Educational psychology M.S.Ed. with 100% online option hits a sweet spot for teachers and more

Providing cutting-edge instruction, personal attention from caring faculty, and an option for a pathway to professional certification, Saint Rose’s M.S.Ed. program in educational psychology has always been a draw for bright, motivated graduate students. In 2018, the program added an option to provide unparalleled convenience to remote and working students: the ability to complete the entire 30 credits online. Enrollment has climbed steadily, growing from four in Fall 2018 to 25 in Spring 2021.

“Our program is the only 100% online M.S.Ed. in educational psychology in New York State; it can serve as a professional certification pathway for many content areas, whether completed online or on campus,” says program coordinator Dr. Heta-Maria Miller. Students can start the program during any semester, whether they attend full or part time.

Relevant and necessary to the school ecosystem

Most of the program candidates work full time, and many live one to two hours from campus. Miller adds that the majority are initially certified full-time teachers. “This program gives them a thorough grounding in the principles and theories of educational psychology in a convenient, flexible format,” she explains.

Whether already teachers, or career changers without an educational background, students find the coursework relevant and directly applicable to their personal and professional growth. They study child and adolescent development, theories of learning and motivation, teacher research, psychology of diversity, and measurement and assessment.

The online format proved a boon in the age of COVID-19, as faculty and students transitioned easily to remote learning. In fact, Miller adds, the pandemic has sparked growing interest in fully online master’s programs, especially those that offer a professional teaching certification pathway in New York State. A growing number of students are in the New York City metropolitan area and are taking full advantage of the online-delivery option.

And the pandemic is bringing attention to the field of educational psychology.

“The pandemic is presenting new challenges for educators and anyone interested in supporting remote learners, not only academically but especially socially and emotionally,” adds Miller. “There is an increased demand in individuals and professionals who have background and understanding in psychological concepts and who can apply these concepts in teaching and learning – and this is what educational psychologists, our program graduates, can offer to the field.”

Custom care and support geared to each program participant

“I completed my bachelor’s degree in childhood education (grades 1-6) at Saint Rose and knew I would complete my master’s there as well,” says Michaella Lamont ’20, G’21. “As a future educator, I believe this program will help me better understand why my students act, think, and behave in the ways that they do.”

Career changers are welcome, too. Marjorie Tetteh G’20, an international student from Ghana, had become interested in education through working with refugee and underprivileged kids.

But, with her undergraduate major in international studies, she was concerned about having no background in psychology or education. “I had absolutely no knowledge of educational psychology, but the Saint Rose professors are so willing to help you,” she says. “You can always reach out to them, and whatever problem you have, they try to get you to understand better. That helped me so much in the program.”

That individual attention starts way before enrollment.

“I personally answer to every interested person who reaches out about our program, and typically have several email exchanges and at least one Zoom meeting with them before they make their decision to enroll,” Miller says. “That personal attention and support right from the beginning is something that we, the faculty, are committed to providing throughout the program.”

Like Tetteh, Xiuping Li had no experience with either education or psychology before coming to Saint Rose.

“I chose Saint Rose because I’m impressed with the small classes and the very close relationship with the professors,” she says. “I am an international student, and I majored in English literature for my undergrad, so it is harder for me to succeed academically. But I did great in my academics with the professors’ kind help.”

A passion for improving young students’ learning
Tetteh, who feels that she learns best in person, was nervous about transitioning to remote coursework during the pandemic. “I’m someone who uses multiple learning styles, and I like being in class and being able to see the professor because that helps me remember what was said,” she says. “But the professors are so encouraging and willing to help, which helped me a lot. They really engaged with us, interacted with us. They made more information available and put questions on the question board to get students to engage more.”

“I can confidently say that the Saint Rose professors are the best of the best,” says Lamont. “Even through the pandemic they have found ways to make learning engaging and effective.”

Tetteh and Li quickly became so passionate about the psychology of learning that both are applying to doctoral programs in educational psychology.

“I want to learn how human learning works,” says Li. “In this way, I can help children learn better and support them to be champions.”

“I realized, with the different topics we studied, with the guidance of Dr. Miller and other professors, my passion for education and what I wanted to do,” says Tetteh. “I want to go into the educational field and try my best to help students. I also would like to help my country, Ghana, because I realize how much we are lacking in the education field. Especially in terms of disabilities, we are lacking in resources and education.”

“I believe that everything I learn from this program will benefit me as an educator or school psychologist,” says Lamont. Li adds: “Some of the things I’ve gained are the ability to write a proposal and conduct educational research; an understanding of how human learning occurs, what factors influence it, and how learning principles apply in various educational contexts; and an appreciation of our diverse society and the belief that every child should have equal opportunities to access education.”

Li is currently a graduate assistant for Project THRIVE at Saint Rose and adds that this experience is strengthening her passion to conduct research in education. “This research experience has really committed me to apply for doctoral programs to do evidence-based practices to help children learn better.”

“I am really grateful to Saint Rose, because I was lacking in confidence, but the program has helped my confidence a lot,” says Tetteh. “The professors encouraged me, pushed me, supported me in pushing myself. If you believe in a student, it helps them a lot. They are like my family. And the people in the program have become my friends, so the educational psychology program also encourages you to build lifelong friendships.”