Doctor of Philosophy (Ph.D.) in Applied Developmental and Educational Psychology
Doctor of Philosophy (Ph.D.) in Applied Developmental and Educational Psychology
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.
Specific areas of program expertise are listed by developmental context.
Individual Functioning
- Basic Processes
- Individual Differences
- Developmental Disabilities
- Biological Bases of Behavior
Interpersonal Processes
- Family Relationships
- Peer Relationships
- Parenting
Community, Cultural, and Public Policy
- Schools & Learning Environments
- Poverty
- Race and Ethnicity
- Gender
Upon completion of the PhD program, graduates should be able to:
- Demonstrate knowledge of the major concepts and theories in the field of child development
- Critically evaluate existing research and integrate research findings across studies
- Analyze applied and theoretical issues related to child development from different theoretical perspectives and based on prior research findings
- Develop research questions reflecting basic and applied issues in the areas of education, social policy and human/community development
- Use appropriate methodology to design empirical studies addressing research questions
- Use a variety of quantitative and qualitative techniques for analyzing data
- Communicate research findings clearly and accurately in publications and presentations for both professional and lay audiences
- Teach courses in the field at the college and graduate level
At a Glance
How many courses?
This program consists of 18 courses for a total of 54 credits.
How long will it take?
Full time students will typically complete the program in 5 years.
When can I start?
Students can begin the program only in the fall semester.
What are my options?
Students can enroll on a full-time basis.
What will I study?
Curriculum
- Courses: 18
- Credits: 54
- Comprehensive Exam
| Course | Course Title | Credit |
|---|---|---|
| APSY9920 | 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. |
3 |
| Course | Course Title | Credit |
|---|---|---|
| APSY8115 | Cultural Processes, Social, and Emotional Development This course reviews the theoretical and empirical literatures pertinent to the study of emotional and social development across the life span. Perspectives derived from the disciplines of biology, psychology, anthropology, sociology, and history are presented. The interrelations between social and affective processes, and their association with familial, societal, cultural, and historical context of development are discussed. Issues derived from social psychology, such as group processes, will also be discussed. Methodological problems present in these literatures and resultant conceptual and empirical challenges involved in developing a life span understanding of social and affective processes are reviewed. |
3 |
| APSY8917 | 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. The socio-affective bases of behavior addressed in the course include emotions, temperament, and self-concept. The students in this course explore fundamental theoretical questions, such as the role of biology and environment in development, and consider practical applications of current theoretical and empirical knowledge concerning the bases of human behavior. |
3 |
| APSY8813 | 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. |
3 |
| APSY8919 | Advanced Topics in Applied Cognitive Psychology An advanced seminar for the scholar-pracitioner. |
3 |
Students will take the courses listed below and one additional (3 credit) statistics or methods course.
| Course | Course Title | Credit |
|---|---|---|
| APSY7469 | Intermediate Statistics Topics and computer exercises address tests of means, partial and part correlations, multiple regression, analysis of variance with planned and post hoc comparisons, analysis of covariance, repeated measures analysis, elements of experimental design, and power analysis. |
3 |
| APSY8667 | General Linear Models Addresses the construction, interpretation, and application of linear statistical models. Specifically, lectures and computer exercises cover ordinary least squares regression models; matrix algebra operations; parameter estimation techniques; missing data options; power transformations; exploratory versus confirmatory model building; linear-model diagnostics, sources of multicollinearity; diagnostic residual analysis techniques; variance partitioning procedures; dummy, effect, and orthogonal coding procedures; and an introduction to structural equation modeling. |
3 |
| APSY9841 | Quantitative Research Design in Counseling and Developmental 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. |
2 |
| APSY8851 | Qualitative Research Methods Introduces the foundations and techniques of carrying out qualitative research. Topics include philosophical underpinnings, planning for a qualitative research project, negotiating entry, ethics of conducting research, data collection and analysis, and writing/presenting qualitative research. Requires a research project involving participant observation and/or interviewing. |
3 |
Students will choose one of the following:
| Course | Course Title | Credit |
|---|---|---|
| EDUC9851 | Qualitative Research Methods Introduces the foundations and techniques of carrying out qualitative research. Topics include philosophical underpinnings, planning for a qualitative research project, negotiating entry, ethics of conducting research, data collection and analysis, and writing/presenting qualitative research. Requires a research project involving participant observation and/or interviewing. |
3 |
| APSY8912 | Participatory Action Research This graduate seminar introduces students to theoretical and practical issues in the design and implementation of community- and school-based participatory and action research, including a review of theories and practices that have contributed to community-based knowledge construction and social change policies and processes. Ethnographic, narrative, oral history, and visual methodologies are additional resources for understanding and representing the individual and collective stories co-constructed through the research process. Students participate in a community-based collaborative undoing racism workshop and have opportunities for ongoing collaborative work on a site. We reflect collaboratively and contextually on multiple and complex constructions of "gender," "race," and social class in and through these research processes. |
| Course | Course Title | Credit |
|---|---|---|
| APSY8714 | Advanced Research in Applied Developmental and Educational Psychology Students design and carry out an original empirical project on a defined area within developmental or educational psychology. Requires design, data collection and analysis, interpretation, and formal APA-style write-up. Students also required to complete two colloquium presentations of their work. |
3 |
| APSY9941 | Dissertation Seminar in Counseling/Developmental Psychology This course is designed to assist students in the preparation of a formal doctoral dissertation intent. All aspects of dissertation development will be discussed. Students must present a series of draft proposals for faculty and student reaction. An acceptable dissertation intent is required for completion of the course. |
1 |
| APSY9988 | Dissertation Direction Dissertation related course work for advanced doctoral students. |
3 |
| APSY9988 | Dissertation Direction Dissertation related course work for advanced doctoral students. |
3 |
Students will take four electives (3 credits each) choosen with their advisor.
| Course | Course Title | Credit |
|---|---|---|
| APSY9901 | Doctoral Comprehensive Exam In order to ensure that all students graduating from the program have a fundamental understanding of the field which they are about to enter, they are required to complete a comprehensive examination covering the broad areas of the core courses. |
0 |
Where do our graduates work?
University of Washington
Assistant Professor
University of Houston
Assistant Professor
University of Maine
TRIO Upward Bound
Assistant Director
University of Delaware
Assistant Professor
Ruderman Family Foundation
Program Officer
Wingate University
Assistant Professor
University of Connecticut
Assistant Professor
University of Chicago, Chapin Hall
Researcher
Boston College
Post Doctoral Fellow
University of Hawaii
Assistant Professor
Clemson University
Assistant Professor
University of Michigan, Survey Research Center
Research Investigator
Career paths chosen by previous graduates of the ADEP PhD Program.
Financial Assistance
Education should level the playing field. We feel the same way about financial aid.
The Lynch School of Education and Human Development provides more than $7.5 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable.
Application Information
PrintDeadlines
- All applicants
- December 1
Apply Now
To be eligible for the doctoral program, applicants must already hold a master's degree.
A non-refundable application fee of $75 is required; however, this fee is waived for select applicants.
Résumé
To be uploaded to your online Application Form.
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.
Personal Statement
To be uploaded to your online Application Form.
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.
Letters of Recommendation
Identification of recommenders/instructions to recommenders are outlined in the online Application Form.
Three letters of recommendation are required with at least one required from an academic source. Applicants with significant relevant professional experience may submit additional recommendations from supervisors.
Transcripts
All official undergraduate and graduate transcripts must be sent to our office before the application deadline. Please note the following:
Only official sealed (unopened) transcripts are acceptable. An official postsecondary transcript must be printed on official institutional paper and include at least one of the following: an institutional watermark, the registrar’s signature, or the registrar's seal.
Copies and unofficial transcripts sent directly from applicants are not acceptable, the transcript must come directly from the institution.
If you are a current student and have not completed your undergraduate and/or graduate degree, the most updated version of your transcript is acceptable.
Official electronic transcripts are accepted when sent directly to gsoe@bc.edu from the institution. When requesting electronic transcripts, you must manually type in gsoe@bc.edu to ensure it is received by our office.
If your degree was obtained from an institution outside of the U.S. you are required to submit a course-by-course evaluation completed by a National Association of Credential Evaluation Services (NACES) approved evaluator. A complete list of NACES-approved evaluators is found on the Directory of NACES Members.
Mailed transcript(s) should be sent to the following address:
Lynch Office of Graduate Admissions, Boston College
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
Standardized Tests
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.
Lynch School of Education and Human Development GRE Code: 3218
Writing Sample
To be uploaded to your online Application Form.
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, a clinical case formulation, or another representative sample of your writing. The document should be approximately 15-25 pages.
International Students
International applicants are encouraged to apply to the Lynch School of Education and Human Development. Learn about requirements for international students.
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gsoe@bc.edu
617-552-4214