We prepare graduate students to serve diverse populations in a variety of professional roles as teachers and researchers in colleges and universities and as researchers and leaders in applied settings, including schools, government agencies, and health and human services organizations. Faculty situate their work within the mission of the Lynch School, which is to improve human well-being through teaching, research, and service.
The focus of the Applied Developmental and Educational Psychology Program is on development and learning in sociocultural context. Areas of program expertise within the study of child development and child functioning include cognitive and socioemotional development from the preschool years through adolescence. We also have expertise on adult functioning in community settings. Development is examined, in both research and curriculum, across multiple, interactive contexts or levels.
These levels include:
Upon completion of the PhD program, graduates should be able to:
Faculty Program Coordinator
Our doctoral students are guaranteed funding (including an annual stipend and full tuition coverage and health coverage) for a minimum of three years.
Most students are funded for their full five-year program.
Stipends are derived from research assistantships with faculty and teaching fellowships.
This program consists of 18 courses for a total of 54 credits.
Full time students will typically complete the program in 5 years.
Students can begin the program only in the fall semester.
Students can enroll on a full-time basis.
Proseminar in Current Issues in Applied Developmental and Educational Psychology
Introduces students to a variety of current research topics, professional development issues, teaching preparation, and application in the fields of Applied Developmental and Educational Psychology. Includes colloquia by invited speakers and by students.
Cultural Processes, Social, and Emotional Development
Provides an in-depth study of select aspects of children’s social and emotional lives in communities around the world. Considers the interplay of cultural, ecological, and biological processes that contribute to children’s development by examining research from different theoretical and methodological traditions. Looks at the ideological underpinnings of the writings we explore and their implications for assumptions regarding normative developmental processes and conceptions of good care and competent children.
Cognitive and Affective Bases of Behavior
This course discusses theories of human development and examines empirical research on cognitive and affective processes underlying behavior. In addressing the cognitive bases of behavior, it explores key mental processes (e.g., attention, memory, problem solving) and constructs (e.g., schemas, heuristics) that have been instrumental in understanding everyday functioning.
|APSY 8813||Sociocultural Contexts of Development
Doctoral seminar which seeks to explore both theoretical and empirical scholarship on the primary sociocultural contexts within which human development is embedded, including families, schools, communities, and cultural environments; to consider the bidirectional relationships between such contexts and individuals' development; and to improve competencies in critically evaluating the methodological and theoretical strengths and weaknesses of research in the field.
Quantitative Research Design in Counseling, Developmental, and Educational Psychology
In this year-long seminar, students examine quantitative research designs and application employed in the Counseling and Developmental Psychology literatures, including randomized, nonrandomized, cross-sectional, and longitudinal designs. Students present and critique published research exemplifying specific designs, propose empirical studies that could advance counseling and developmental psychology, and present findings from their own empirical work.
Post Doctoral Fellow
Career paths chosen by previous graduates of the ADEP PhD Program.
In addition to your academic history and relevant work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Two letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice.
Unofficial transcripts may be uploaded to your online Application Form for purposes of application review. However, official transcript(s) must also be submitted upon acceptance/matriculation. Both undergraduate and graduate transcripts are required.
Boston College, Lynch School of Education
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Boston College, Lynch School of Education
Office of Graduate Admission, Financial Aid, and Student Services
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140 Commonwealth Avenue
Chestnut Hill, MA 02467
An unofficial score report may be uploaded to your online Application Form; however, an official score report – sent directly from ETS – must also be submitted by the application deadline.
This program requires all applicants to have taken the GRE in a maximum of 5 years prior to application being submitted, regardless of previous academic coursework, previous degrees/credentials earned, and/or professional experience. No exceptions will be made.
The GRE is the only exam that is acceptable for this program; the MAT, LSAT, MTEL, GMAT, and other exams may not be substituted for the GRE.
For more information about the GRE exam, including test dates and testing sites, visit https://www.ets.org/gre.
All applicants to this program are required to submit one piece of work that demonstrates graduate-level writing ability. This document may be an academic term paper, a published work in which you are the primary author, a training manual or curriculum that you have created, or another representative sample of your writing. The document should be approximately 15-25 pages.
An international applicant is defined as any person that requires a student visa in order to study in the United States. International applicants are eligible to apply to any graduate program in The Lynch School, provided they have successfully completed the equivalent of a United States bachelor degree and have the appropriate diplomas and/or satisfactory results on transcripts or leaving examinations from the country in which the degree was earned. International applicants must complete all program-specific application requirements as well as additional requirements outlined below.
Applicants that have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Click HERE for a complete list of NACES-approved evaluators. Submission of falsified documents is grounds for denial of admission or dismissal from the University.
All applicants whose primary language is not English (or for whom English is not one of their primary languages) are required to submit proof of satisfactory English proficiency. At this time, the only acceptable forms of proof for English proficiency are the TOEFL and IELTS exams (certificates of completion from English-language schools are not currently accepted). Below are the minimum scores required.
An official score report must be sent directly from Educational Testing Services (TOEFL). TOEFL School Code: 3240.
Applicants that meet either of the criteria below do not need to submit proof of English proficiency.
Applicants who completed an undergraduate OR graduate degree from a regionally-accredited institution within the United States
Applicants who completed an undergraduate OR graduate degree at an institution outside of the United States where the language of instruction was English
The Lynch School offers Conditional Acceptance to applicants that fulfill all academic requirements for admission to and are accepted to the program, but whose level of English proficiency does not meet the minimum requirements. In these cases, admitted students will be granted conditional admission, but will have to retake the TOEFL or IELTS exam and submit an official score report that shows the minimum score has been met no later than six weeks prior to the start of the semester in which the student’s program will begin. If a student with conditional admission does not submit a passing TOEFL or IELTS score within the allotted time frame, he/she will be granted a deferral to start in a future semester, no later than one year from the original start term. Due to this policy, we strongly encourage international applicants to apply as early as possible in order to ensure that these conditions can be met.