• CILT Cognition, Instruction, and Learning Technology

How do people think and learn and how can an understanding of cognition be put into practice to design learning and literacy environments?

This is the central concern of the Cognition and Instruction program. The Department of Educational Psychology at the University of Connecticut (UConn) sponsors Doctoral, Master's degrees, and a Sixth Year certificate, in Cognition, Instruction & Learning Technology. The graduate programs focus on applying theory and research on learning, thinking, literacy and teaching, to instructional practice for learners of all ages. Core courses focus on research methods, perception, learning, cognition, cognitive development, research methods, instructional theories and models derived from cognitive science.


  • Dr. Katherine Picho, CILT Graduate
    Dr. Katherine Picho, CILT Graduate and now Assistant Professor in the F. Edward Hebert School of Medicine at Uniformed Services University in Bethesda Maryland is active member of the National Capital chapter of the UConn Alumni Association. Read about Kathy’s field trip here http://uconnalumni.com/husk-e-news/2014/03/national-capital-chapter/
    Posted on August 19, 2014
  • CILT Alum Tim Dowding Recognized
    CILT Alum Tim Dowding Recognized for Wide-reaching Efforts http://spotlight.education.uconn.edu/2014/neag-alum-recognized-for-wide-reaching-efforts-to-convert-agricultural-waste-into-much-needed-goods-2/
    Posted on August 19, 2014

Program Overview

The Department of Educational Psychology (EPSY) has a Ph.D., Masters and Sixth-Year program in Educational Psychology: Cognition, Instruction & Learning Technology (CILT).

Program Philosophy

We approach learning and instruction from an applied perspective. Our work is at the nexus of theory, research, and educational practice, with an emphasis on how technology can be wisely applied to enhance the way we think and learn.

Our faculty are active scholars committed to providing students with opportunities to develop the knowledge and experiences necessary to support both teaching and learning across various formal and informal educational settings (e.g., K12 schools, higher education, corporate training).

Our approach to learning and instruction is informed by multiple cognitive perspectives, including: creativity, situated cognition, information processing, new literacies, constructivism, sociocultural theory, and dialogic perspectives. Moreover, we view emerging technologies as neutral contributors to the creation of innovative learning ecologies. Consequently, we aim to prepare scholars and practitioners who are well versed in different perspectives on teaching and learning and capable of critically evaluating the effectiveness of instructional technologies and techniques across different populations and contexts (including virtual, traditional face-to-face, and blended).

Our graduate program is designed to be small. This ensures that our students have access to mentoring from faculty and opportunities to tailor their learning in our program to meet their own professional goals and aspirations.

Program Purpose & Contribution

The central aim of our program is to prepare scholars and practitioners whose primary interests involve developing and applying theory and research to support learning, cognition, instruction, and wise use of technology in various settings. Our program also has the goal of contributing to the learning and professional work of students outside of our program, including students in the Neag School of Education, the broader UConn community, and practicing professionals. A few key features of our program include:

  • Contributing to Undergraduate Studies. Our faculty and graduate students teach introductory educational psychology courses to large numbers of undergraduate students at UConn.
  • Providing Specialized Coursework in Cognition, Instruction, and Learning Technologies. We offer advanced and specialized coursework for graduate and professional students interested in developing an applied understanding of cognition, instruction, and learning technologies.
  • Providing Opportunities for Research and Applied Experiences. Our faculty are active scholars who provide their students with opportunities to work on scholarly publications, presentations, and grant funded projects. We also provide opportunities for students to engage in applied experiences tailored to their professional goals and aspirations.