Department of Educational Psychology

The Department of Educational Psychology offers a Bachelor of Science (BS) degree in Education with teacher certification concentrations in Bilingual Education or Special Education. The department currently has two minors: 1) Creative Studies focuses on developing and growing one’s creative thinking ability for personal and professional situations, and 2) Educational Supports for Individuals with Disabilities provides students with increased knowledge of supporting individuals with disabilities in school and community settings. Students interested in EPSY should contact the EPSY undergraduate advisor in Harrington Tower.

Requirements for Admission to Professional Phase

The undergraduate curricula in the Department of Educational Psychology are composed of two phases: the pre-professional phase and the professional phase. Upon acceptance into the department, all students enter the pre-professional phase. The pre-professional phase consists of University Core Curriculum requirements and introductory courses to the major field of study. After successful completion of these requirements, students are eligible to apply for admission into the professional phase. Cohorts in bilingual and special education are limited in number and students are admitted on a competitive basis; meeting the minimum program prerequisites does not guarantee admission to the professional phase. The professional phase consists of advanced work in the major field of study and professional development courses with field-based experiences.

Requirements for Admission to the Professional Phase of Teacher Education Programs

The State of Texas establishes standards for teacher education programs. All certification programs at Texas A&M are in compliance with these requirements. Students must meet state, University, college and department/program requirements for matriculation into a teacher education program. Below are the requirements for the traditional certification program. Students are responsible for contacting a departmental advisor to obtain information about specific requirements for majors and program areas, as some programs have requirements beyond those listed below. University-wide requirements for admission to teacher education include the following:

An approved degree plan or certification and teaching field plan(s).
Minimum GPA of 2.75 for the special education program and 2.75 for the bilingual education program based on all coursework completed at Texas A&M University. (See departmental advisor for additional grade requirements.)
Completion of all required University core courses.
A grade of B or higher in all certification courses. (See departmental advisor for additional grade requirements).
Satisfaction of English proficiency requirement by:
- Earning a grade of B or higher in ENGL 103 or ENGL 104 (or receiving credit by exam for the course); or
- Earning a grade of B or higher in ENGL 210 , ENGL 235 or ENGL 241 ; and
- Earning no grade below C in any course taken in (a) or (b) above.
Pass the THEA, ACCUPLACER, ASSET or COMPASS test or show proof of exemption from the test with appropriate STAAR, SAT or ACT scores.
Oral interview required for admission to upper level for Hispanic Bilingual Education.
Documentation of foreign language and computer literacy requirements on file in the Texas A&M University Office of Admissions.
Transcripts from all institutions of higher education on file in the Texas A&M University Office of Admissions.

Requirements for Admission to Student Teaching

Successful admission to Professional Phase of Teacher Education.
Complete Application for Clinical Teaching by the given deadlines for each semester.
Completion of all courses listed on the degree plan. All coursework must have a grade of C or better. See departmental advisor for additional grade requirements.
A minimum GPA of 3.0 in upper-level courses in Special Education. See departmental advisor for additional grade requirements.
A minimum GPA of 2.75 on all coursework completed at Texas A&M. See departmental advisor for additional grade requirements.
Satisfaction of Spanish proficiency requirements (Hispanic Bilingual Education ONLY).
In addition to #6, satisfactory performance on the written and oral Spanish proficiency component of the Hispanic Bilingual Education program admission process.

Educational Psychology (EPSY)
Educational Psychology Field Based (EPFB)
Special Education (SPED)
Special Education Field Based (SEFB)

Educational Psychology (EPSY)

EPSY 284 Internship

Credits 0 to 7. 0 to 7 Other Hours. Directed internship in a community, public or private organization to provide on-the-job training and/or applied research experience appropriate to career objectives. May be repeated seven times for credit. Must be taken on a satisfactory/unsatisfactory basis.

EPSY 289 Special Topics In...

Credits 1 to 4. 1 to 4 Other Hours. Selected topics in an identified area of educational psychology. May be repeated for credit.

EPSY 291 Research

Credits 0 to 4. 0 to 4 Other Hours. Research conducted under the direction of faculty member in educational psychology. May be repeated 2 times for credit. Prerequisites: Freshman or sophomore classification and approval of instructor.

EPSY 320 Child Development

Credits 3. 3 Lecture Hours. Growth and development of the normal child from infancy to adolescence; implications of children's cognitive, language and psychosocial development for success in academic and social interactions. Prerequisite: Junior or senior classification.

EPSY 321 Adolescent Development

Credits 3. 3 Lecture Hours. Characteristics of adolescent growth and development emphasizing behavior within secondary school setting; influences of prior development; home, family and community; peer group, as these affect school adjustment and success. Prerequisite: Junior or senior classification.

EPSY 322 Adult Development and Aging

Credits 3. 3 Lecture Hours. Examination of the physical, cognitive, social, and emotional domains of development from adulthood through death through a biopsychosocial lens; overview of the cultural, societal, interpersonal, biological, and cognitive processes that dynamically shape individuals as they progress through adulthood and navigate the inevitability of aging and death. Prerequisites: Junior or senior classification.

EPSY 430 Creativity Theories and Research

Credits 3. 3 Lecture Hours. Theoretical base of creativity and the research methodologies used to study creativity. Prerequisite: Junior or senior classification.

EPSY 431 Personal Creativity and Giftedness

Credits 3. 3 Lecture Hours. Personal giftedness and creativity and its innerrelativity with development, relationships, and learning. Prerequisite: Junior or senior classification.

EPSY 432 Creativity and Creative Problem Solving

Credits 3. 3 Lecture Hours. Creativity research; historical background and application of the framework and tools of the Parnes/Osborn Creative Problem Solving Process. Prerequisite: Junior or senior classification.

EPSY 433 Lateral Thinking

Credits 3. 3 Lecture Hours. Edward deBono's theories and approach to creativity known as lateral thinking which is used throughout the world to increase creative thinking in individuals. Prerequisite: Junior or senior classification.

EPSY 435 Educational Statistics

Credits 3. 3 Lecture Hours. Statistical concepts and techniques and their application in behavioral sciences. Prerequisite: Junior or senior classification.

EPSY 441 Family Development and Relationships

Credits 3. 3 Lecture Hours. Exploration of the dynamic nature of family development and relationships; examination of the evolution of family structures, the impact of culture and society on family dynamics, and strategies for promoting healthy relationships within the family unit; combination of lectures, readings, discussions, and experiential activities to provide a comprehensive understanding of the complexities and challenges faced by families in today's world. Prerequisites: Junior or senior classification.

EPSY 442 Parenting and Family Caregiving

Credits 3. 3 Lecture Hours. Major theories and concepts in parenting and family caregiving; parenting and family caregiving in diverse family forms and cultures across the infancy, early childhood, middle childhood, and adolescent years; caregiving for elderly parents. Prerequisites: Junior or senior classification.

EPSY 443 Techniques of Coaching and Counseling

Credits 3. 3 Lecture Hours. Overview of family strengths and weaknesses and how family members relate to and interact with each other; overview of counseling and coaching techniques to support interpersonal relationships as well as display an analysis of personality and communication styles and the impact on relationships and families. Prerequisites: Junior or senior classification.

EPSY 444 Professional Ethics in Decision-Making

Credits 3. 3 Lecture Hours. Overview of the character and quality of human social conduct and the ability to critically examine ethical questions and issues as they relate to professional practice; research and theories related to the formation of social attitudes and values; recognition and respect of the diversity of values and the complexity of value choice in a pluralistic society; examination of value systems and ideologies systematically and objectively; social consequences of value choices; recognition of the ethical implications of social and technological changes; ethics of professional practice. Prerequisites: Junior or senior classification.

EPSY 459 Practicum in Educating the Gifted and Talented

Credits 3. 1 Lecture Hour. 6 Lab Hours. Theory and strategies for instruction and guidance of the gifted and talented through a supervised experience in a laboratory setting with gifted and talented children and/or adolescents. May be taken two times for credit. Prerequisites: Approval of department head and instructor; junior or senior classification.

EPSY 484 Field Experiences

Credits 0 to 6. 0 to 6 Other Hours. University-supervised experience in a professional employment setting related to specializations in guidance and special education. May be repeated to 6 hours total. Prerequisites: Approval of student's advisor and department head.

EPSY 485 Directed Studies

Credits 0 to 4. 0 to 4 Other Hours. Research problems and readings in areas selected to supplement existing offerings; individual reports, oral and written, required. Prerequisites: Junior or senior classification; approval of instructor.

EPSY 489 Special Topics in...

Credits 1 to 4. 1 to 4 Lecture Hours. Selected topics in an identified area of educational psychology. May be repeated for credit. Prerequisite: Approval of instructor.

EPSY 491 Research

Credits 0 to 4. 0 to 4 Other Hours. Research conducted under the direction of faculty member in educational psychology. May be repeated 2 times for credit. Prerequisites: Junior or senior classification and approval of instructor.

Educational Psychology Field Based (EPFB)

EPFB 210 Family Engagement and Empowerment

Credits 3. 2 Lecture Hours. 3 Lab Hours. Provision of information and skills necessary to work with diverse families; study of the need for positive school-family collaboration and characteristics of families throughout the life cycle, the collaboration of educators with families through the special education process, and the provision of family services through community agencies.

EPFB 301 Teaching Skills I

Credits 3. 1 Lecture Hour. 6 Lab Hours. Study and development of skills focusing on collaboration, instruction, classroom management and professionalism in P-12 schools; field experience in general education settings. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Admission to professional phase of program.

EPFB 401 Teaching Skills II

Credits 3. 1 Lecture Hour. 6 Lab Hours. Study and development of skills focusing on individual P-12 students’ needs with emphasis on delivering complete lessons from a written plan to include Texas Essential Knowledge and Skills (TEKS) and Individualized Educational Program (IEP) objectives, incorporating modifications appropriately, setting behavioral expectations, and using questioning strategies for high level thinking; field experience in two special education settings. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Admission to professional phase of program.

Special Education (SPED)

SPED 291 Research

Credits 0 to 4. 0 to 4 Other Hours. Research conducted under the direction of faculty member in special education. May be repeated 2 times for credit. Prerequisites: Freshman or sophomore classification and approval of instructor.

SPED 302 Planning and Teaching with Explicit Instruction

Credits 3. 3 Lecture Hours. Familiarizes pre-service teachers with research associated with effective teaching; designing and implementing of instruction for students including those with mild to moderate disabilities; designing and managing environments and materials. Prerequisites: Grade of C or better in INST 210; or approval of instructor.

SPED 303 Characteristics and Educational Considerations of Disabilities

Credits 3. 3 Lecture Hours. Advanced instruction in the history, concepts, perspectives, and characteristics of individuals with exceptionalities; examines the history of discrimination against people with disabilities; exploration of each of the eligibility categories under the Individuals with Disabilities Education Act (IDEA) and corresponding characteristics; emphasis on culturally responsive communication and support. Prerequisites: Grade of C or better in INST 210 or approval of instructor.

SPED 310 Instructional Strategies for Students with Disabilities

Credits 3. 3 Lecture Hours. Research-based strategies and techniques in teaching students who are at-risk academically or students with disabilities in a variety of general and special education settings; addresses teaching of academics, teacher strategies for engagement and incorporating the use of technology. Prerequisite: Admission to professional phase of program.

SPED 312 Effective Reading Instruction for Students with Diverse Abilities

Credits 3. 3 Lecture Hours. Information and competencies in research-based reading instruction for students who have disabilities, are struggling readers, and are bilingual/multilingual; includes reading assessment, dyslexia and effective instruction in phonemic awareness, phonics, reading fluency, vocabulary and comprehension, Response to Intervention (RTI) strategies, and data driven decision-making. Prerequisite: Admission to professional phase of program.

SPED 314 Effective Mathematics Strategies for Students with Disabilities

Credits 3. 3 Lecture Hours. Information and competencies through instruction in effective mathematics instruction for students P-12 with academic learning problems and/or disabilities; effective instruction design and teaching techniques, implementation of research-based methods relevant for active authentic learning; considers state and national standards related to teaching and learning mathematics. Prerequisites: Admission to the professional phase of the special education program; junior or senior classification.

SPED 316 Classroom Management and Behavioral Interventions - Tier 1 and 2 Supports

Credits 3. 3 Lecture Hours. Application of effective classroom management strategies, including evidence-based models of classroom discipline, proactive strategies to prevent misbehavior, effective responses to problem behaviors, and ethically appropriate discipline procedures for students with disabilities. Prerequisites: Grade of C or better in INST 210 or approval of instructor; admission to professional phase of program.

SPED 321 Assessment of Students with Disabilities

Credits 3. 3 Lecture Hours. Instruction in formal and informal assessment techniques used with students with disabilities, including interpreting and communicating scores; topics include the response to intervention (RTI) process; selecting assessments; describing assessments; using assessments to inform the development of Individualized Educational Programs (IEPs); and designing assessment for progress monitoring; development of knowledge and skills to be able to individually assess students with disabilities, and to understand and make data-based decisions using other measures as applicable. Prerequisites: Grade of C or better in INST 210; or approval of instructor; admission to professional phase of program.

SPED 325 Professional Skills and Dispositions I

Credit 1. 1 Lecture Hour. Study and development of skills focusing on collaboration, instruction, classroom management and professionalism in P-12 schools; Texas Education Agency (TEA) requirements and certification process monitored. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Grade of C or better in SEFB 315; SEFB 325 or concurrent enrollment; admission to the professional phase of program.

SPED 326 Classroom Management and Behavior Interventions: Tier 3 Supporting and Managing Intensive Behavior

Credits 3. 3 Lecture Hours. Exploration and application of strategies to support students who engage in behaviors requiring intensive, individualized supports; communication of policies related to behavior management and supporting students with exceptionalities; conducting and analyzing data from a functional behavioral assessment (FBA); writing and implementing a behavior intervention plan (BIP) based on synthesized data; topics include legal and ethical guidelines, components of FBAs and BIPs, data collection, teaching replacement behaviors, and collaboration with other professionals. Prerequisites: Grade of C or better in SPED 316 or approval of instructor; admission to professional phase of program.

SPED 410 Professional Skills and Dispositions II

Credit 1. 1 Lecture Hour. Study and development of skills focusing on collaboration, instruction, classroom management and professionalism in P-12 schools; Texas Education Agency (TEA) requirements and certification process monitored. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Grade of C or better in SEFB 320 and SPED 320; SEFB 410 or concurrent enrollment; admission to professional phase of program.

SPED 411 Assessment in Action: Writing and Implementing Individualized Education Programs

Credits 3. 3 Lecture Hours. Application of assessment scores and stakeholder input to create individualized education programs (IEPs); exploration of the evaluation process and the development of individualized family service plans (IFSPs) and transition plans; development of an IEP based on a real case or case study; topics include translating assessment data, writing present levels and goals, selecting appropriate services, accommodations, and modifications, and participating in an Admission, Review, and Dismissal (ARD) meetings. Prerequisites: Grade of C or better in SPED 321; or approval of instructor; admission to professional phase of program.

SPED 412 Adapting the General Curriculum

Credits 3. 3 Lecture Hours. Methods of academic instruction in core content areas for learners with extensive support needs, emphasis on evidence-based practices, linking instruction to state-standards, age appropriate instruction, application of systematic instruction and response prompting, data-based decision making, building learners communicative competence, and generalization of skills. Prerequisites: Grade of C or better in INST 210 or approval of instructor; admission to professional phase of program.

SPED 414 Methods and Issues in Low-Incidence Disabilities

Credits 3. 3 Lecture Hours. Overview of learning and behavioral characteristics of individuals with low-incidence disabilities such as intellectual disability, autism, physical disabilities, traumatic brain injury, sensory impairments, and multiple disabilities; research-based practices in assessment and education and designing educational environments that facilitate active participation, self-advocacy and independence. Prerequisites: Admission to professional phase of program.

SPED 418 Transition Planning and Preparation for Students with Disabilities

Credits 3. 3 Lecture Hours. Overview of the psychological, social, physical and cognitive development of students with disabilities; career assessment; programmatic options within educational and employment settings; transition models from school to adult settings. Prerequisites: Grade of C or better in INST 210 or approval of instructor; admission to professional phase of program.

SPED 442 Teaching Students with Emotional Disturbances and Behavior Disorders

Credits 3. 3 Lecture Hours. Research-based techniques and materials used in the instruction of students who have emotional and behavioral disorders across a variety of classroom and other educational environments; includes identification and assessment issues, placements, family involvement, and historical and legal issues. Prerequisites: Admission to professional phase of program.

SPED 491 Research

Credits 0 to 4. 0 to 4 Lecture Hours. Research conducted under the direction of faculty member in special education. May be repeated 2 times for credit. Prerequisites: Junior or senior classification and approval of instructor.

Special Education Field Based (SEFB)

SEFB 315 Clinical Teaching I - Collaborative Practices in Education to Support Students with Disabilities

Credits 3. 2 Lecture Hours. 1 Other Hour. Field-based study of collaborative partnerships used in education to support students with disabilities; topics include best-practices in collaboration and effective co-teaching strategies; collaboration between professionals such as special educators, general educators, paraprofessionals, related service professionals, community agencies, and with families. Prerequisites: Grade of C or better in INST 210; admission to professional phase of program; or approval of instructor.

SEFB 325 Clinical Teaching II - Academic Data-Based Interventions

Credits 4. 3 Lecture Hours. 1 Other Hour. Field-based study of evidence-based academic interventions for students who are at-risk or who have disabilities; includes response to intervention (RTI)/multi-tier systems of supports (MTSS) strategies, data driven decision-making with assessments, data collection, selection of interventions, applying interventions, and progress monitoring used in school-based settings. Prerequisites: Grade of C or better in SEFB 315; SPED 325 or concurrent enrollment; admission to the professional phase of program.

SEFB 410 Clinical Teaching III - Specialized Instruction in High Support Needs

Credits 4. 3 Lecture Hours. 1 Other Hour. Overview of learning and behavioral characteristics of individuals with low-incidence disabilities such as intellectual disability, autism, physical disabilities, traumatic brain injury, sensory impairments, and multiple disabilities; research-based practices in assessment, instructional strategies, collaboration, and designing educational environments that facilitate active participation, self-advocacy, and independence. Prerequisites: Grade of C or better in SEFB 325 and SPED 325; SPED 410 or concurrent enrollment; admission to professional phase of program.

SEFB 420 Education and Employment Issues in Secondary Special Education

Credits 3. 2 Lecture Hours. 3 Other Hours. Field-based course involving psychological, social, physical and cognitive development of secondary-age students; career assessment; programmatic options within educational and employment settings; transition models from school to adult settings. Prerequisites: Admission to professional phase of program.

SEFB 425 Clinical Teaching IV

Credits 6. 24 Other Hours. Observation and participation in an accredited special education classroom; techniques of teaching special education and appropriate instructional strategies for students with exceptionalities. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Grade of C or better in SEFB 410 and SPED 410; admission to professional phase of program.

SEFB 430 Practicum in Applied Behavior Analysis

Credits 3. 9 Other Hours. University-supervised experience related to specializations in special education and behavior analysis. May be taken 8 times for credit. Prerequisites: Junior or senior classification; approval of instructor; approval of department head.

Acosta, Sandra T, Associate Professor
Educational Psychology
PHD, Texas A&M University, 2010

Alexander, Joyce M, Professor
Educational Psychology
PHD, University of Georgia, 1992

Baek, Eunkyeng, Assistant Professor
Educational Psychology
PHD, University of South Florida, 2015

Castillo, Linda G, Professor
Educational Psychology
PHD, University of Utah, 1999

Castro Olivo, Sara M, Associate Professor
Educational Psychology
PHD, University of Oregon, 2007

Chang, Heesun, Assistant Professor
Educational Psychology
PHD, The University of Georgia, 2022

Chang, Wen-Hsuan, Assistant Professor
Educational Psychology
PHD, University of North Carolina at Charlotte, 2021

Elliott, Timothy R, University Distinguished Professor
Educational Psychology
PHD, University of Missouri at Columbia, 1987

Erbeli, Florina, Assistant Professor
Educational Psychology
PHD, University of Ljubljana, 2015

Ettekal, Idean, Assistant Professor
Educational Psychology
PHD, Arizona State University, 2016

Fogarty, Melissa S, Clinical Associate Professor
Educational Psychology
PHD, Texas A&M University, 2012

Gagne, Jeffrey R, Associate Professor
Educational Psychology
PHD, Boston University, 2008

Ganz, Jennifer, Professor
Educational Psychology
PHD, University of Kansas, 2002

Heath, Amy K, Lecturer
Educational Psychology
PHD, Texas A&M University, 2012

Henry, Alyssa, Assistant Professor
Educational Psychology
PHD, University of California, Davis, 2019

Juntune, Joyce E, Instructional Professor
Educational Psychology
PHD, Texas A&M University, 1997

Kwok, Oi-Man, Professor
Educational Psychology
PHD, Arizona State University, 2005

Lara-Alecio, Rafael, Regents Professor
Educational Psychology
PHD, University of Utah, 1991

Liew, Jeffrey C, Professor
Educational Psychology
PHD, Arizona State University, 2005

Luo, Wen, Professor
Educational Psychology
PHD, Texas A&M University, 2007

McCord, Carly, Clinical Assistant Professor
Educational Psychology
PHD, Texas A&M University, 2013

Montague, Marcia L, Clinical Assistant Professor
Educational Psychology
PHD, Texas A&M University, 2009

Neshyba, Monica, Clinical Associate Professor
Educational Psychology
PHD, The University of Texas at Austin, 2012

Ompendoguelet, Lizette O, Associate Professor
Educational Psychology
PHD, University of Missouri at Columbia, 2009

Padron, Yolanda, Professor
Educational Psychology
EDD, University of Houston, 1985

Pashmforoosh, Roya, Visiting Assistant Professor
Educational Psychology
PHD, Texas A&M University, 2021
PHD, Texas A&M University, 2021

Pedersen, Susan J, Associate Professor
Educational Psychology
PHD, The University of Texas at Austin, 2000

Perrott, Lisa J, Associate Professor
Educational Psychology
PHD, University of Virginia, 2001

Phillips, Kala, Assistant Professor
Educational Psychology
PHD, University of Louisville, 2019

Ramos Garcimartin, Hector, Lecturer
Educational Psychology
PHD, Texas A&M University, 2015

Ramos, Suzanna J, Clinical Assistant Professor
Educational Psychology
PHD, Texas A&M University, 2015

Ridley, Charles R, Professor
Educational Psychology
PHD, University of Minnesota, 1978

Rivera, Hector H, Associate Professor
Educational Psychology
PHD, University of California at Santa Cruz, 2001

Simmons, Krystal T, Clinical Professor
Educational Psychology
PHD, Texas A&M University, 2009

Smith, Leann, Assistant Professor
Educational Psychology
PHD, The University of Texas at Austin, 2017

Sohn McCormick, Anita, Lecturer
Educational Psychology
PHD, Texas A&M University, 2000

Stackhouse, Elizabeth Wood, Lecturer
Educational Psychology
PHD, Texas A&M University, 2018

Sweany, Noelle W, Clinical Professor
Educational Psychology
PHD, The University of Texas at Austin, 1999

Thompson, Christopher G, Assistant Professor
Educational Psychology
PHD, Florida State University, 2016

Thompson, Julie L, Assistant Professor
Educational Psychology
PHD, University of North Carolina at Charlotte, 2014

Tong, Fuhui, Professor
Educational Psychology
PHD, Texas A&M University, 2006

Walichowski, Miranda F, Clinical Associate Professor
Educational Psychology
PHD, Texas A&M University, 2009

Wang, Zhe, Assistant Professor
Educational Psychology
PHD, Virginia Tech, 2013

Whiteside, Erinn, Clinical Assistant Professor
Educational Psychology
PHD, University of Georgia, 2019

Woltering, Steven, Associate Professor
Educational Psychology
PHD, University of Toronto, 2012

Woodward, Robert S, Clinical Associate Professor
Educational Psychology
PHD, Texas A&M University, 2004

Yoon, Myeongsun, Associate Professor
Educational Psychology
PHD, Arizona State University, 2007

Zhang, Dan D, Professor
Educational Psychology
PHD, University of New Orleans, 1998