This long list contains worldwide public, private, non-profit, and commercial organizations and associations relating to instructional psychology and technology.
American Educational Research Association (AERA)
The American Educational Research Association is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results.
American Psychological Association (APA)
This is the leading scientific and professional organization representing psychology in the United States, with more than 146,000 researchers, educators, clinicians, consultants, and students as its members.
Association for Educational Communications & Technology (AECT)
The mission of the Association for Educational Communications and Technology is to provide leadership in educational communications and technology by linking professionals holding a common interest in the use of educational technology and its application to the learning process.
Association for the Study of Higher Education (ASHE)
ASHE is a scholarly association dedicated to higher education as a field of study in a range of areas including collegiate education, administration, leadership, and policy. ASHE members include faculty members, doctoral students, and researchers working in non-university settings, including government, think-tanks, and advocacy organizations.
National Consortium for Instruction and Cognition (NCIC)
The purpose of NCIC is to conduct, publish, and disseminate educational research, especially as such research relates to the cognitive processes involved in instructional sequences. We promote and actively support communication among those who produce or are seriously interested in the results of educational research.
Scholarly Consortium for Innovative Psychology in Education (SCIPIE)
This is a professional organization devoted to the study of psychology in education.
Society for Research in Child Development (SRCD)
The Society for Research in Child Development is a multidisciplinary, not-for-profit, professional association with a membership of approximately 5,500 researchers, practitioners, and human development professionals from over 50 countries. The purposes of the Society are to promote multidisciplinary research in the field of human development, to foster the exchange of information among scientists and other professionals of various disciplines, and to encourage applications of research findings.
Faculty Research Concentrations
Research teams composed of faculty and graduate students actively conduct both theoretical and applied research in one or more of the following areas, and at the various intersections of these areas:
Graduate Teaching Assistants are employed by the department of Educational Psychology to teach a variety of undergraduate classes. GTAs work under the supervision of Science of Psychology, Data, and Research in Education (SPDRE) faculty. The faculty member and GTA jointly plan projects, activities, exams, etc. to assure similarity across multiple sections of a course.
GTA positions are typically nine-month appointments; that is, they incorporate both the fall and spring semesters.
International students must complete all requirements through the OU English Assessment Program related to the holding of teaching assistantships before they apply for a GTA position.See your advisor or Dr. Heddy for information about the department's policy regarding payment for these tests.
Descriptions of the courses and the background knowledge required to be selected as a GTA for each course can be found on the link below
Course Descriptions and Expected GTA Qualifications (PDF)
Students who wish to be considered for any of the GTA positions noted below should make their interest known by submitting the following to Ben Heddy, Program Area Coordinator, Science of Psychology, Data, and Research in Education, Room 100, Collings Hall:
The GTA assignments are typically announced before the beginning of the spring semester so that students can sit in on their assigned class during the that semester in preparation for teaching in the fall.
Research Assistants (RAs) are employed by the department of Educational Psychology to assist faculty members in their programs of research. In some cases RAs also assist the department chairperson or program area coordinators with administrative tasks.
RA assignments are typically nine-month appointments; that is, they incorporate both the fall and spring semesters.
Students wishing to be considered for an RA position should submit the following to Ben Heddy, Program Area Coordinator, Science of Psychology, Data, and Research in Education, Room 100, Collings Hall:
RA assignments for the following academic year will be announced before the end of the spring semester.
The Graduate Fellowship in Science of Psychology, Data, and Research in Education will be awarded each academic year to one outstanding applicant to the Science of Psychology, Data, and Research in Education program. The award includes:
Eligibility
The Science of Psychology, Data, and Research in Education Graduate Fellowship may be awarded to a student who:
Application Procedures
Full admission to the Science of Psychology, Data, and Research in Education program involves application to both the Science of Psychology, Data, and Research in Education program and the OU Graduate College.
To apply to the Science of Psychology, Data, and Research in Education program, applicants must submit the following to: Department of Educational Psychology, 820 Van Vleet Oval, Norman, OK 73019-2041:
Applicants must also apply to the Graduate College of the University of Oklahoma, 730 Elm Ave., Robertson Hall 213, Norman, OK 73019. The Graduate College application form, and information about application procedures, can be found at gradweb.ou.edu
Application Deadline
For fullest consideration, applications should be received by Feb. 1.
