Students in the Educational Neuroscience Concentration Program are expected to fulfill all requirements of the Educational Psychology PhD Program. In addition, they are expected to complete the specialization courses and other relevant courses offered by other departments (e.g., human development, psychology, anthropology, and computer science). Learn more about the goals of the program, the curriculum, and the path to the comprehensive exams and dissertation.
Our program aims to foster a new generation of researchers, who are focused on interdisplinary methods and cutting-edge techniques.
Our program aims to foster a new generation of researchers, who are focused on interdisplinary methods and cutting-edge techniques.
Scholarship is promoted as students complete an intensive, curriculum meant to prepare them for their research and career goals.
Graduates of our program are ready to tackle competitive post-doctoral appointments, industry jobs, and so much more.
Educational neuroscience fills the gap between education and neuroscience, rather than being a bridge between the two. As such, while some of the efforts in educational neuroscience focus on interpreting findings from brain science studies for educational practice, the ultimate goal is to develop new approaches to investigate learning processes and interventions by incorporating methodologies and theoretical tools from brain and education sciences."
Educational neuroscience differs from cognitive neuroscience in that the purpose is not only to understand the brain mechanisms that underlie learning and cognition but also to develop learning interventions and to design learning environments based on what we know about learning processes across multiple levels (e.g., neural, cognitive, socio-cultural). Therefore, educational neuroscience research efforts involve behavioral and neuroimaging lab experiments, design of learning interventions, and investigations in authentic-contexts (e.g., classrooms). These three forms of activity are complementary and occur in a cyclical manner.
The idea for an educational neuroscience investigation can spark from observations in the classroom, from findings reported in the neuroscience literature, or from a learning design product. Whatever the source of the research idea is, a complete research project would typically involve multiple iterations of (in any order) controlled lab experiments to test ideas on cognitive / neural mechanisms involved, design of learning interventions, and design-based study of how these interventions are implemented in the classroom.
The main goal is not to push for neural level explanations or neuroscience methodologies as alternatives to established paradigms in education. Instead, the goal is to explore how existing paradigms of educational research can be complemented with paradigms in brain sciences to provide multi-level explanations for how learning occurs, and how biological markers and the socio-cultural context contribute to learning outcomes. Educational neuroscience involves a rich mixture of qualitative, quantitative and design-based research methodologies.
An educational neuroscientist is not only interested in providing a cognitive and neural account of mechanisms involved in learning, but also how genetic dispositions, first-person experience, socio-cultural context and the societal norms and policies shape and interact with learning processes. In our program we give emphasis to embodied (grounded & enactive), ecological and dynamic systems approaches to cognition as theoretical scaffolds to connect the many levels involved in educational neuroscience research.
Students get familiar with the current landscape of brain sciences, educational psychology and learning sciences research and theoretical perspectives in a diverse range of domains, including numerical cognition, scientific thinking, reading, social development, language development, human-computer interaction and cognitive and developmental disorders. Students also study alternative theoretical approaches in brain sciences and education, for example embodied, situated and grounded approaches to cognition, and dynamic systems theory.
Educational neuroscience incorporates diverse research methodologies from various fields due to its transdisciplinary nature. In the concentration program students (1) survey neuroimaging, electrophysiological, psychophysiological, and behavioral methodologies, (2) discuss how these methodologies can be used in collaboration with qualitative and quantitative research approaches in education, and (3) acquire hands-on experiences in collecting and analyzing experimental data. Advanced graduate students are encouraged to pursue course projects that parallel, contribute to, or help them refine their dissertation study.
Competency in using computational tools is crucial both for learning and research design. Approaches like computational modeling, virtual / augmented reality, and tangible computing are used both in designing learning interventions as well as in experimental research design. Since educational neuroscience both involves designing learning interventions and developing novel ways of studying learning processes both in the lab and in classrooms, developing computational skills is imperative for students who are interested doing work in this area. This means not only the ability to use existing computational tools, but also the ability to tweak the existing tools or develop new tools for learning interventions and programs, research experiments, and data analysis. Students are not expected to have a programming or advanced technical background before they enroll in the program. However we expect students to invest considerable time and effort in developing their computational skills early in the program. We have a preference towards using open source and free software. This allows students to carry the skills they acquire in the courses to their future research projects without being concerned about software costs. See the resources section for a list of software used in courses.
The tentative program of study below is provided to give a general idea to prospective students and current students about the course work involved in the educational neuroscience concentration. Each student's individual program of study is developed by the student with the advisor, considering each student's backgrounds, strengths, interests, and the type of research they consider for their eventual dissertation study. Please refer to the UA course catalog for details and alternative courses. As a reminder, the sequence below adheres to the requirements ONLY for the PhD in Educational Psychology with a concentration in Educational Neuroscience.
Current students, please click the and icons for information and FAQs respectively. To download a PDF version of this guide, click here.Below is a sampling of courses offered by the Educational Psychology program and that are relevant to students concentrating in Educational Neuroscience. Required ed neuro courses are indicated. Course offerings change by semester and year, so check the official course catalog for updated information.
In this course, students investigate the development of self-regulatory processes and the match between those processes and educational practice. Transitions from home to school, elementary to secondary, and high school to college/work are considered in depth.
This course provides a foundation in the learning sciences and cognitive research, with a particular focus on educational settings.
Provides fundamental knowledge regarding the methods in which social and cultural interactions and histories influence human behavior. Focuses on application of social psychology principles and multicultural issues to increase awareness and improve skills across a variety of social settings, including schools and human-service agencies.
Examines the major theories of personality and social-emotional factors as they impact on the learning process and educational practice. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
This is an introductory course on Educational Neuroscience, an emerging area of research grounded in multiple disciplines including (but not limited to) educational psychology, neuroscience, cognitive science, and learning sciences. The purpose of this course is to provide an introduction to major issues and topics in these domains and discuss implications for educational research and practice.
This course is a hands-on practicum in designing and building computational tools both for learning interventions and research studies. Topics covered include programming techniques for stimulus presentation and data analysis, agent-based modeling, 3D modeling, tangible computing, and interface design.
Educational Neuroscience is an emerging area of research grounded in multiple disciplines including (but not limited to) education, psychology, neuroscience, and cognitive science. The purpose of this course is to explore major research trends and methodologies in educational neuroscience through readings and discussions, and hands-on data analysis activities.
The human morality is one of the most popular topics in recent neuroscience, behavioral psychology, and evolutionary psychology. Such natural scientific methodologies and approaches have attempted to provide us with novel perspectives for the examination of the nature and mechanism of moral cognition, moral emotion, and moral behavior. The intent of this class is to review the current research on the human morality, and discuss various related topics from multidisciplinary perspectives, including but not limited to, moral development, social neuroscience, evolutionary psychology, and biological psychopathology. Furthermore, we discuss how to apply such interdisciplinary methodologies and perspectives in moral education in diverse educational settings.
What is it about the development of reading and writing skill that vexes so many students and teachers? If all typically-developing children soak up their first language ‘like sponges’, why do so many struggle with academic language, the language of schooling, in written form but even in oral form? What cognitive mechanisms are crucially involved in language processing across modalities? What strategies facilitate literacy development across diverse student populations? And what happens when a child knows, or is expected to learn, more than one language, but then needs to use each one for different purposes across the contexts of her home and school life?
“Language and Literacy Development: Diverse Processes and Populations” is the first in a series of Special Topics courses on the development of language and literacy in children, and it is designed to identify and develop theoretically nuanced, empirically informed, and academically applicable answers to these questions and others. In this iteration of the course, participants critically engage with seminal and state-of-the-art research on the development of language and literacy with a particular focus on the illuminating population of English-language learners/bilingual children. Readings focus on cognitive, social, and psycho-linguistic processes, and support the class’ collaborative development of an experimental study exploring a related phenomenon, to be submitted for presentation at a disciplinary conference. Some knowledge of language development is presupposed.
Cognitive approaches to learning/teaching with focus on what constitutes authentic learning. Topics/themes include nature of preschool learning, sources contributing to learning, constructivism and holistic perspectives.
An overview of the psychology of morality with a particular focus on the processes leading to moral action. Specialty topics include measurement, gender, cross-cultural, and educational issues. Character education will be discussed with special attention to the empirical and theoretical background of current character education programs.
Educational Neuroscience is an emerging area of research grounded in multiple disciplines including (but not limited to) education, psychology, neuroscience, and cognitive science. The purpose of this course is to explore major research trends and methodologies in educational neuroscience through readings and discussions, and hands-on data analysis activities.
An advanced, weekly seminar covering special topics in Educational Psychology and Educational Neuroscience. Students also present their research projects every year in this seminar.
This course covers advanced topics in educational neuroscience. Some of the topics covered are neuroplasticity, structural, functional and effective connectivity, evolution of brain and cognition, sensory-motor integration, and genetics of learning.
All degree-seeking students in the Educational Psychology doctoral program are required to successfully complete a written comprehensive examination before a degree is granted. The following timeline is meant to illustrate the steps of the process involved in working towards the comprehensive exams and planning for the dissertation phase.
To be eligible to take the comprehensive major examination for the Doctor of Philosophy degree, a student must have completed: all required Educational Psychology Core Courses and all areas of specialization courses. The Educational Psychology Program’s comprehensive examination is designed to assess the development of the student's competencies and skills according to the following criteria:
Written: Students review current and historic literature in two of the four major areas of educational psychology (learning, motivation, development, or neuroscience).
Oral: Students review the existing literature and propose a novel study in their specialty area.
Note: Calendar icons indicate deadlines by which steps should be completed (Fall and Spring, respectively). Always check with your advisor, program director, and the Registrar for the most up-to-date policies.
As you finish up your required coursework, consult with your advisor to confirm you are ready and prepared for your written exam. This usually occurs when you have completed your core classes (Year 3 or 4) and when you have identified a dissertation topic.
You may want to read up on the field of educational psychology, so click here for the APA Educational Psychology Handbook.
Register for 3-6 dissertation hours in myBama during the semester you intend to take your exam. Enroll in the section corresponding to your committee chair.
Notify the department office of your intent to take your comprehensive exam. This must be done within the first two weeks of the semester.
Form your dissertation committee. Make sure to fill out this
FORM
, and submit it to the Graduate School.
REMINDER:
A dissertation committee, with the director of the dissertation as its chairperson, supervises the preparation of the dissertation. The committee shall have not fewer than five members, all of whom are appointed by the dean of the Graduate School. All members of a dissertation committee must hold Graduate Faculty status at UA and must represent at least two academic departments.The chair of the committee must be a full member of the Graduate Faculty. A majority of the Dissertation Committee members must be regular UA faculty.
It is the student’s responsibility to determine whether or not the department has dissertation committee policies in addition to those of the Graduate School.
Submit your completed written exam. The exam must be submitted within 30 days of receiving it.
Receive and begin your written exam.
REMINDER:
You must work on this exam individually, without assistance from faculty or peers.
HELPFUL TIP: Students are encouraged to refer to the following handbook (UA credentials required) while completing the comprehensive exam: APA Educational Psychology Handbook.
Receive your written exam score from faculty (exams must be scored within 2 weeks of submssion).
If you passed, be sure to celebrate, and continue to the next step! If you were unsuccessful this time around, meet with the program coordinator.
No later than two-weeks before the end of the semester, submit your oral exam document (i.e., prospectus). Like the written exam, this must be completed without assistance from faculty or peers. Your committee will have approximately 10 days to review your prospectus before providing you with feedback.
During the last week of the semester, defend your oral exam document (i.e., prospectus) to your committee. Plan for a 20-minute oral presentation, and expect 40-minute question and answer session by your committee.
After your oral exam, your committee will hold a meeting. They will conduct two votes:
Vote 1: Pass/Fail oral exam
Vote 2: Approve/Reject dissertation topic
If you fail your oral exam or if your dissertation topic is rejected, see the program coordinator.
Now, you will begin the prep work for your dissertation. At this point, you are encouraged to work with your advisor/mentor. Before you can begin the formal work of your project, you must propose your dissertation and be admitted to candidacy. The proposal involves writing the first three chapters of your dissertation. Details about the content of each chapter can be found on the department website HERE. Scroll down to "Dissertation Proposal" for information.
The proposal needs to be presented orally to the dissertation committee, who will provide feedback and decide whether or not the student can progress to the next stage by becoming a PhD candidate (this is known as the proposal defense).
After successfully passing the proposal defense, you will consult your advisor about dissertation committee feedback, apply to the IRB if necessary, start to conduct your project, and write your dissertation. At this point, you will be "admitted to candidacy!"
Interested in applying to our PhD program? Use the link below to access the application. Please note that you must apply to the PhD program in Educational Psychology and indicate your concentration choice as "Educational Neuroscience".
If you're interested in learning more about our program, please explore this website. For faculty research interests, click the "Research" button from the menu or feel free to contact our faculty. For general program-related questions, contact the program coordinator, Dr. Hyemin Han, at [email protected]. We look forward to connecting with you!
Looking for resources? Click the link below to access resources for students and faculty in our program.
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