEY RESULTS ................................................................................................... H-1
APPENDIX I– E-MAILS FROM PROSPECTIVE STUDENTS ........................................................................................... I-1
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Description of the Proposed Program
Overview
George Mason University requests approval to initiate the Master of Science in Educational
Psychology, commencing with the fall 2008 semester. The proposed program will be
administered by the Graduate School of Education within the College of Education and Human
Development.
The primary goal of the proposed MS in Educational Psychology described here is to prepare
students for educational psychology careers in research and teaching in school and organizational
settings. Emphasis is placed in the program on preparing students to use and reflect on
educational methods and knowledge in the context of complex educational settings. A secondary
goal is to provide educational psychologists wishing to work in non-educational settings, such as
government and non-governmental agencies, the requisite skills and knowledge to assume
specialist responsibilities in testing, assessment, and program evaluation.
The MS in Educational Psychology is designed to offer professionals and students the
opportunity to: (a) apply principles of learning, cognition and motivation to vital problems in the
area of education; (b) develop a solid understanding of research, assessment, and evaluation
methodologies; and (c) develop an analytical and scholarly approach to critically assessing
theoretical perspectives, research, and practice within and across content domains. These skills
address problems of vital importance to the Commonwealth and beyond, including the
requirement to develop educational programs for a population that is increasingly diverse
linguistically and culturally, and the ongoing need to provide mechanisms to implement school
accountability reforms.
The distinctiveness of the proposed MS program in Educational Psychology lies in its
curriculum, which has been tailored to strengthen the employment opportunities or mobility of
students in non-academic jobs, as well as to prepare those students who wish to pursue a
doctorate. It builds on the success of the existing concentration in Educational Psychology
offered in the M.Ed. in Curriculum and Instruction. The proposed program uses existing courses
and faculty, and therefore represents a cost-effective means for delivering skills critical to
education in Virginia. Our proposal to make this concentration an independent MS in
Educational Psychology is an effort to communicate more clearly to prospective students and
employers the nature of the program of study.
The proposed program is designed to serve pre-service and practicing teachers, as well as other
professionals in education and related fields. Graduates of the proposed program will be prepared
to:



1
Conduct basic and applied research and program evaluation in government agencies
and private and public educational and organizational settings
Provide classroom instruction, instructional support, and/or supervision in K-12
schools or community colleges;
Engage in curriculum and educational program development and policy development


Serve as consultants in business and industry settings
Enroll in doctoral-level programs in educational psychology
Overall, our location, our teaching capacity within the College of Education and Human
Development and university-wide, and our status as a program within the Commonwealth of
Virginia university system give us a unique advantage in offering students an excellent and
affordable program that will prepare them to effectively use knowledge in educational
psychology in their careers. It will also serve the needs of national and international students for
an institutionally focused program at a public university near the nation’s capital.
Curriculum
The proposed MS in Educational Psychology requires 30-36 credits distributed among the
following categories: the core Educational Psychology courses, core Research Methodology
courses, and required courses for the three areas of concentration. Concentration areas include:
1) Learning, Cognition and Motivation; 2) Assessment, Evaluation and Testing; and 3) Teacher
Preparation. All of the courses have been previously approved as part of the M. Ed. in CI with a
concentration in Educational Psychology, and all course syllabi have been constructed to meet
American Psychological Principles (Division 15) and NCATE standards. There are no new
courses proposed at this time. (See Appendix A for examples of possible course schedules to
complete the proposed MS in Educational Psychology).
All students must take the following courses in Educational Psychology and Research Methods
regardless of the concentration selected.
A.
Educational Psychology Core courses (9 Hours)
Students are required to take a set of core educational psychology courses that will provide
grounding in learning, motivation, and development.
EDEP 550*
Theories of Learning and Cognition (3)
EDEP 551*
Principles of Learner Motivation (3)
And one of the following:
EDUC 539
Human Development and Learning (3)
OR
PSYC 666
Cognitive and Perceptual Development (3)
OR
EDUC 672
Learning and Development (3)
OR
EDUC 597
Special Topics (3) [Focus on Human Development]
*Required
B.
Research Methodology Core courses (12 Hours)
Students are expected to take courses, which will enable them to conduct research intended to
answer a question within an educational or organizational setting.
EDRS590*1
EDRS 620*
EDRS 621*
EDRS 531
2
Methods of Educational Research (3)
Quantitative Inquiry in Education (3)
Qualitative Inquiry in Education (3)
Educational and Psychological Measurement (3)
OR
PSYC 541
Survey Research (3)
OR
PSYC 654
Naturalistic Methods in Psychology (3)
OR
EDUC 597
Special Topics (3) [Focus on Research Methodology]
1
This course may be waived if student has appropriate prior experience or coursework
*Required
C.
Concentration courses
(9 Hours)
Students will develop their program of study in conjunction with their advisor. Students may
consider pursuing one of three concentrations: Assessment, Evaluation and Testing; Learning,
Cognition and Motivation; and Teacher Preparation
Concentration 1
Learning, Cognition and Motivation (9 Hours)
EDEP 652*
Processes of Learning and Development (3)
And two of the following:
EDEP 653
Culture and Intelligence (3)
EDPE 654
Learning, Motivation and Self-Regulation (3)
EDSE 659
Cognitive Development of Diverse Young Children (3)
EDUC 597
Special Topics (3) [Focus on learning, cognition and/or motivation]
*Required
Concentration 2
Assessment, Evaluation and Testing (9 Hours)
EDRS 630*
Educational Assessment (3)
And two of the following:
EDRS 631
Program Evaluation (3)
EDEP 650
High Stakes Assessment and Accountability Systems (3)
EDEP 651
Test Design and Interpretation (3)
PSYC 557
Psychometric Methods (3)
EDUC 597
Special Topics (3) [Focus on assessment, evaluation, and/or testing]
*Required
Concentration 3
Teacher Preparation (9 Hours)
Requires admission to a teacher licensure certificate program. Students can take any 3 courses
within one teacher licensure certificate program. Fields include Secondary Education, Special
Education, Foreign Language, and English as a Second Language (ESL).
Educational psychology or appropriate teacher education faculty must approve electives in a
coherent field of study for students seeking licensure in teaching.
D.
Optional Supervised Project, or Thesis (3-6 Hours)
EDUC 598
EDUC 5992
Directed Reading, Research and Individual Projects
Thesis
Total Hours 30-36
2
Six hours are required for thesis
3
Admission to the Master’s Program
Students must have a bachelor’s degree from an accredited college or university to apply to the
MS in Educational Psychology Program or they may transfer from other masters programs in
Educational Psychology or related education fields. The number of credits accepted from another
master’s program will not exceed nine hours and will be evaluated by the Director of the EDEP
Graduate Program. At minimum, the last 18 credits of the 30-36 hours of the MS must be earned
in the George Mason University EDEP program.
Optional Supervised Research Project or Thesis
Students in the MS in Educational Psychology program may choose to work on a supervised
research project or a master thesis. Students who select this option will conduct research in an
area of interest. Students must allow ample time for their proposed research project to be
evaluated by the Human Subjects Review Board at George Mason University. For the supervised
research project the students work will be overseen by a faculty member in Educational
Psychology program. For the thesis, the student must select a thesis director and at least two
additional committee members who will approve the proposal as well as the completed work. At
minimum, the chair and one member of the committee must be from the Educational Psychology
Program. One member from a graduate program outside of the EDEP program or Mason may
serve on the committee at the option of the committee chair.
Program Size, Resources and Viability
There are currently 48 students enrolled and adequately served by the existing program. All
students are matched with an advisor upon acceptance into the program. Faculty members work
closely with students to ensure their timely progress to completion of the degree. Full time
students, to the greatest extent possible, will be offered support from sources such as university
assistantships, fellowships, and faculty research grants. By the target date, AY 2012-13, we
expect that enrollment will rise to 116 full and part-time students, based on current demand.
Program Administration
The program will be administered by the Educational Psychology Coordinator. Office staff will
assist the Coordinator in managing the program. The Coordinator also administers the program
procedures, including responding to information requests, communicating information about
requirements and changes in status to students, tracking application and graduation forms, and
being responsible for publicity and outreach. An Admissions Committee, chaired by the
Educational Psychology Coordinator, will make determinations regarding admissions.
Specifically, the admissions file is assembled in the CEHD Admissions Office, and once
complete, the file is sent to the program Admissions Committee for review. The program will
make a recommendation regarding student admissions, which will either be confirmed or
changed by the Associate Dean for Teaching and Academic Affairs. The file is then returned to
the CEHD Graduate Admissions Office where a letter is then mailed to the applicant.
Faculty
A Master’s degree in Educational Psychology will make use of the large and diverse capabilities
of the faculty of the College of Education and Human Development (CEHD) and particularly
4
those affiliated with the Educational Psychology program. There are currently four tenured and
three tenure-track faculty primarily affiliated with the Educational Psychology program. There
are eight additional tenured faculty in CEHD with expertise and experience in educational
psychology who are primarily affiliated with other programs within the college. The program
boasts a range of expertise in areas related to cognition, self-regulation, motivation, assessment,
testing, and evaluation (see Appendix B for a list of faculty, credentials, and areas of expertise).
In preparation for an independent degree program in Educational Psychology, the College of
Education and Human Development has piloted an interdisciplinary Master of Education
(M.Ed.) in Curriculum and Instruction (CI) degree with a concentration in Educational
Psychology since 2002. The program was crafted to serve the needs of the population in the
northern Virginia region, including many who were employed in government agencies. The M.
Ed in CI with a concentration in Educational Psychology permitted faculty to gauge student
interest in such a program. Demand for the program was immediate and by the second year, 32
students had been admitted to the program.
The Educational Psychology faculty members have had ample experience teaching graduate
level courses; serving on honors, masters, and doctoral theses committees; and administering a
graduate program in Educational Psychology. As of January 2007, of the 109 full-time
instructional staff in CEHD, 15 (14%) are educational psychologists. Most of these faculty teach
in more than one of the education sub-fields (e.g., research methods, special education, literacy,
early childhood education). We expect students will also work closely with other centers of
excellence in the university relevant to their concentrations. Additional educational psychologists
are located in units throughout the university. A critical mass exists in education for an excellent
graduate program of considerable depth and breadth.
Departmental Capacity
The curriculum outlined in this proposal represents a one-year annual rotation of core courses,
with a variety of non-core electives available in a three-year rotation period, assuming the
program offers two to three elective courses per year. At this time, no new courses are being
proposed. The Master’s in Educational Psychology will increase George Mason University’s
growing visibility in the social sciences and educational affairs. The distribution of teaching
resources in the CEHD and the synergies between the strengths of the educational program and
other units in the university make it feasible to offer the MS at this time.
Assessment
As with all academic programs at George Mason University, assessment of student learning in
the proposed program in Educational Psychology will take place at the levels of the student, the
course, and the program. Educational Psychology master’s students will be assessed in a number
of ways throughout the program. Scholarly ability will be evaluated through course grading in
seminar-style classes in which oral, written, and analytical skills will be considered. A committee
will evaluate the thesis proposal for originality, feasibility, comprehensiveness, and its likelihood
to make a scholarly contribution to the field. Course evaluations are conducted in every course
5
every term, providing the students’ perspective on course and instructor effectiveness. Course
evaluation results are published online.
Expected Learning Outcomes
Graduates from the Educational Psychology program are expected to demonstrate superior skills
in scholarship, teaching, and leadership. These qualities, consonant with the expected outcomes
of all graduates of the College of Education and Human Development (CEHD), are emphasized
in all courses and field experiences provided in the three program concentrations. More
specifically, graduates are expected to deploy their acquired scholarship, knowledge, and skills
in research endeavors that focus on the improvement of practice in whatever professional areas
they enter; exhibit high quality teaching, particularly in K-12 education, that is grounded in
understanding of cognition, human motivation and learning; manifest high quality expertise in
human assessment, testing, and evaluation; and aptly assume leadership roles that advance the
missions of the professions they assume.
All students in the Educational Psychology program are assessed with learning outcomes
associated with the core courses in Educational Psychology and Research Methodology (see
Appendix C). There are also learning outcomes specific to each of the three concentrations: (1)
Learning, Cognition and Motivation, (2) Assessment, Evaluation, and Testing; and (3) Teacher
Preparation. Learner outcomes and learning assessment procedures for the first two
concentrations can be found in Appendices D and E of this application. For the teacher
preparation concentration, learner outcomes and learning assessment procedures are determined
by the appropriate teacher licensure certificate program (i.e., Secondary Education, Special
Education, Foreign Language, and English as a Second Language).
Assessment of Student Learning
The Educational Psychology program will adhere to the rigorous assessment policies and
procedures of the university and the College of Education and Human Development’s Graduate
School of Education which include student evaluations of effectiveness and relevance of course
instruction; and the production of durables such as research reports that reflect integrative
learning and reflection across topics. In addition, students who choose to complete the optional
supervised research or thesis will work closely with faculty with the intent of expanding as well
as gaining further depth of expertise in their area of study. For these experiences, student
learning will be assessed by the individual faculty member or thesis committee respectively.
Overall Program Review
The proposed program will be reviewed on the seven-year cycle typical of programs within the
College of Education and Human Development as part of the National Council for Accreditation
of Teacher Education (NCATE) accreditation progress. The next NCATE site visit will take
place in fall 2010. The university’s Academic Program Review process, under the guidance of
the Office of Institutional Assessment, requires three semesters to complete. The outcomes of the
process are a series of deliverables—a self-assessment report and academic plan written by
program faculty and a report by a review team external to the program—and documentation of
changes made to enhance the program. Since the program will have only just been implemented,
review will make certain that data collection and processes are in place to support regular,
periodic assessment. The Board of Visitors will make its assessment of the program in 2011-12.
6
The program will be proactive in assuring that (program and student performance) benchmarks
are attained, particularly during students’ matriculation. Various formative evaluation methods
will be used in this endeavor, including end-of-course student evaluations and performance
assessments. Whenever student performance benchmarks are not met, program faculty will
systematically examine recruitment strategies, admissions policies, instructional practices,
curriculum, and advising methods.
Similarly, if program benchmarks are not achieved, the program faculty will examine its
marketing and recruiting practices, admissions requirements, curriculum, instructional methods,
advising practices, and course evaluations to determine where modifications to the program need
to be made. It is anticipated that as the program continues, higher benchmarks in the areas of
admission requirements and job placement will be developed and applied.
Overall, the Educational Psychology program, regardless of the required accreditation reviews at
the national, state, and university levels, will be placing significance emphasis on continuous
evaluation of students’ performance and progress, and course and program effectiveness for the
purpose of program improvement
Benchmarks of Success
The MS in Educational Psychology Program mission is to graduate students grounded in the
knowledge, skills, and dispositions of the field of Educational Psychology who can assume
leadership roles within their respective professions. The program’s benchmarks of success will
include the continued ability to attract high-quality applicants who graduate in a timely fashion.
Post-graduation benchmarks will include graduates’ ability to assume high levels of professional
leadership in their current workplace or in new positions and their ability to gain admission and
complete a doctoral program successfully.
The ability to attract high quality applicants will be determined by the characteristics of qualified
applicants who apply (e.g., number of applicants, undergraduate GPA, goal statement,
recommendation letters), are accepted, and enroll in the program. Given the success of the M.Ed.
in CI with a concentration in Educational Psychology program, which has been underway for
five years, it is anticipated that the Master’s Program in Educational Psychology will continue to
receive academically well-qualified applications for admission.
Students’ timely completion of the program will also be used as a benchmark for program
success. The projected length of the program for a full-time student without a prior Master’s
degree is two years. For part-time students, the average completion time, is estimated to be three
to five years, depending on the number of classes in which part-time students enroll each
semester (see Appendix A for sample schedules).
Additionally, success must be measured by the ways in which the program affects career
trajectories and job mobility once a student has completed the program. Thus, success of the
program will be measured by employment opportunities and job placement. Follow-up surveys
7
will assess the status of graduates in the job market in terms of how their degree has been
impacted their success, patterns of promotion, and assumption of various leadership roles.
Because of the research emphasis of the current Educational Psychology concentration, some of
our graduates have enrolled in doctoral programs. Therefore, continued monitoring of
matriculation patterns related to doctoral studies, advanced specializations and certifications will
provide another viable benchmark for Educational Psychology graduates. The Educational
Psychology faculty has extensive experience in assisting our graduates in gaining entry into
advanced studies within our institution as well as others.
The proposed Master’s program will offer one of the most intensive concentrations of research
methods courses as well as cutting-edge instruction in learning, cognition, motivation, and
assessment in GSE. Once core course offerings are completed, students will engage in
concentrations guided by full time program faculty. Moreover, the program has the flexibility to
accommodate students who desire to integrate the skills and knowledge gained through their
studies in Educational Psychology with their role as educators. Prospective students who have
attended program orientation events have expressed their desire to enroll in the program because
of these features. They also are aware that there is no competitive program in Educational
Psychology in the Northern Virginia area. Further, according to the State Council of Higher
Education in Virginia (http://research.schev.edu/enrollment/programmaticenrollment.ASP), only
University of Virginia (UVA) offers a master degree in Educational Psychology in the
Commonwealth of Virginia. In addition, UVA does not offer a concentration in Assessment,
Evaluation, and Testing. Notably, few masters’ programs in Educational Psychology offer a
concentration in assessment, evaluation, and testing. Many prospective applicants state that they
have selected the program rather than another program in Virginia because of this characteristic.
The program will be proactive in assuring that benchmarks are attained, particularly during
students’ matriculation. Various formative evaluation methods will be deployed in this
endeavor, including end-of-course student evaluations and performance assessments. Whenever
benchmarks (e.g., number of high qualified applicants applied, enrollment figures, completion
rates, job opportunities and placement, pursuit of doctoral degree) are not achieved, the program
faculty will examine its marketing and recruiting practices, admissions requirements, curriculum,
instructional methods, advising practices, and course evaluations to determine where
modifications to the program need to be made. It is anticipated that as the program continues,
higher benchmarks in the areas of admission requirements and job placement will be developed
and applied.
Expansion of an Existing Program?
The proposed Master’s program supersedes and modifies the M. Ed. in CI with a concentration
in Educational Psychology. The modification is intended to communicate more accurately to
potential students and employers the nature of this program of study. It is not offered in
collaboration with external academic institutions, although students may take up to six credits of
course work at consortium institutions. Faculty will collaborate with other programs in the
university, notably with the Psychology Department. As a result of approval of the proposed
program, we will discontinue the concentration in Educational Psychology currently offered with
8
the M.Ed. in Curriculum and Instruction. Although, we anticipate that students currently enrolled
in the concentration would prefer to be moved into the new degree program, we will give
currently enrolled students the option to remain under the curriculum and instruction
concentration area.
Collaborative or Standalone Program?
The MS in Educational Psychology will be a stand-alone program in the George Mason
University, CEHD Graduate School of Education.
Justification for the Proposed Program
Response to Current Needs
The proposed MS in Educational Psychology responds to critical educational needs at the
national, state, and local level. Our courses will prepare students for employment with local
school districts, community colleges, governmental and non-profit organizations, including the
U.S. Department of Education and The National Center for Education Statistics, as well as health
care and business organizations. Coursework will also offer students the education needed to
further their studies in university programs such as the George Mason University Education and
School Psychology PhD programs. The curriculum is designed with the flexibility for students to
tailor the program to meet their educational and career goals while gaining an understanding of
the core principles in educational psychology and research. Further, the program is strategically
located to serve the needs of the Northern Virginia area.
The proposed Educational Psychology program will be positioned to meet the challenge related
to the current wave of public school reform, particularly in the Northern Virginia Region. For
instance, schools, particularly in the Northern Virginia area, are working with a population that is
increasingly linguistically and culturally diverse. The number of students enrolled in Virginia
public schools with limited English proficiency has nearly quadrupled in the past decade
(Virginia Department of Education, 2006). Given these issues, there is a pressing need for
individuals who possess an understanding of both the psychological aspects of human learning
and educational research and assessment practices. The MS in Educational Psychology will offer
students rigorous academic preparation in educational psychology from faculty highly skilled in
both teaching and research. The curriculum for the program has been developed to foster a deep
understanding of core principles related to human learning and motivation as well as a solid
foundation in research, assessment, and evaluation methodologies.
With the passage of the No Child Left Behind (NCLB) Act of 2001, schools are faced with an
increased emphasis on accountability and research-based practices (Ed.Gov, 2007). There has
been a dramatic increase in the demand for testing within the state and throughout the nation. In
Virginia, schools are required to achieve sufficient pass rates on the Virginia Standards of
Learning (SOL) tests in order to remain accredited (Virginia Department of Education,
2007).The trajectory of greater demand for testing and assessment is not envisioned to abate in
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the near future (Kahl, 2003). This demand covers a wide array of testing and assessment needs
experienced by school districts, particularly as related to receipt of test score results in an
increasingly compressed time frame. Graduates from our program will be qualified to work in
schools and the private sector to meet assessment demands, including involvement in:




customized large scale assessment activities
test scoring, reporting and logistic services
monitoring and processing student test materials
Working with schools to align curriculum with the assessments
The current public school reform movement, with its emphasis on school accountability, also
requires state educational agencies (SEAs) and local educational agencies (LEAs) to hire
qualified people to carry out a variety of testing, assessment, and evaluation responsibilities.
For example, the Virginia Department of Education, Division of Student Assessment and School
Improvement describes its function as follows:
The Division of Student Assessment and School Improvement manages test
development, administration, scoring and reporting of results for the various statewide
assessment programs. These programs currently include the Standards of Learning
testing program, the Virginia Alternate Assessment Program, the Virginia Substitute
Evaluation Program, the Virginia Grade Level Alternative and the National Assessment
of Educational Progress. The division also promotes increased student learning and
achievement by assisting schools and school divisions in the implementation of
effective instructional strategies and best practices. (Loving-Ryder, 2007)
Large LEAs also address the demands of public school accountability through a number of
related activities that mirror their SEA counterparts. For example, Fairfax County Public
Schools (FCPS) employ a number of specialists involved in the testing, monitoring, and
reporting of SOLs and other assessments used to meet accountability responsibilities. The FCPS
Department of Accountability focuses on the:





Administration of the Virginia State Assessment Program and the FCPS Testing Program
Development of accountability procedures and communication results
Analysis, interpretation, and reporting division, cluster, school, and individual student
achievement data annually
Conducting comprehensive program evaluations as required by the Superintendent and
School Board
Providing technical assistance in planning, testing, research, and program evaluation to
central offices, cluster offices, and schools (Fairfax County Public Schools, 2007)
In addition, large size LEAs typically have divisions dealing with program evaluation, student
testing, and institutional planning. Graduates from the Educational Psychology Program would
find their skills and knowledge highly relevant for meeting these current demands.
Public school reform is only one of the factors driving the assessment and program evaluation
market. Students interested in areas of employment other than the public school setting will find
10
ample opportunities in local, state, and federal agencies, non-profits, and other organizations that
require assessment and program evaluation services. The Washington DC Metropolitan area
includes a thriving testing, assessment and evaluation industry that provides services to K-12
public school education, higher education, non-government organizations (NGOs), and
governmental agencies. For example, there are over 32 private local firms within driving
distance of the George Mason Fairfax campus that offer testing, assessment and evaluation
services, ranging from small staffs to organizations with hundreds of employees (American
Evaluation Association, 2007). These firms not only reflect the current needs in assessment and
program evaluation; they also provide a potential employment pathway for our future graduates.
Finally, the MS program in Educational Psychology is well suited geographically to address
current needs. The proximity of George Mason to the nation’s capital as well as a host of
educational and research focused organizations offers numerous opportunities for applied
learning experiences and future employment. There are no other comparable programs in the
Northern Virginia region that meet these needs nor are there any comparable comprehensive
Educational Psychology degree programs in the Commonwealth that address these issues.
Employment Demand
The focus on accountability in the No Child Left Behind (NCLB) legislation has had a
significant impact on all levels of the educational system. The emphasis on high-stakes testing
and accountability in schools has created new demands for professionals trained in educational
assessment, evaluation, and testing.
The Department of Labor’s (2007) Occupational Outlook Handbook notes that the demand for
trained professionals for jobs related to concentrations in the Educational Psychology Master's
Program ― educational assessment, evaluation, and testing ― will increase at rates higher than
average between 2004-2014. Also, as the increased emphasis on accountability at all levels of
government causes more schools to focus on improving educational quality and student
performance, growing numbers of Instructional Coordinators will be needed to incorporate the
standards into existing curricula, inform teachers and administrators of the changes, and assist
schools and administrators in assuring alignment between the curriculum and assessment. In fact,
employment of Instructional Coordinators is expected to grow much faster than the average for
all occupations through the year 2014. The Management, Scientific, and Technical Consulting
Services industry ranks among the fastest growing in the country and is one of the highest
paying. Employment in market and survey research is expected to grow faster than average, with
better opportunities available for those with strong quantitative skills and a master’s or Ph.D.
degree in related fields. The Occupational Outlook Handbook also predicts an 11.3% increase in
the number of people employed in scientific research and development services in the education,
training, and library occupations between 2004 and 2014. In addition, the Virginia Employment
Commission projects a 27.5% increase in the demand for Instructional Coordinators during the
period 2004-2014 nationwide, and a 29.7% increase in the state of Virginia. During that same
time, demand for Social Science Research Assistants is expected to increase by 17.4% and
demand for Survey Researchers by 25.9% (Labor Market Analysis by Occupation section, 2007).
11
Professionally-oriented MS students will comprise a mix of those seeking different employment
opportunities and those seeking advancement in their current employment. The Washington,
D.C. region offers a wide variety of potential employers for graduates with a MS in Educational
Psychology and a concentration in assessment, evaluation, and testing.
The following list of governmental and non-profit organizations that are located in the region
employing such prepared professionals is extensive, but not exhaustive:
 U.S. Department of Education (http://www.ed.gov/index.jhtml)
 The National Center for Education Statistics (http://nces.ed.gov/)
 Census Bureau (http://www.census.gov/)
 Bureau of Labor Statistics (http://www.bls.gov/)
 American Psychological Association (http://www.apa.org/)
 American Educational Research Association (http://www.aera.net/)
 American Institutes for Research (http://www.air.org/)
 World Bank (www. worldbank.org)
 Inter-American Development Bank (www.iadb.org)
 U.S. Agency for International Development (http://www.usaid.gov/)
 Academy for Educational Development (http://www.aed.org/)
 C & A Technologies, Inc.
 Center for Survey Research, University of Virginia (http://www.virginia.edu/surveys/)
 East Mesa Research and Consulting (http://www.eastmesaresearch.com/services.html)
 IFC consulting (http://www.icfconsulting.com/)
 Policy Works, Ltd. (http://www.policyworksltd.org/)
 Randi Korn & Associates, Inc. (http://www.randikorn.com/)
 RMC Research Corporation (http://www.rmcresearchcorporation.com/)
 Scriptor Services, LLC (http://www.scriptorservices.com/)
 SRA International (http://www.sra.com/)
 Transformation Systems Incorporated (http://transformationsystems.com/)
 Windwalker Corporation (http://www.windwalker.com/)
 Association for the Study and Development of Community
(http://www.capablecommunity.com/)
 Bonham Research (http://www.bonhamresearch.com/)
 Carson Research Consulting (http://www.carsonresearch.com/)
 Cloudburst Consulting Group, Inc. (http://www.cloudburstgroup.com/)
 Delmarva Foundation/Health Integrity
 Humanitas Inc. (http://www.humanitas.com/HTML/main.htm)
 Mira Monitor Consulting, LLC (http://www.m2cnig.com/)
 ORC Macro (http://www.orcmacro.com/)
 Paraklete Consulting, LLC (http://www.parakleteconsulting.com/)
 Partners in Evaluation & Planning (http://www.evaluationandplanning.com/)
 Practical Research (http://practical-research.com/)
 Precision Research and Evaluation, LLC (http://www.precision-r-e.com/)
 Social Dynamics, LLC (http://www.socialdynamicsllc.com/home.html)
 SONA Consulting, Inc. (http://www.sonaconsulting.net/overview.html)
12









The MayaTech Corporation (http://www.mayatech.com/)
Westat (http://www.westat.com/)
Callahan Consulting for the Arts (http://www.forthearts.org/about/staff.shtml)
EMT Associates (http://www.emt.org/)
Institute for Social and Economic Development (http://www.ised.org/splash/ised.htm)
InterMedia Survey Institute (http://www.intermedia.org/index.html)
International Society for Technology in Education (http://www.iste.org/)
LTG Associates, Inc. (http://www.ltgassociates.com/index2.html)
The QED Group, LLC (http://www.qedgroupllc.com/)
Appendix F contains a sampling of job announcements for positions requiring the skills that
graduates of the proposed MS in Educational Psychology would possess.
Another justification for pursuing a MS in Educational Psychology lies in the fact that a master’s
degree takes less time than a doctoral degree yet offers opportunities for securing a broad range
of employment opportunities, particularly for those receiving a MS in Educational Psychology
with a concentration in educational assessment, evaluation, and testing. There is ample evidence
that demand is increasing for the kinds of unique methodological and analytical skills that MS
graduates trained in assessment, evaluation and testing have to offer.
Student Demand
Evidence of student demand comes from two sources: 1) a survey of students currently enrolled
in the concentration in Educational Psychology within the M.Ed. in Curriculum and Instruction,
and 2) a sample of e-mails from students expressing interest in pursuing a degree in educational
psychology.
The College of Education and Human Development began offering the Educational Psychology
concentration within the M.Ed. in CI in the Fall 2002. To assess student interest in the proposed
MS degree in Educational Psychology, faculty administered a survey in 2007 to Educational
Psychology students (see Appendix G for a copy of the survey). The students, the majority (i.e.,
96.7%) of whom are Virginia residents, expressed a high-level of interest in the proposed
program. For instance, 83.3% of the current students responding indicated that they would have
applied to the proposed MS in Educational Psychology program if the program had been
available when they applied to George Mason for graduate school and 76.7% of current students
reported that the proposed degree program would be beneficial for current or future employment.
Students’ comments were also supportive of the proposed program. One student reported “[the
proposed program] would make clear to future employers what my coursework has been” and
another indicated “I know that many students currently enrolled in the program wish that what is
written on our degree more clearly reflected what we have studied at Mason.” Based on the
survey responses, the proposed MS in Educational Psychology is desired by students and will
better serve their needs than the current program (See Appendix H for a complete summary of
results).
13
Since its inception, the Educational Psychology concentration had also been extremely
successful in attracting well-qualified applicants. From the number of inquiries we receive, we
expect the number of applicants to continue to rise. For instance, from February 2007- June 2007
we received 45 e-mails from students interested in pursuing a degree in Educational Psychology.
We have included three sample e-mails reflecting diverse points of interest (see Appendix I).
Finally, many of the students, pursuing this area of study, are sought after for assistantships in
other programs throughout the College due, in part, to their strong training in research methods.
Given the rapid growth of the program, we expect to be able to select the strongest students for
the Master’s in Educational Psychology from the pool of applicants. In order to remain
competitive, however, we must strive to offer significant financial support packages to incoming
students, and gradually increase the number of graduate courses we offer, in accordance with
sufficient faculty size.
Summary of projected enrollments in the proposed program
Table 1 below depicts projected enrollment of students in the M.S. in Educational Psychology
program by the end of the academic year 2012-2013.
Table 1
Projected Enrollment
Year 1
Year 2
Year 3
Year 4
Target Year
2008 - 2009
2009 - 2010
2010 - 2011
2011 - 2012
2012- 2013
HDCT
45
FTES
22
HDCT
61
FTES
29
HDCT
65
FTES
31
HDCT
84
FTES
41
HDCT
116
FTES
57
GRAD
53
Assumptions:
90% retention
30% full-time students/70% part-time students
Full-time students average 9 credit hours/semester
Part-time students average 4.5 credit hours/semester
Full-time students graduate in two years
Part-time students graduate in four years
Duplication
Given the current demand for educational psychologists, there are insufficient state-supported
Educational Psychology graduate programs in Virginia, particularly in the Northern Virginia
metropolitan-DC area. Offering an MS in Educational Psychology at George Mason University
will complement and expand, but not conflict with, the current degrees offered by the statesupported institutions. Additionally, although some schools in the Maryland and District of
14
Columbia metropolitan region (e.g., Howard University, The University of Maryland) offer
masters degrees in Educational Psychology or related areas (e.g., Human Development), these
programs do not include the same combination of courses related to learning, cognition,
motivation, and research methodology. Thus, the proposed program may be attractive to out-ofstate individuals in the metropolitan region.
According to the State Council of Higher Education in Virginia, there is currently only one
master’s program in Educational Psychology in Virginia
(http://research.schev.edu/enrollment/programmaticenrollment.ASP). It is offered by the
University of Virginia (UVA) in Charlottesville. Table 2 presents the enrollment and graduation
totals available for the UVA program. This program has consistently granted 59 to 87 degrees a
year between 1998 and 2003. However, Charlottesville is a considerable distance from the
northern Virginia region, hindering working adults in Northern Virginia from pursuing a
master’s degree in Educational Psychology.
Table 2
FTE and Graduation Totals in Commonwealth Masters Degree Programs in
Educational Psychology
Year
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
University of Virginia
FTE Majors
Grads
41.0
87
38.6
68
44.0
59
44.6
80
44.2
71
41.3
0
The Virginia Tech School of Education website indicates that Virginia Tech offers a Master of
Education in Curriculum and Instruction with a concentration in Educational Psychology
(http://www.soe.vt.edu/oap/search_masters.html). However, Blacksburg, similarly, is a
considerable distance from Northern Virginia and the degree granted by Virginia Tech is in
Curriculum and Instruction, not Educational Psychology.
Furthermore, the content of the proposed Educational Psychology program at George Mason will
be unique in offering a concentration in assessment, testing and evaluation. This area is currently
the most popular track within the Educational Psychology concentration and offers many career
possibilities. Moreover, within Virginia, there are no master’s degrees offered in Educational
Statistics and Research Methods
(http://research.schev.edu/enrollment/programmaticenrollment.ASP), despite the high
employment demand in this area. The proposed MS program in Educational Psychology at
George Mason will fill this gap and increase the pool of potential students for related PhD
programs offered by Virginia state-supported institutions.
15
For instance, Virginia Tech University currently offers a Ph.D. in Educational Statistics and
Research Methods (http://www.soe.vt.edu/edre/index.html). Although they require students to
have a master’s degree for admission to the doctoral program
(http://www.soe.vt.edu/edre/admissions.html), they do not offer an independent master’s in
Educational Statistics and Research Methods (http://www.soe.vt.edu/oap/search_masters.html).
Thus, students from the proposed MS in Educational Psychology program at George Mason may
contribute to the future enrollment of students in the Virginia Tech PhD program in Educational
Statistics and Research Methods.
Given the current employment demands, student demand, and degree offerings by other statesupported institutions, there is a definite need for a MS degree program in Educational
Psychology based in the Northern Virginia region.
Projected Resource Needs
Because the M.Ed. in Curriculum and Instruction, concentration in Educational Psychology, is
housed within the CEHD Graduate School of Education, the current faculty, administrative staff,
library resources, assistantships, and equipment are sufficient to launch and maintain the
proposed program. The following subsections detail the resources required to operate the
program from its initiation in Fall 2008 through the target year 2012-2013. Assessments of need
for full-time faculty, part-time faculty, and adjunct faculty are based on the following ratio of
student enrollment to faculty effort for master’s programs: 12 FTE enrollment requires one FTE
faculty for instruction.
Full-time Faculty
The proposed MS in Educational Psychology will require a total of 1.83 FTE of faculty effort to
launch, rising to 4.75 FTE by the target year. Full-time faculty will account for 1.5 FTE of
faculty in 2008-09, rising to 4.25 FTE in 2012-13. Full-time faculty effort can be accommodated
through a reallocation of school resources.
Part-time Faculty from Other Academic Units
Each master’s student may take as many as nine credit hours from outside the program. We
project that the proposed program will require 0.25 FTE of teaching from outside the school,
remaining constant over the life of the program. These resources can be reallocated without
adversely affecting other units, primarily the College of Humanities and Social Sciences
(Psychology), from which most of the faculty effort will come.
Adjunct Faculty
Currently, all courses are staffed by full time tenure-track and tenured faculty. We do not
anticipate the need for more than one or two adjunct faculty per year for the purpose of covering
faculty leaves and gaps in the summer term. We project that adjunct faculty effort will total 0.25
FTE at launch and remain constant over the life of the program. The Graduate School of
Education can absorb these costs with minimal disruption.
Graduate Assistants and Targeted Financial Aid
16
Providing research assistantships would help prepare students for academic and/or non-academic
employment. Currently, seven faculty members in the Educational Psychology program have
Graduate Assistants (7) funded by the College of Education and Human Development.
Classified Positions
To carry out the administrative tasks of the program, the program currently retains a classified
staff member who, at present, is shared among four programs within the college. This amounts to
a commitment of 0.20 FTE of classified support to the proposed program. Primary functions of
this position entail processing of applicant materials and files; assistance with publicity and
scheduling of the programs and events associated with the program; responding to general
student advising questions and processes; and faculty travel and book orders. This support
position is funded out of internal reallocation of resources.
Library
The Educational Psychology program currently budgets no funds for library resources. Library
resources, particularly serial titles, for use by Educational Psychology students, include titles
purchased annually under both the education and psychology library expenditures. As noted in
Table 3, over half a million dollars have been allocated for education and psychology titles since
the 2003-2004 fiscal year. The average level of expenditure was over $114,000. Note worthy is
the fact that library expenditures for titles in education and psychology have averaged an eight
percent increase over this time period.
Table 3
Library Expenditures for Education and Psychology Titles
for the Period, FY 03-04 –FY 07-08
EDUC
titles
costs
PSYCH
titles
costs
TOTAL
FY 03-04
261
$48,253.79
FY 04-05
273
$53,413.83
FY 05-06
262
$53,439.79
FY 06-07
263
$58,918.98
FY 07-08 TOTAL
280
$69,931.65 $283,958.04
128
131
126
128
126
$50,635.04 $55,370.83 $55,052.31 $64,071.14 $65,040.80 $290,170.12
$98,888.83 $108,784.66 $108,492.10 $122,990.12 $134,972.45 $574,128.16
Avg. per Annum $114,825.63
Equipment, including Computers:
All full-time faculty and the part-time classified staff member have furnished offices, computers,
and telephones. No additional equipment is needed.
Telecommunications
No additional telephones are needed.
Other Resources
17
The current program concentration receives $200 per academic year from CEHD in order to
market and publicize the program, print materials, conduct or participate in bi-semester
information sessions, graduate, and career fairs. We anticipate this allocation to continue.
PROJECTED RESOURCE NEEDS FOR PROPOSED PROGRAM
Part A: Answer the following questions about general budget information.





Has or will the institution submit an addendum budget request
to cover one-time costs?
Has or will the institution submit an addendum budget request
to cover operating costs?
Will there be any operating budget requests for this program
that would exceed normal operating budget guidelines (for
example, unusual faculty mix, faculty salaries, or resources)?
Will each type of space for the proposed program be within
projected guidelines?
Will a capital outlay request in support of this program be
forthcoming?
Yes
No
x
Yes
No
x
Yes
No
x
Yes
x
Yes
No
No
x
Part B: Fill in the number of FTE positions needed for the program
Full-time faculty*
Program Initiation Year
2008 - 2009
On-going and
Added
reallocated
(New)
1.50
0.00
Expected by
Target Enrollment Year
2012- 2013
Added
Total FTE
(New)**
positions
2.75
4.25
Part-time faculty (faculty FTE
split with other unit(s))
Adjunct faculty
0.25
0.25
0.00
0.00
0.00
0.00
0.25
Graduate assistants
7.00
0.00
0.00
7.00
Classified positions
0.20
0.00
0.00
TOTAL
* Faculty dedicated to the
program
** Added after initiation year
9.20
0.00
2.75
0.20
11.95
18
0.25
Part C: Estimated resources to initiate and operate the program
Expected by
Target Enrollment Year
2012- 2013
Program Initiation Year
2008- 2009
Full-time faculty
1.50
0.00
2.75
4.25
$105,000
$0
$192,500
$297,500
$32,225
$0
$59,078
$91,303
0.25
0.00
0.00
0.25
$17,500
$0
$0
$17,500
$5,371
$0
$0
$5,371
0.25
0.00
0.00
0.25
$7,200
$0
$0
$7,200
$551
$0
$0
$551
7.00
0.00
0.00
7.00
$126,000
$0
$0
$126,000
$0
$0
$0
$0
0.20
0.00
0.00
0.20
salaries
$6,000
$0
$0
$6,000
fringe benefits
$2,527
$0
$0
$2,527
$261,700
$0
$192,500
$454,200
$40,673
$0
$59,078
$99,751
$302,373
$0
$251,578
$553,951
$0
$0
$0
$0
$115,000
$0
$0
$115,000
$0
$0
$0
$0
$200
$0
$0
$200
$417,573
$0
$251,578
$669,151
salaries
fringe benefits
Part-time faculty (faculty
FTE split with unit(s))
salaries
fringe benefits
Adjunct faculty
salaries
fringe benefits
Graduate assistants
salaries
fringe benefits
Classified Positions
Personnel cost
salaries
fringe benefits
Total personnel cost
Equipment
Library
Telecommunication costs
Other costs (specify)
TOTAL
19
Part D: Certification Statement(s)
The institution will require additional state funding to initiate and sustain this program.
Yes
Signature of Chief Academic Officer
x
No
Signature of Chief Academic Officer
If “no,” please complete Items 1, 2, and 3 below.
1. Estimated $$ and funding source to initiate and operate the program.
Funding Source
Reallocation within the
department or school (Note below
the impact this will have within the
school or department.)
Reallocation within the
institution (Note below the impact
this will have within the school or
department.)
Program initiation year
2008 - 2009
Target enrollment year
2012 - 2013
$302,573
$554,151
$115,000
$115,000
$0
$0
Other funding sources
(Please specify and note if these are
currently available or anticipated.)
2. Statement of Impact/Other Funding Sources.
The University Libraries allocates on average $115,000 per year toward psychology and
education titles that will support the proposed program. All other expenses will be
accommodated by the College of Education and Human Development or the Graduate School of
Education through a reallocation of internal resources. Because the school currently operates the
concentration in Educational Psychology within the M.Ed. in Curriculum and Instruction, this
reallocation will have minimal impact on CEHD and GSE. The university will not request
additional resources to implement or maintain the proposed program.
3. Secondary Certification.
If resources are reallocated from another unit to support this proposal, the institution will not
subsequently request additional state funding to restore those resources for their original purpose.
x
Agree
Signature of Chief Academic Officer
Disagree
Signature of Chief Academic Officer
20
References
American Educational Research Association, American Psychological Association, and National
Council on Measurement in Education. (1999). Standards for educational and
psychological testing. Washington, DC: American Educational Research Association
American Evaluation Association (2007). On line resources. American Evaluation Association.
Retrieved July 25, 2007 at: http://www.eval.org/
American Evaluation Association, Task Force on Guiding Principles for Evaluators (1995).
Guiding principles for evaluators. New Directions for Program Evaluation, no.66, pp. 1926.
American Federation of Teachers, National Council on Measurement in Education &
National Education Association. (1990). Standards for teacher competence in educational
assessment of students. Retrieved January 21, 2007 at:
http://www.unl.edu/buros/bimm/html/article3.html
American Psychological Association, (1999). Standards for Educational and Psychological
Testing Retrieved Nov 05, 2007 at http://www.apa.org/science/standards.html
American Psychological Association (1995). Learner-centered psychological principles: A
framework for school redesign and reform. Washington, D. C.: American Psychological
Association. (12 p.)
Ed.Gov. (2007). U. S. Department of Education. Retrieved July 25, 2007, at:
http://www.ed.gov/nclb/landing.jhtml?src=ln
Fairfax County Public Schools (2007). Department web page. Department of Accountability
Fairfax County Public Schools. Retrieve July 25, 2007 at
http://www.fcps.edu/accountability/index.htm
Joint Committee on Standards for Educational Evaluation (1994). The program evaluation
standards. 2nd ed. NBewbury Park, CA, Sage.
Kahl, S. (2003). Implementing NCLB assessment and accountability requirements in an
imperfect world. Retrieved July 25, 2007 at:
http://www.measuredprogress.org/resources/education/nclb.html
Loving-Ryder, S. (2007). Division of Student Assessment and School Improvement web page.
Virginia.gov. retrieved July 25, 2007 at:
http://www.doe.virginia.gov/VDOE/Assessment/home.shtml
National Association of Social Workers. (2001). NASW standards for cultural competence in
social work practice. NASW. Retrieved September 15, 2006 at:
http://www.socialworkers.org/sections/credentials/cultural_comp.asp
21
National Council on Measurement in Education. (1995). Code of professional responsibilities in
educational measurement. Retrieved January 21, 2007 at:
http://www.natd.org/Code_of_Professional_Responsibilities.html
State Council of Higher Education in Virginia (2007). Enrollment/Completion by Program web
page. Richmond, VA: State Council of Higher Education in Virginia. Retrieved July 10,
2007 at: http://research.schev.edu/enrollment/programmaticenrollment.ASP
U.S. Department of Labor. (2007), Occupational outlook handbook (OOH), 2006-07 edition.
Washington, DC: U.S. Department of Labor, Bureau of Labor Statistics. Accessed March
28, 2007 at: http://www.bls.gov/oco/home.htm
Virginia Department of Education (2007). Standards of Learning resources. Instructional
Services. Richmond, VA: Virginia Department of Education. Retrieved July 25, 2007 at:
http://www.pen.k12.va.us/VDOE/Instruction/sol.html
Virginia Department of Education (2006). Report on limited English proficiency (LEP) students.
Richmond, VA: Virginia Department of Education. Retrieved July 25, 2007 at:
http://www.doe.virginia.gov/VDOE/Instruction/ESL/LEPEnrollment.pdf
Virginia Employment Commission. (2007). Virginia’s electronic labor market access (VELMA).
Accessed March 28, 2007 at: http://velma.virtuallmi.com/
Virginia Tech School of Education (2007). Search by Program website. Blacksburg, VA:
Virginia Tech. Retrieved July 10, 2007 at http://www.soe.vt.edu/oap/search_masters.html
Virginia Tech School of Education (2007). Educational Research and Evaluation Program
webpage. Blacksburg, VA: Virginia Tech. Retrieved July 10, 2007 at
http://www.soe.vt.edu/edre/index.html
Virginia Tech School of Education (2007). Educational Research and Evaluation Admissions
webpage. Blacksburg, VA: Virginia Tech. Retrieved July 10, 2007 at
http://www.soe.vt.edu/edre/admissions.html
22
Appendices
23
Appendix A – Sample Schedules
Assessment, Evaluation, and Testing Concentration
Semester
Fall Year 1
EDEP 550
Courses
EDRS 590
EDRS 621
Spring Year 1
EDEP 551
EDRS 620
EDRS 630
Fall Year 2
EDEP 651
EDUC 539
Spring Year 2
EDRS 531
EDEP 650
Cognition, Learning, and Motivation Concentration
Semester
Spring Year 1
EDRS 590
Courses
EDRS 620
Summer Year 1
EDEP 551
EDUC 597
Fall Year 2
EDEP 550
EDEP 652
EDRS 621
Spring Year 2
EDRS 531
EDRS 653
EDEP 654
Summer Year 2
EDUC 598
EDUC 672
*Actual schedule of student who completed the program in Spring 2005
Thirty credits are required for degree completion
A-1
Appendix B – Faculty Credentials and Expertise
(* indicates faculty with primary affiliation to Educational Psychology)
*Kitsantas, Anastasia, Ph.D. (City University of New York), Associate Professor of Education;
Educational Psychology Program Coordinator; Social cognitive processes and selfregulated learning in academic, sports, and health related settings.
*Buehl, Michelle M., Ph.D. (University of Maryland, College Park), Assistant Professor of
Education; Student and teacher beliefs in relation to learning, motivation, and academic
development.
Burns, Susan, Ph.D. (Vanderbilt University), Associate Professor of Education; Young children
(Birth through Grade 3), including those with diverse abilities (children with disabilities),
those living in poverty, and those from multi-lingual and multi-cultural backgrounds.
*Dimitrov, Dimiter, Ph.D. (Southern Illinois University), Professor of Education; Quantitative
research methods and modern measurement.
Ford, Martin, Ph.D. (University of Minnesota), Senior Associate Dean and Professor;
Motivational foundations of personality, intelligence, and competence development.
Gorrell, Jeff, Ph.D. (University of Florida), Dean and Professor; Teacher education, teacher
efficacy, cognitive modeling in learning.
*Kalbfleisch, M. Layne, Ph.D. (University of Virginia), Assistant Professor of Education;
Cognitive neuroscience of reasoning and attention processes in adults and children.
*Kelly, A. Eammon, Ph.D. (Stanford University), Professor of Education; Instructional
technology.
Mastropieri, Margo A., Ph.D. (Arizona State University), Professor of Education; Cognitive
strategies designed to promote learning and retention of school-related information in
students with learning disabilities.
Peters, Erin, Ph.D. (George Mason University), Assistant Professor of Education; Self-regulation
in teaching scientific epistemologies
Sanchez, Sylvia Y., Ed.D. (University of Houston), Associate Professor of Education; Integrated
teacher education programs, using family stories and cultural dilemmas to prepare
teachers to work with diverse children and their families, and early bilingualism.
Scruggs, Thomas, Ph.D. (Arizona State University), Professor of Education; Learning and
memory, cognition, peer mediation, science and social studies education, and research
synthesis, particularly as these apply to students with special needs.
Shaklee, Beverly, Ed.D. (Mississippi State University), Professor of Education; Representation
of diverse populations in gifted child education programs.
*Sheridan, Kimberly, Ed.D. (Harvard University), Assistant Professor of Education; Cognition
and the arts.
*Thomas, Charles L,. Ph.D. (Johns Hopkins University), Associate Professor of Education;
Educational program evaluation and student assessment.
White, C. Stephen, Ph.D. (Texas A&M University), Professor of Education; Strategies young
children use to solve reasoning problems; Teacher beliefs and practices toward early
literacy and mathematics instruction.
B-1
Appendix C – Core Learning Outcomes for Students in the MS in Educational Psychology
Program
All students in the MS in Educational Psychology program will develop competencies in: oral
and written communication, the ability to critically evaluate peer-reviewed research related to
educational psychology, the construction of rigorous literature reviews and research proposals
conforming to professional standards and APA style, and the ability to conduct small-scale
research studies. To reinforce these skills and their knowledge base, students will participate in
learning scenarios likely to reflect practices in professional situations.
The learning outcomes targeted by the core Educational Psychology curriculum are guided by
the established standards for professional competence set forth by the American Psychological
Association in the Learner-Centered Psychological Principles: Guidelines for the Teaching of
Educational Psychology in Teacher Education Programs (American Psychological Association
[APA], 1995) as well as other standards for professional competence and principles of social
justice including: Guiding Principles for Program Evaluation (American Evaluation
Association, 1995); the Program Evaluation Standards (Joint Committee on Standards for
Educational Evaluation, 1994); Standards for Educational and Psychological Testing (American
Psychological Association, 1999); Standards for Teacher Competence in Educational
Assessment of Students (American Federation of Teachers, National Council on Measurement in
Education & National Education Association, 1990); and Code of Professional Responsibilities
in Educational Measurement (National Council on Measurement in Education, 1995).
High priority is given to learners demonstrating competence in learning outcomes related to
learning, cognition, and motivation as well as research methodology. These learning outcomes
include the following:
Educational Psychology Core Learning Outcomes
 Understanding of principles and theories of learning and cognition related to biological,
behavioral, cognitive, social learning, and information processing models of learning and
memory.
 Understanding of important characteristics of historical and contemporary theories of
motivation.
 Use theoretical perspectives to describe and analyze specific cases of cognitive
development in the school context.
 Understanding issues and controversies in developmental research and theory and
implications for, child-rearing, education, and self-understanding.
 Understanding of the relationship between a range of technologies and the learning,
critical thinking, and problem solving processes.
 Understanding of the types of accommodations that are appropriate for the motivation of
culturally diverse and exceptional learners
 Understanding with various topics within cognitive development such as memory, skill
learning, language, reasoning, and problem solving.
 Understand of how theoretical approaches to learning and cognition relate to classroom
management, instruction, and assessment.
C-1







Understanding of how theoretical approaches to learning and cognition relate to
classroom management, instruction, and assessment.
Ability to describe ways of measuring the motivational effectiveness of instruction
Development of a personal approach for enhancing student learning and motivation
Ability to design instruction according to an understanding of theoretical/research
frameworks for explaining differences between novice and expert learners, critical
thinking, creativity, and problem solving; an appreciation for and understanding of the
variance of developmental and learning needs of culturally diverse and exceptional
learners.
Ability to design instruction that is consistent with the learning, motivational, and
developmental needs of today’s students.
Ability to read and critically evaluate current research of related to learning, cognition,
and motivation.
Critical thinking, oral presentation, technological, and writing skills.
Research Methodology Core Learning Outcomes
 Understanding of the basic concepts, principles, techniques, and approaches to
educational research.
 Understanding of ethical issues in research.
 Appreciation of the underlying cognitive processes involved in conducting educational
research as a form of thinking and problem solving.
 Understanding of quantitative research design and power effect size analysis.
 Understanding of the development of current qualitative research methods and the
theories and epistemologies that have influenced their development.
 Understanding of basic grounded theory approaches to qualitative data interpretation,
including the iterative processes of basic coding, category generation and identifying
themes.
 Ability to critically read and evaluate educational research literature, including both
quantitative and qualitative research.
 Ability to conduct research, including collaborative action research, a small-scale
quantitative research study including descriptive statistics and inferential statistics, and a
small-scale qualitative research study.
 Ability to write clearly and coherently about the conceptual framework, questions, and
methods used in a research study
 Ability to develop research hypotheses that relate to research questions
 Ability to identify threats to internal and external validity in simulated studies and their
own research design
 Ability to analyze and interpret data with commonly used research software (e.g., SPSS,
qualitative research software).
The assessment of students in terms of these competencies is varied and occurs at different
time points in their matriculation. At the course level, students are required to develop
literature reviews, research proposals, reflective case analyses and papers, presentations as
well as evaluate peer-reviewed research and conduct small-scale studies in a manner that
reflects their developing skills and knowledge.
C-2
Appendix D – Learning, Cognition, and Motivation Concentration Learning Outcomes for
Students in the MS in Educational Psychology Program
In addition to the core learning outcomes for the MS in Educational Psychology program,
students in the Learning, Cognition, and Motivation concentration will refine competencies
related to their oral and written communication skills; ability to critically evaluate peer-reviewed
research related to learning, cognition, and motivation; ability to construct rigorous literature
reviews and research proposals conforming to professional standards and APA style; and their
ability to apply current research to practice. Moreover, graduates are expected to acquire high
level capabilities in cultural competence, particularly in terms of engagement in professional
practices that reflect respect, responsiveness, knowledge, and skills when working in cross
cultural contexts, including diverse language, class, racial, ethnic, and religious communities
(National Association of Social Workers, 2001). To reinforce these skills and their knowledge
base, students participate in problem based learning scenarios likely to reflect practices in
professional situations.
The learning outcomes targeted by this strand are guided by the established standards for
professional competence set forth by the American Psychological Association in the document:
Learner-Centered Psychological Principles: Guidelines for the Teaching of Educational
Psychology in Teacher Education Programs (APA, 1995). High priority is given to learners
demonstrating competence in:











D-1
Understanding of principles and theories of learning and cognition related to biological,
behavioral, cognitive, social learning, and information processing models of learning and
memory.
Ability to apply theories of learning and cognition to instruction.
Understanding of the relationship between a range of technologies and the learning,
critical thinking, and problem solving processes.
Understanding of how theoretical approaches to learning and cognition relate to
classroom management, instruction, and assessment.
Ability to design instruction according to an understanding of theoretical/research
frameworks for explaining differences between novice and expert learners, critical
thinking, creativity, and problem solving; an appreciation for and understanding of the
variance of developmental and learning needs of culturally diverse and exceptional
learners.
Identifying alternative assessments with racial and ethical differences in intellectual
performance
Understanding alternative methods and intelligence as they relate to culture
Discussing the educational challenges associated with assessment on intelligence and
factors associated with cultural differences in intelligence including genetics, SES, and
environmental complexity
Understanding misconceptions about cultural group differences in intelligence.
Use theoretical perspectives to describe and analyze specific cases of cognitive
development in the school context
Understanding issues and controversies in developmental research and theory and
implications for, child-rearing, education, and self-understanding




Understanding with various topics within cognitive development such as memory, skill
learning, language, reasoning, and problem solving
Understanding of and the ability to develop the kinds of accommodations that are
appropriate for the learning and developmental needs of culturally diverse and
exceptional learners
Students will apply the major principles and concepts derived from developmental
psychology (a) to the improvement of the instructional, counseling, and developmental
process in relation to schooling and (b) to pressing societal and educational problems
Critical thinking, oral presentation, technological, and writing skills.
The assessment of students in terms of these competencies is varied and occurs at different
points in their matriculation. At the course level, students are required to develop literature
reviews, research proposals, reflective case analyses and papers that reflect their developing
skills and knowledge.
D-2
Appendix E – Assessment, Evaluation and Testing Concentration for Students in the MS in
Educational Psychology Program
In addition to the core learning outcomes for the MS in Educational Psychology Program,
students in the Assessment, Evaluation, and Testing concentration will develop advanced
competencies related to assessment and evaluation. The learner outcomes that are the targets for
the assessment of program outcomes emanate from established standards for professional
competence and principles of social justice. Most notably, learner outcomes have been shaped
by: the Guiding Principles for Program Evaluation (American Evaluation Association, 1995);
the Program Evaluation Standards (Joint Committee on Standards for Educational Evaluation,
1994); Standards for Educational and Psychological Testing (American Psychological
Association, 1999); Standards for Teacher Competence in Educational Assessment of Students
(American Federation of Teachers, National Council on Measurement in Education & National
Education Association, 1990); and Code of Professional Responsibilities in Educational
Measurement (National Council on Measurement in Education, 1995). Moreover, graduates are
expected to acquire high level capabilities in cultural competence, particularly in terms of
engagement in professional practices that reflect respect, responsiveness, knowledge, and skills
when working in cross cultural contexts, including diverse language, class, racial, ethnic, and
religious communities (National Association of Social Workers, 2001). High priority is given to
learners demonstrating competence in:








Ethical use of educational assessment techniques in a multicultural public school context
Development or adoption of sound assessment methods and instruments for educational
decisions
Critical thinking and evaluation of modern public school reform in the context of a
multicultural student population
Critical thinking and sound judgments as a consumer of the professional research,
assessment and evaluation literature
Knowledge and skills required for applying current measurement principles to the
evaluation and resolution of relevant educational problems
Communicating effectively and accurately the results of evaluation and assessment
results to all relevant stakeholders in a culturally responsive manner
Recognition of unethical, illegal, and otherwise inappropriate assessment methods and
uses of assessment information
Engagement in collaborative action research and evaluation studies
The assessment of students in terms of these competencies is varied and occurs at different time
points in their matriculation. At the course level, students are required to develop e-portfolios
that reflect the integration of didactic and experiential skills, knowledge, and habits of mind.
The portfolios include field-based project reports, summary of quality of work on performance
assessments, reflective papers, independent research, exhibits of instrument development, and
evidence of quantitative and qualitative analysis.
E-1
Appendix F – Sample Employment Advertisements
F-1
Appendix G – MS in Educational Psychology Student Survey
George Mason University is developing a Master's of Science (MS) in Educational
Psychology for implementation in the Fall of 2008. Currently, we offer a Masters of
Education in Curriculum and Instruction (M.Ed.) with a Concentration in
Educational Psychology. The current and proposed programs consists of the same
courses and credit hours. The primary change is the name of the degree program
form an M.Ed. in Curriculum and Instruction to an MS in Educational Psychology.
The change will appear on the official transcript and more accurately reflect the
content of the program to higher education institutions and future employers.
We have prepared the survey below to gauge interest in the program. Your answers
to the following questions will be used in summary form only. No personallyidentifiable information will be released. Please feel free to contact us at
akitsant@gmu.edu if you would like more information about the proposed program.
Please respond to the questions below by checking the appropriate box.
1. Would you be interested in enrolling in the proposed MS in Educational Psychology degree program? (If
you check yes, please proceed to question 2. If you check no, please proceed to question 3).
Yes
No
(Required)
2. Would you prefer to attend the program on a full-time or part time basis?
Full-time
Part-time
Not Sure
3. Have you ever applied to an institution offering a similar program?
Yes
No
(Required)
If so, which program, at which school?
4. Are you currently attending George Mason University?
G-1
Yes. I am a full-time student.
Yes. I am a part-time student.
No. I am not currently a student at Mason.
(Required)
If so, in what program?
5. If the proposed MS in Educational Psychology program had been available when you applied to Mason,
would you have applied for admission to it?
Yes
No
(Required)
6. In which state do you currently live?
Virginia
Maryland
DC
Other
(Required)
If Other, please specify.
7. Do you plan to live in this state for the next three to four years?
Yes
No
8. Are you currently employed? (If no, skip to question 13).
Yes, I am employed full-time.
Yes, I am employed part-time.
No, I am not currently employed.
(Required)
9. Please identify the state in which you work.
Virginia
Maryland
DC
Other
If Other, please specify.
10. Would the proposed program help you in your current work?
G-2
Yes
No
Not Sure
(Required)
If yes, how would the program help you?
11. Would the proposed program help you with future employment?
Yes
No
Not Sure
(Required)
If yes, how would the program help you?
12. Please feel free to provide any additional comments about the program.
G-3
Appendix H – Summary of Survey Results
The College of Education and Human Development began offering the Educational Psychology
concentration within the M.Ed. in CI in the Fall of 2002. To assess current students’ interest in
the proposed MS degree in Educational Psychology, faculty administered a survey to educational
psychology students (see Appendix G for a copy of the survey). Specifically, an email request to
complete the survey was sent to students via the Educational Psychology listserv. Students were
informed of the proposed changes and asked to respond to the survey online. They were
informed that all responses were anonymous.
Currently, 70 individuals are on the Educational Psychology listserv, including faculty, current
students, former students, and others interested in educational psychology. Of these, 51 are
currently enrolled as students at George Mason. 35 students responded to the survey (i.e., 50% of
listserv student listserv members) and 30 of these students are currently enrolled at George
Mason (i.e., 59% of current student listserv members). Tables H-1thru H-3 summarize the
responses of current students to the survey questions. We also provide all student comments
about the current and proposed programs.
The following notable findings are based on responses from students who are currently enrolled
as students at George Mason:
o 96.7% are residents of the Commonwealth of Virginia who intend to remain in the state
for at least the next three to four years.
o 83.3% indicated that they would have applied to the proposed MS in Educational
Psychology program if the program had been available when they applied to George
Mason for graduate school.
o 46.7% would prefer to enroll in the program on a part-time basis, 23.3% would prefer to
enroll in the program on a full-time basis, and 10% are not sure if they would prefer parttime or full-time enrollment.
o 76.7% reported that the proposed degree program would be beneficial for current or
future employment, 13.3% were not sure, and only 6.7% (i.e., two respondents) indicated
the program would not be helpful to their employment.
o 73.3% reported being employed in Virginia; 13.3% are employed in the District of
Columbia and 3.3% (i.e., one respondent) are employed in Maryland.
o In their written comments, students expressed their satisfaction for the content of the
current program but expressed a desire to have the name of the degree changed to better
reflect their experience.
H-1
Table H-1
Interest in Proposed Program and Current Student Status
If the proposed MS in Educational
Psychology program had been available
when you applied to Mason, would you
have applied for admission to it?
# Students
% of Students
25
83.3
5
16.7
Yes
No
Have you ever applied to an
institution offering a similar
program?
# Students
% of Students
6
20.0
24
80.0
Interested in enrolling in the
proposed program?
# Students
% of Students
7
23.3
14
46.7
3
10.0
Currently Attending GMU?
# Students
% of Students
18
60.0
12
40.0
---
Yes (Full-Time)
Yes (Part-Time)
Not Sure
Table H-2
Current Residency and Employment
Virginia
District of
Columbia
Maryland
Total
Current
Residence
#
%
29
96.7
Current Employment Status
Full-Time
Part-Time
Unemployed
#
%
#
%
#
%
12
40.0
10
33.3
3
10.3
1
3.3
4
13.3
0
0.0
0
0.0
0
30
0
100.00
1
17
3.3
56.6
0
10
0.0
33.3
0
3.0
0.0
10.3
Table H-3
Perceived Benefits of Proposed Program for Employment
Yes
Not Sure
No
Would the Proposed Program Help You with Your…
Current and or Future
Current Job
Future Employment
Employment
# Students % of Students # Students % of Students # Students
% of Students
16
53.3
21
70.0
23
76.7
10
33.3
7
23.3
4
13.3
4
13.3
1
3.3
2
6.7
How would the proposed program help you with your current job?
o It would help in the area of program development and management.
o It would help me to design effective curriculum for my educational programs using evidencebased theory and research
o [It would help provide a] clearer idea of what my degree/expertise is
o I am a part-time Peer Empowerment Program Educator in the Counseling center of GMU.
o Credential as an Educational Consultant and eligibility to teach at college level
o Student motivation; instructional methods; advising.
H-2
o
o
o
o
o
o
o
I work for a testing company doing item development. This degree would help to promote me.
Focus on educational psychology program helps me plan curriculum in middle school.
The program would help me advance in my career in education.
The degree being a Masters of Science opposed to a Masters in Education, specifically
curriculum and instruction which doesn't reflect educational psychology at all.
The proposed M.S. in Educational Psychology would help me in the same way my M.Ed. in
Curriculum and Instruction has helped me. I have steady employment. I don't believe changing
my title from M.Ed. to M.S. would change the perception of my employer.
As a curriculum analyst
Research intensive would help me as a research assistant
How would the proposed program help you with future employment?
o It may be reflect what my specialty is.
o It would make clear to future employers what my coursework has been.
o First is its name: Master of Science. Second is the basic theories and assessment technology and
skills.
o To continue a PhD in Ed Psych
o I want to find a job in a research company because my concentration is Testing, Assessment and
Evaluation.
o Hopefully open opportunities to work as part of a therapeutic team and/or teach
o Professional opportunities and job advancement
o I'm looking to have a degree which will provide me with options for new opportunities, possibly
outside of the elementary classroom.
o I would be able to go to a state and become their assessment department.
o A degree in MS in Educational Psychology instead of a MEd in Curriculum/Instruction (Ed Psych
concentration) seems more prestigious.
o Yes, it would help me prepare for entry to doctoral programs, and/or school psychology
certification.
o A future employer may want someone with a M.S. which appears to be more about "hard"
science than "soft" science.
o Career in education
Additional comments about the proposed program:
o I like this program. I think it is quite practical and useful. The courses under this program have
been carefully designed and I can learn a lot from it.
o The change of name is a great idea. It's more appropriate.
o I like this program. And I think using MS instead of MEd is more sensible.
o I know that many students currently enrolled in the program wish that what is written on our
degree more clearly reflected what we have studied at Mason. Please consider allowing students
currently enrolled in the program to choose to have M.S. on their degree
o I wish GMU would have the program already. I applied and got accepted to the M.Ed program in
Curriculum and Instruction, but the sole reason I did not proceed with that program is because of
the 'name' of the final degree.
o I feel the MS in Ed Psych is a great opportunity and should be offered if possible. Based on my
personal circumstances, changing degree plans would not be beneficial right now
o I want an education based Masters program that does not result in a teacher certification or
internships/residencies.
H-3
Appendix I– E-mails from Prospective Students
Tommy Royston <TRoyston@americanlegacy.org>
Sent Tuesday, April 24, 2007 5:35 pm
To akitsant@gmu.edu
Cc
Bcc
Subject Educational Psychology Info. Session
Dr. Kitsantas,
I just received information today about the info. session coming up at GMU on Thursday. I’m wondering if
it’s too late to sign up to attend?
I attended Randolph-Macon and graduated with a B.A. in Sociology in 99 and have since worked in the
nonprofit and public sector focused on youth prevention programming and teacher training. I was
accepted and planned to attend VCU School of Social Work, but ultimately realized that my desire was
more about working within the educational system to create change rather than working on the
individual/community level. Therefore my interest in this program…
Please let me know if space is still available.
Thanks,
Tommy
Tommy Royston | Program Officer
ph 202.454.5788 fx 202.454.5599
troyston@americanlegacy.org
American Legacy Foundation
2030 M Street, NW 6th Floor
Washington, DC 20036
building a world where young people reject tobacco and anyone can quit
About American Legacy Foundation
From
Sara Pelikan <spelikan417@yahoo.com>
Sent Saturday, June 23, 2007 4:59 pm
To Anastasia Kitsantas <akitsant@gmu.edu>
Cc
Bcc
Subject Re: Ed psych
Dear Dr. Kitsantas,
Thank you to you and the rest of your staff for the wonderful informational session on May
22. It was very helpful and informative and above all I really enjoyed meeting everyone.
Thank you!
I-1
I am very impressed and interested in your M. Ed program and plan to apply this fall to
hopefully begin the program in the spring of 2008. As of October 2007 I will be a full time
resident of VA. In the meantime, I have also contacted the Special Education program to
answer some of my questions about their program and license.
I will be in touch and again thank you so much. Enjoy your summer.
Warm Regards,
Sara Pelikan
From
Saima N Ahmed <sahmedj@gmu.edu>
Sent Thursday, June 28, 2007 5:05 pm
To Anastasia Kitsantas <akitsant@gmu.edu>
Cc
Bcc
Subject Re: Info Session
Dr. Kitsantas,
Thank you for your email. I am currently enrolled in the M.Ed. program at George Mason
University to get my teaching license in ESOL but I wanted to find out more about the M.Ed.
program in Psychology. I would like to know if I would have to reapply for the Psychology
program or I can transfer over. I started last Spring and am currently taking a summer
class in Human Development and Learning. Thank you for your help.
Saima Ahmed
----- Original Message ----From: Anastasia Kitsantas <akitsant@gmu.edu>
Date: Saturday, June 23, 2007 2:42 pm
Subject: Info Session
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
I-2
Our next info session will be in the fall semester; however, I will
be happy to answer any questions you may have. If you are
interested in applying for the fall semester please submit your
application as soon as possible. Thank you! Anastasia
Anastasia Kitsantas, Ph.D.
Associate Professor of Educational Psychology
College of Education and Human Development, MSN 4B3
George Mason University
Fairfax, VA 22030-4444
Tel. (703) 993-2688
Fax: (703) 993-2013
E-mail: akitsant@gmu.edu
http://gse.gmu.edu/programs/descriptions/edpsych.htm