Doctor
of philosophy (Ph.D.)
Degree requirements
Students must complete required credits in EPsy
core areas, 9 (or 12) credits
of EPsy electives, 12 credits in a supporting program or minor, 24 thesis
credits, and additional courses recommended by the adviser in the student's
area of emphasis in psychological foundations. You will be responsible for
the core requirements in effect at the time of your admission.
Minor requirements for students majoring in other
fields
A doctoral minor requires at least 15 credits of
graduate-level courses in EPsy: 9 credits in psychological
foundations and 6 in applied areas, of which at least 9
credits must be 8xxx level; the minor is not covered in the
preliminary exams.
Doctoral degree requirements for graduation
The degree program form can be downloaded from this page Graduate School
page.
Admissions information
Ph.D. dissertation samples
Evaluation the Assumption of Homogeneity of Variance via
Equivalence Testing.
by Philippe Gaillard, 2009
The Role of Social
Class Models in the Relationship between Socioeconomic Status and
Academic Achievement.
by Kyoungwon Lee, 2009
Moral Judgment, Role
Concepts, and Empathic Reponse as Predictors of Dental Student
Clinical Effectiveness.
by Verna Monson, 2009
Identity Relativity:
Linking Stereotype Threat and Social Comparison as Parallel
Processes.
by Suzanne Russ, 2009
The structure of virtue: An
empirical investigation.
by Jessica Shryack, 2009
Pragmatic and Dialectic Mixed Method Approaches: An Empirical
Comparison.
by Anne Betzner, 2008
The Effect of Student Interaction on Group Performance in
Asynchronous Learning Environments
by Nora M. Braun, 2008
Using Citation Analysis Methods to Assess the Influence of STEM
Education Evaluation
by Lija Ozols Greenseid, 2008
The Effects of Task Characteristics on Higher-Order Learning in
Online Collaborative Learning. by Robert Jorczak, 2008
Facilitation of Bayesian Decision Making
by Yasmine Lauren Konheim Kalkstein, 2008
A Latent Growth Curve Analysis of the Impact of School Mobility on
the Reading Scores of Poor and Non-Poor Children in the U.S.
by Elaine Yee Ling Lee, 2008
Trust in the Evaluator-Client Relationship.
by Amy Mayer, 2008
"There is Always a Path to Success for Every Student:" Educator
Thinking Patterns and Inclusion at Parkview Primary Center
by Jennet C. Silverman, 2008
Comparison of Concurrent and Separate Multidimensional IRT Linking
of Item Parameters.
by Mayuko Kanada Simon, 2008
Understanding Teacher-Student Relationships in Advisory Programs
by Mark J. Van Ryzin, 2008
Causality in Embodied Theories of Text Comprehension.
by Mary Jane
White, 2008
A Comparison of Academically-Successful Struggling
Adult Readers' and Academically-Successful Non-Struggling Adult
Readers' Fluency Skills: Implications for College Reading
Instruction.
by Jennifer Willcutt, 2008
Cognitive Transfer and Conservation in Chess Playing
by Michael Atherton, 2007
Event-Indexing Across Development
by Catherine Marie Bohn, 2007
Academic Growth in Kindergarten: The Effects of Child-Level and
School-Level Factors on Learning Outcomes
by Tina Patane Kruse, 2007
Development and Validation of a Research-based Assessment: Reasoning
about P-values and Statistical Significance
by Sharon J. Lane-Getaz, 2007
Identifying Self-Regulatory Factors that Influence the Academic
Achievement Motivation of Underprepared College Students
by Seth Randall Langley, 2007
The Moral Judgment of Gifted Adolescents
by Ashley Elizabeth Lewis, 2007
Monte Carlo Evidence Regarding the Effects of Violating Assumed
Conditions of Two-Level Hierarchical Models for Cross-Sectional Data
by Yukiko Maeda, 2007
Unit of Word Recognition as an Indicator of Reading Fluency: Use of
a Lexical Decision Task
by Theresa Josephine Palumbo, 2007
The Effect of Social Identity, Social Power, Professor Gender and
Race on Informal Student-Faculty Interactions.
by Jamie J. Peterson, 2007
Impact of Post-Discharge Habit Training of Self Care Skills on
Independence, Caregiver Burden, and Development of Automaticity for
Survivors of Recent Stroke
by Mary Vining Radomski, 2007
Teaching Students to Be Peacemakers: Implementing a Conflict
Resolution and Peer Mediation Training in a Minneapolis K-6 Charter
School
by Callie E. Walker, 2007
The Role of Connectiveness in the Comprehension of Spontaneous
Spoken Discourse
by Jazmin Yomha Cevasco, 2007
Interrelationships and Gender Differences among Components of
Morality for Dental Students
by Di You, 2007
An Exploratory Study of Predictive Validity and Diagnostic Utility
of Cognitive Profile Patterns on the Woodcock-Johnson
Psychoeducational Battery―Revised
(WJ-R) Clinical Database
by Chikeung Chan, 2006
Race, Equity, and the Pattern of Opportunity
by Steven Andrew Culpepper, 2006
An Evaluation of a School-Based Program for Pregnant and Parenting
Adolescents
by Juliet Melissa Fenyk, 2006
Confidence in Knowledge Past: An Empirical Basis for a Differential
Decay Theory of Very Long-Term Memory Monitoring
by Jeffrey Grann, 2006
An Investigation of the Relationship Among Attitudes Toward
Cooperation, Math Anxiety, and Mathematics Performance in Vocational
Education Courses with an Enhanced Mathematics Curriculum
by Susan Kay Jensen, 2006
Constructive Controversy: A Long Overlooked Path to Moral
Development
by Michelle Tichy-Reese, 2006
Effects of Peacekeeping and Peacemaking on Preschoolers' Competitive
Conflict and Aggression
by Cary James Roseth, 2006
A Longitudinal Investigation of the Development of College Students'
Reasoning About Bivariate Data During an Introductory Statistics
Course
by Andrew Zieffler, 2006
Doctoral degrees awarded since 1981
October 2009 |
