Divya Ramani

The plan of study helps in making an informed choice regarding the classes’ one could take during a semester. It helps in planning the course in a way that would enable in taking full advantage of the classes in building one’s profile. Ultimately bringing about growth and development.
The plan of study also helps us know the core – requirement that are mandatory for every individual to successfully complete the degree. Having all the information in advance, makes the decision making process easier and also helps us get started with our work to aid us in learning effectively.

Plan of Study & Academic Advising Assignment

The Masters in Educational Psychology program in George Mason University offers three concentration: 1. Learning, motivation and cognition 2. Assessment, Evaluation, and Testing; and 3. Teacher Preparation. An academic advisor would be assigned after the end of the first semester who would help in making the decision of choosing the concentration.

The core courses for all the three concentration remain the same. They are as follows:
All students are required to take a set of core educational psychology courses that will provide grounding in learning, motivation, and development. Following are the required core courses that all the students irrespective of which concentration they choose need to enroll in.
CORE COURSES: (Applicable for all the concentrations)
 EDEP 550: Theories of Learning and Cognition (3 credit hours)
 EDEP 551: Principles of Learner Motivation (3 credit hours) (Prerequisite: EDEP 550 )
 EDEP 632: Human Development (3 credit hours)

All students are required to take courses, which will enable them to conduct research intended to answer a question within an educational or organizational setting.
CORE COURSES (Applicable to all the concentrations)
 EDRS 531: Educational and Psychological Measurement (3 credit hours)
 EDRS 620: Quantitative Inquiry in Education (3 credit hours) (Prerequisite of EDRS 590 (Educational Research) or appropriate prior experience or coursework)
 EDRS 621: Qualitative Inquiry in Education (3 credit hours) (Prerequisite of EDRS 590 (Educational Research) or appropriate prior experience or coursework)

Educational Psychology, MS Concentration in Learning, Cognition & Motivation (EDPL) (30 Credit Hours)
Concentration Courses: Learning, Cognition and Motivation (12 Hours)
 EDEP 652: Process of Learning and Development (3 credit hours) (Required)
Students are expected two either do a project or a thesis as a requirement to complete their masters – CAPSTONE
A. EDEP 798: Directed Reading, Research, and Individual Projects in Educational Psychology (3 credit hours)
OR
B. EDEP 799: Thesis in Educational Psychology (3 credit hours)
Plus two from the following:
EDEP 653: Culture and Intelligence (3 credit hours)
EDEP 654: Learning, Motivation, and Self-Regulation (3 credit hours)
EDEP 655: The Neuroscience of Learning and Cognition (3 credit hours)
EDUC 597: Special Topics in Education (1-6 credit hours) (Must register for 3 credits. Focus on learning, cognition and/or motivation)

Educational Psychology, MS Concentration in Assessment, Evaluation, and Testing
Concentration Courses: Assessment, Evaluation and Testing (12 Hours)
 EDEP 591: Data-Driven Decision Making for Continuous Educational Improvement (3 credit hours)(*) OREDRS 630: Educational Assessment (3 credit hours)
Plus one from below:
 EDEP 594: Data-Driven Decision-Making Application in Education Contexts (3 credit hours)(*)
OR
 EDEP 798: Directed Reading, Research, and Individual Projects in Educational Psychology (1 credit hour) OREDEP 799: Thesis in Educational Psychology (1 credit hour)
Six Credits from the following:
 EDRS 631: Program Evaluation (3 credit hours)
 EDEP 593: Data-Driven Decision Making: Analysis and Interpretation of Assessment Data (3 credit hours)(*) OR EDEP 650: High-Stakes Assessment and Accountability Systems (3 credit hours)
 EDEP 592: Data-Driven Decision-Making: Development of Assessments (3 credit hours) OR EDEP 651: Modern Measurement with Applications in Education and the Behavioral Sciences (3 credit hours)
 PSYC 541: Survey Research (3 credit hours)
 PSYC 557: Psychometric Methods (3 credit hours)
 EDUC 597: Special Topics in Education (when topic is focused on research methodology assessment, evaluation, and/or testing. Must register for 3 credits)

Educational Psychology, MS – Concentration in Learning and Decision- Making in Leadership (30 credit hours)
Concentration Course Work (12 credits)
 EDEP 591: Data-Driven Decision Making for Continuous Educational Improvement (3 credit hours)
 EDEP 653: Culture and Intelligence (3 credit hours)
 EDEP 798: Directed Reading, Research, and Individual Projects in Educational Psychology (3 credits)
Choose one from the following:
 EDEP 654: Learning, Motivation, and Self-Regulation (3 credit hours)
 EDRS 630: Educational Assessment (3 credit hours)
 EDRS 631: Program Evaluation (3 credit hours)

I would like to choose the core courses initially having completed with the core courses, I would then like to choose the more specialized course. Since at this point of time in the program I am not yet sure which concentration to choose.
The aspect of professional life that I would like to develop and cultivate is research skills at the same time to be able to develop networking. I think both these skills are extremely important from the point of view of doing well in the field.

I have learnt how to juggle things, though I am not that efficient at it, I am still learning, but nonetheless I am learning how to juggle efficiently without getting stressed out about it.
I think I need to learn how to plan. I lack the ability to plan effectively, which I believe is quite necessary in order to do well not just in graduate school but also in life. Because planning is connected to not just planning our day, but also managing time well. It also encompasses being able to organize things and bring order and structure – in a way that disciplines us. It helps in maintain a good life – physically and mentally. Since we get our work done on time, we don’t have to get stressed about completing our assignments. So the ability to plan effectively is definitely a skill that I want to develop.
Having said that, I think I have adjusted to George Mason University quite well. There is still a lot that I need to explore and learn. But I have able to adapt to the university culture. There is a lot of diversity and that is the best part about being in a Foreign University. I have attended some of the events organized, meet new people, learnt about the different perspective people have. All of this has broaden my way of thinking and has made me open to new experience.