Texas Tech University

College of Education

Click on degree programs to view Degree Program Assessment Plan
Department Degree Program Name Learning Outcomes Testimonials

Curriculum Studies and Instruction

Curriculum and Instruction (MED)

  • Phase 1: Students will examine various curriculum theories, and develop professional wisdom to establish a foundation of knowledge for phase 2.
  • Phase 2: Through the use of research-based principles and interactions with learners, students will systematically pilot and develop an instructional intervention that addresses a practive need and evaluate the intervention plan.
  • Phase 3: Through the use of research-based principles and methods, students wil systematically implement and evaluate a pedagogical innovation that solves an instructional problem in a real-world setting.
 

Curriculum Studies and Instruction

Curriculum and Instruction (PhD)

  • Knowledge and Skills (P1): Students will be able to describe and expolain theories of curriculum and instruction.
  • Intervention Research (P2): Students will be able to apply theories of curriculum and instruction toward academic projects that are focused on the fields of curricular studies.
  • Completion of Research (P3): Students will be able to design and evaluate educational innovation that solves a curricular problem in a real world setting.
 

Curriculum Studies and Instruction

DE- Language Diversity and Literacy Studies (MED)

  • Assess and Identify (Phase 1) Students will systematically and formatively assess student learning and instruction that involves the use of research-based principles and methods to identify an area of refinement.
  • Pilot and Develop (Phase 2) Through the use of research-based principles and interactions with learners, students will systematically pilot and develop an instructional intervention that addresses a literacy need and evaluate the intervention plan.
  • Implement and Evaluate (Phase 3) Through the use of research-based principles and methods, students will systematically implement and evaluate a pedagogical innovation that solves an instructional problem in a real-world setting.
 

Curriculum Studies and Instruction

DE- Language Diversity and Literacy Studies (PhD)

  • Knowledge and Skills Graduates will demonstrate the knowledge and skills necessary for empowering and advocating for diverse learners.
  • Application of Theory Curriculum theory is skillfully applied to a contemporary literacy education issue/theme with accuracy, sophistication and/or creativity.
  • Research Studies Summarize and critique selected contemporary and historical research studies from the language and literacy research that were conducted from varying theoretical and methodological perspectives.
 

Curriculum Studies and Instruction

STEM Education (PhD)

  • Knowledge and Understanding (Phase 1): Students in Phase 1 will develop knowledge and understanding of the characteristics and dispositions needed to be a global STEM educator Students will develop a collaborative environment as a master teacher leader and advocate for the characteristics and dispositions needed to be a global STEM educator Students will develop the advocacy skills and dispositions needed to serve as change agent for the characteristics and dispositions needed to be a global STEM educator By the end of this Phase, students will integrate knowledge and understanding of the characteristics and dispositions needed to be a global STEM educator through technical writing, research development, literature review and investigatory design.
  • Understand Intervention Research (Phase 2): Students in Phase 2 will apply knowledge, understandings and skills developed in Phase 1 and demonstrate mastery of intervention research development and implementation of the characteristics and dispositions needed to be a global STEM educator. By the end of Phase 2, students will plan and implement collaboration with teachers and facilitate characteristics and dispositions needed to be a global STEM educator in classrooms, provide opportunity for master teacher leaders to serve as a change agent of the characteristics and dispositions needed to be a global STEM educator to train and facilitate the characteristics and dispositions. Independent master teacher leader and pragmatic researcher implementation and presentation of the characteristics and dispositions needed to be a global STEM educator with a group of teachers, serve as change agent and advocate for it.
  • Conduct Intervention Research (Phase 3): Students in Phase 3 will investigate and conduct independent teacher leader facilitation of teacher professional development global STEM educator characteristics and dispositions, serve as advocate and change agent for the global STEM educator characteristics and dispositions in groups of teachers in serving in schools. Students will develop and implement a manuscript and professional presentation for policy advocacy of the global STEM educator characteristics and dispositions. Teacher leaders will serve as change agent for the global STEM educator characteristics and dispositions leveraging fieldwork with local, national and international policy makers.
 

Educational Psychology and Leadership

Counselor Education - Clinical Mental Health Counseling (MED)

  • Needs Assessment (Phase 1) Develop and conduct a needs assessment (pre and post measures of mental health gains) to identify programs needed for their work settings.
  • Implement and Evaluate (Phase 2) Create, implement and evaluate the impact of treatment plans and programs that serve the needs of the clients, communities, and agencies where EPCE graduates are employed.
  • Address Client Needs (Phase 3) Develop and deliver treatment plans that address clients' individual needs. Apply effective use of appropriate counseling techniques in congruence with client needs.
 

Educational Psychology and Leadership

Counselor Education - School Counseling (MED)

  • Applies effective techniques (Phase 1) Applies effective use of counseling techniques per the "Responsive Services" component of the ASCA National Model.
  • Implements National Model (Phase 2) Implement the ASCA National Model, a model whereby school counselors create, implement and evaluate the impact of value-added programs and services responsive to the needs of the school and all stake-holders.
  • Demonstrates Interaction Skills (Phase 3) Demonstrates effective interaction skills to stakeholders in schools and disseminates information to stakeholders in schools while implementing components of the ASCA National Model.
 

Educational Psychology and Leadership

Counselor Education (PhD)

  • Advocacy leadership skills (Phase 1) Students acquire the basic knowledge and skills on which future counseling courses (Phase 1 &2) will build "Impact
  • (Phase 2) Create, implement and evaluate the impact of an Advocacy and Social Justice Leadership activity that positively influences institutions of higher education, communities, schools (P-12), and the counseling profession. Students will implement counseling skills and techniques inside the classroom under the direct supervision of faculty.
  • Needs assessment (Phase 3) Conducts needs assessments (e.g., focus groups) with the target population (including client/student/agency/government/institution) to identify external barriers that impair their quality of life.
 

Educational Psychology and Leadership

DE- Educational Leadership (MED)

  • Developing knowledge and skills (Phase 1) By the end of Phase 1 Students will be able to: 1) identify leadership skills in instructional leadership that lead to improved teaching; 2) identify leadership skills that create a culture of educational reform; 3) identify and use data communication skills in action plans for reform initiatives; and 4) identify the skills and practices that will cultivate culturally responsive school environments.
  • Developing leadership skills (Phase 2) By the end of Phase 2 students will be able to: 1) build relationships that achieve results and through communication and decision making skills plus knowledge of law and finance create dissatisfaction with the status quo; 2) use leadership skills that promote educational reform, leadership skills in instructional leadership that lead to improved teaching, data communication skills in action plans for reform initiatives, and the skills and practices that cultivate culturally responsive school environments.
  • Applying leadership skills (Phase 3) By the end of Phase 3 students will be able to: 1) create disruption in a real school setting of existing school and community norms toward education and manage teacher performance; 2) apply leadership skills in a real school setting that promote educational reform; 3) apply leadership skills in a real school setting in instructional leadership that lead to improved teaching; 4) apply data communication skills in a real school setting in action plans for reform initiatives; and 5) apply skills and practices in a real school setting that cultivate culturally responsive school environments
 

Educational Psychology and Leadership

DE- Higher Education (EDD)

  • Effective Critical Analyses Skills Students will demonstrate the skills and competencies to gather, organize, judge, aggregate, and analyze situations, literature, and data with a critical lens.
  • Develop Innovative Solutions Students will practice the skills and competencies to design innovative solutions to problems in the practice of higher education.
  • Use Data for Decision-making Students will execute the skills and competencies to interpret data for decision-making and development of innovative solutions.
 

Educational Psychology and Leadership

Educational Psychology - Development Learning Sciences (PhD)

  • Research Foundations Students will develop the foundational knowledge and skills needed to design and implement theory-driven research studies and/or program evaluation plans.
  • Theoretical Foundations Students will develop the foundational knowledge of educational psychology theories and concepts needed to explain and address educational issues and provide a psychological based account for maximizing learning in a given situation.
  • EPSY in Practice Students will communicate with practitioners, stakeholders, and policy makers regarding educational psychology research and its implications.
 

Educational Psychology and Leadership

Educational Psychology - School Psychology (PhD)

  • Phase 1 At the end of Phase I, students will be able to (1) Conceptualize child school cases (i.e., frame the broad ethical issues, construct informed consent, and construct informed assent) in the context of ethical principles and concepts; (2) administer, score, and interpret psychological test (e.g., intelligence, personality, and behavioral); (3) integrate findings using theory to define child problems, examine discrepancies from typical samples, and develop hypotheses about academic and social/emotional behavior.
  • Phase 2 At the end of Phase 2, students will be able to (1) conduct an indirect functional behavior assessment; (2) design evidence and assessment based academic and behavioral interventions that address issues of fidelity and ongoing monitoring for each tier of an RtI framework; (3) use an evidence based consultation model to develop a consultation plan to implement interventions.
  • Phase 3 At the end of Phase 3, students will be able to (1) design assessment based academic and behavioral interventions that address issues of fidelity and ongoing monitoring; (2) implement the intervention plans using evidence based consultation models; (3) regularly monitor (i.e., collect, analyze, and interpret data) results; (3) modify interventions that do not yield positive student results.
  • Internship The School Psychology Specialization Internship is the culminating experience of students' course of study. Students utilize competency, self-regulation, and interpersonal skills to meaningfully influence public school children's educational outcomes across diverse school settings.
  • School Psychology Praxis II Examination Students demonstrate their knowledge and application of the 10 Domains of school psychology practice as defined by the National Association of School Psychologists
  • Research Application Experience Students will answer an applied research question and effectively disseminate results to demonstrate their knowledge and application of research skills and synthesis of content knowledge
  • Dissertation Students demonstrate their ability to synthesize research, theory, and practice through a research investigation of a specific, meaningful research question
 

Educational Psychology and Leadership

Higher Education (MED)

  • Effective Communication and Collaboration Skills Students will employ effective communication (written and oral) and collaborative skills.
  • Apply Knowledge and Skills Students will demonstrate the knowledge and skills to effectively manage and administer programs in higher education.
  • Assess, Evaluate, and Develop Solutions Student will execute the knowledge and skills needed to assess, evaluate and develop innovative solutions to problems in practice.
 

Educational Psychology and Leadership

Higher Education Research (PhD)

  • Ph.D. in Higher Education Research Trademark Outcome Graduates of the Ph.D. in Higher Education Research demonstrate their ability to generate scholarship activity focused on access, equity and success.
  • U.S. and International Higher Education Compare and contrast the social, cultural, and economic roles of higher education in U.S. and international contexts.
  • Higher Education Policy Analyze policies to understand impacts on higher education and its various constituents.
  • Utilization of Findings Utilize the findings of critical inquiries to propose alternative policies, practices, and strategies for higher education.
  • Leading Research Lead research utilizing various methodologies and types of data appropriate for higher education subject matter.
 

Educational Psychology and Leadership

Instructional Technology (MED)

  • Developing Knowledge and Skills (Phase 1): By the end of Phase 1 Students will be able to:
    1) identify leadership skills in instructional leadership that lead to improved teaching;
    2) identify leadership skills that create a culture of educational reform;
    3) identify and use data communication skills in action plans for reform initiatives; and
    4) identify the skills and practices that will cultivate culturally responsive school environments.
  • Developing Leadership Skills (Phase 2): By the end of Phase 2 students will be able to:
    1) build relationships that achieve results and through communication and decision making skills plus knowledge of law and finance create dissatisfaction with the status quo;
    2) use leadership skills that promote educational reform, leadership skills in instructional leadership that lead to improved teaching, data communication skills in action plans for reform initiatives, and the skills and practices that cultivate culturally responsive school environments.
  • Applying Leadership Skills (phase 3): By the end of Phase 3 students will be able to: 1) Create disruption in a real school setting of existing school and community norms toward education and manage teacher performance 2) Apply leadership skills in a real school setting that promote educational reform 3) Apply leadership skills in a real school setting in instructional leadership that lead to improved teaching 4) Apply data communication skills in a real school setting in action plans for reform initiatives 5) Apply skills and practices in a real school setting that cultivate culturally responsive school environments
 

Educational Psychology and Leadership

Research, Evaluation, Measurement, and Statistics (PhD)

  • Phase 1 Students will develop an understanding of the theories and principles of educational psychology and research methodology and their practical applications. At the end of Phase 1, students will be able to (1) integrate knowledge about research methods and ethics, measurement, and evaluation; (2) conceptualize methodological issues in educational research and program evaluation; and (3) develop research questions and hypotheses for an empirical study or evaluation.
  • Phase 2 Students will apply the knowledge and skills developed in Phase 1 to design and implement empirical studies that address methodological issues or hypothetical (or real) data problems in educational research and program evaluation. At the end of Phase 2, students will be able to (1) develop a research protocol and (2) collect, manage, and analyze data in diverse environments and communicate the findings effectively in written, oral, and visual form
  • Phase 3 Students will apply the knowledge and skills developed in Phases 1 and 2 to conduct original research on methodological issues or hypothetical (or real) data problems; and provide consultation services to prospective clients such as school districts, universities, and educational agencies. At the end of Phase 3, students will be able to (1) complete an empirical study or program evaluation with faculty supervision and (2) develop an evidence-based consultation model
 

Educational Psychology and Leadership

Special Education (PhD)

  • Knowledge & Skills - Literature review - Performance Skills: The candidate can: Demonstrate technical and persuasive writing skills, Conduct and write literature reviews, Identify hypothesis or research questions.
  • Pilot research study proposal - Performance Skills, Demonstrate technical and persuasive writing skills, Review of literature, Identify hypothesis or research questions, Design research methodology, Complete IRB
  • Submission-ready manuscript Students will conduct the approved pilot study and clearly articulate the findings of their pilot study research through the development of a submission-ready manuscript or a request for funding/grant proposal. Performance Skills, Demonstrate technical and persuasive writing skills, Review of literature, Identify hypothesis or research questions, Design research methodology, Conduct Pilot Study, Analyze data and report results, Prepare request for funding/grant proposal OR disseminate research findings.
 

 

Office of Planning and Assessment