Cognition and Instruction: Masters Program

Purpose and Basic Requirements

The Masters Degree program is structured to prepare the professional whose primary interests involve learning, teaching and research. In particular, this program serves as a stepping-stone for those who would like to continue study in a Ph.D. Program.

There are two options for the Masters degree: A thesis option (Plan A) which consists of approximately 24-27 credits plus 9 credits of GRAD 5950 for thesis preparation; and A comprehensive examination option (Plan B) which consists of approximately 30 credits plus a comprehensive examination. Students may select either option to complete their degree requirements.

A complete description of the Cognition and Instruction Masters degree program is provided in PDF format in the Masters Degree Program Overview. An abridged version of the information in this document is provided below.

Prerequisites

General prerequisites for Masters degree study include undergraduate preparation in psychology, education, or related disciplines. Any additional training and experience in the fields of Special Education, Anthropology, Sociology, or Human Development is desirable, but not mandatory. Multiple admissions criteria employed in the selection of students include undergraduate or previous graduate course performance, letters of recommendation, previous relevant work experience, and, when possible, a personal interview.

General Program Structure

Each student upon formal admission to the Masters program in Cognition and Instruction is assigned a major advisor who will guide the student in developing the plan of study. During the second semester of the program, the student selects an advisory committee chairperson and two committee members to advise and direct the student’s course of study.

Students are evaluated with a variety of methods throughout the program. In addition to formal evaluations such as course grades, the faculty may also evaluate the student’s progress through research projects. A faculty review of each student’s progress is conducted annually. Finally, the Cognition & Instruction program has adopted a portfolio system to monitor each student’s academic and professional development.

Although the Cognition and Instruction Masters program is designed such that students are encouraged to be involved full-time in their graduate studies, students do work in the community. In some cases, these positions are related to the student’s graduate program and consequently may even enhance the student’s skills, professional maturity, and overall educational goals. The Department of Educational Psychology has made available a limited number of graduate assistantships and fellowships for Cognition & Instruction students. However, such financial aid is typically offered to Ph.D. students.

Program Philosophy and Goals

The faculty is committed to a learning environment that stresses a well-organized and explicit curriculum with clear expectations. However, there is also a strong commitment to informal student-faculty interaction that further encourages the student’s professional development and identification with the field. In addition, the program is designed to acquaint students with the diversity of theories and practices within the field of Cognition and Instruction, allowing the student sufficient intellectual freedom to experiment with different instructional delivery systems and various theoretical bases. The atmosphere is intended to enhance student-faculty interaction, critical debate, and respect for theoretical diversity of practice, leading to an intense and exciting learning experience. Such a philosophy encourages and reinforces creativity and intellectual risk-taking that are fundamental in the student’s further development in Cognition and Instruction.

I. Personal Characteristics. Students’ professional activities are expected to conform to the ethical standards outlined by the American Psychological Association (APA); and in addition, students’ professional activities are to be characterized by:

• An appreciation of diversity and commitment to service that respects the worth, uniqueness, and potential for growth and development of all individuals.
• Ethical behavior including respect for copyright and confidentiality.
• The ability to work independently and collaboratively.
• Communication skills in writing, speaking, and multimedia formats.
• Commitment to life-long learning and continuing professional growth.
  

II. Academic Knowledge. Students are expected to be knowledgeable and possess in-depth understanding of the following core content areas:

• Motivation
• Cognitive Processes
• Social Cognition
• Human Development
• Instructional Design
• Intelligence
• Behavior Analysis
• History of Learning
• Research Methodology
• Learning Technology