new york university psychology phd program

Counseling Psychology (PhD)

Program description, career opportunities, licensure and accreditation.

The PhD Program in Counseling Psychology is fully accredited by the American Psychological Association (APA). Counseling psychologists are defined as those who enter into professional relationships with individuals and groups and bring to those relationships knowledge of psychology as a science, knowledge of counseling theory and research, a personally integrated theory of counseling, and an ethical responsibility.

The major principles underlying the Program in Counseling Psychology are a focus on a developmental understanding of clients; commitment to a health model of intervention; and appreciation of the gendered, cultural, and institutional contexts of people’s lives, as these contexts affect both clients and counselors.

The program follows the scientist–practitioner model of training and is organized in three areas: general psychology, including statistics and research methodology; counseling and vocational psychology; and patterns of learning experiences designed to meet the professional goals of program matriculants.

In addition to course requirements, students must pass a comprehensive examination to be admitted to candidacy, complete a full-year, full-time internship; have an approved dissertation proposal and dissertation; and pass a final oral examination of the dissertation.

Graduates of the program are eligible to sit for the New York State psychology licensing examination and are prepared to practice in diverse settings such as colleges, clinics, hospitals, and community agencies, as well as pursue careers in research and teaching.

Graduates of the program become fully qualified psychologists with specialized training in counseling and are eligible for licensure by the state. Learn more about licensure requirements in those states in which students are doing learning placements.

The Counseling Psychology program has been fully accredited since 1981 by the American Psychological Association, Office of Program Consultation and Accreditation, 750 First Street, NE, Washington DC 20002-4242 (202-336-5979). Questions related to the program's accreditation status may be directed to this office.

Admission to graduate programs in the Steinhardt School of Culture, Education, and Human Development requires the following minimum components:

• Statement of Purpose
• Letters of Recommendation
• Transcripts
• Proficiency in English

See  NYU Steinhardt's Graduate Admissions website  for additional information on school-wide admission. Some programs may require additional components for admissions.

See How to Apply for admission requirements and instructions specific to this program.

Program Requirements

Additional program requirements.

For completion of the doctorate, 69-72 credits beyond the bachelor's degree are required. Additionally, as part of undergraduate or other graduate work, 18 credits in psychology including a course in statistics are prerequisites to the PhD program. In the Counseling Psychology required curriculum (53-56 credits), students complete work in counseling theory and process, cross-cultural counseling, group counseling, abnormal psychology, psychological measurement, program seminar, seminar in counseling theory, clinical assessment, statistics and research design, and practica in individual counseling, clinical intake and diagnosis, and counselor training and supervision. Students also must take two counseling psychology specialty electives (6 credits); and statistics and research design electives (10 credits).

Students also must complete departmental and state licensure course requirements covering measurement, history and systems, principles of learning, personality, developmental psychology, social psychology, and the biological basis of behavior (21 credits). In addition to course requirements, students must pass a comprehensive examination to be admitted to candidacy, complete a full-year full-time internship, have an approved dissertation proposal and dissertation, and pass a final oral examination of the dissertation.

Sample Plan of Study

APSY-GE 2657 Individual Counseling: Theory and Process must be taken as the first elective if a student enters without a counseling degree

Learning Outcomes

Upon successful completion of the program, graduates will:

• Fulfill the multiple roles of professional psychologists.
• Demonstrate a high level of ethical sensitivity and behavior in their professional roles.
• Knowledgeable in counseling/clinical theory, research, and practice.
• Are knowledgeable about the research process and the creation of new knowledge.
• Attain awareness, knowledge, skills, and attitudes to work effectively with diverse populations.
• Understand optimal adaptive and maladaptive human functioning across the lifespan.
• Have a professional identity of a counseling psychologist and who are able to acquire additional knowledge appropriate to this specialty.
• Demonstrate understanding of  how to maximize psychological flourishing within individuals and across populations and settings.

Fieldwork Placement

Stem opt benefits for international students, nyu policies, steinhardt academic policies.

Be advised that fieldwork placement facilities that provide training required for your program degree, and agencies that issue licenses for practice in your field of study, each may require you to undergo general and criminal background checks, the results of which the facility or agency must find acceptable before it will allow you to train at its facility or issue you a license. You should inform yourself of offenses or other facts that may prevent obtaining a license to practice in your field of study. NYU Steinhardt will not be responsible if you are unable to complete program requirements or cannot obtain a license to practice in your field because of the results of such background. 

If you’re an international student, you may be able to work in the United States after graduation for an extended period of time. Most students studying on F-1 visas will be eligible for 12 months of Optional Practical Training (OPT) off-campus work authorization. F-1 students in this program may also be eligible for the STEM (Science, Technology, Engineering, or Mathematics) OPT extension, allowing you to extend your time in the United States to pursue degree-related work experience for a total of 36 months or 3 years. For more information on who can apply for this extension visit NYU’s Office of Global Services: STEM OPT .

University-wide policies can be found on the New York University Policy pages .

Additional academic policies can be found the  Steinhardt academic policies page . 

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• Program of Study
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Department of Psychology

as.nyu.edu/psychology 6 Washington Place, Room 423, New York, NY 10003-6634 • 212-998-7920

Chair of the Department

Professor Rehder

Associate Chair of the Department

Associate Professor Rhodes (Interim)

Director of Undergraduate Studies

Associate Professor Ma

Associate Director of Undergraduate Studies

Professor Hilford

Cognition and Perception Program Coordinator

Professor Landy

Social Program Coordinator

Professor Trope

The Department of Psychology at NYU approaches the study of mind and behavior from many perspectives. Cognitive psychologists focus on perception, memory, attention, language, and thinking. Social and personality psychologists determine how social beliefs, attitudes, and decisions are formed and maintained. Cognitive neuroscientists study features and functions in the brain as they relate to certain mental processes. Developmental psychologists seek to understand factors that affect and influence individuals across various ages. These many perspectives are reflected in undergraduate course offerings, all of which emphasize the scientific basis of psychology.

In addition to its course offerings, the department encourages advanced undergraduates to become involved in faculty research through the Research Experiences and Methods course and the honors program. Highly qualified students are admitted to the honors program in their sophomore or junior year, take honors seminars, participate in primary research, and write an honors research thesis under close faculty supervision.

NYU psychology majors graduate with an excellent academic foundation in psychology and are well-prepared for graduate study in the field. Graduates are accepted by top programs throughout the country. Others go on to careers in law, business, medicine, and education.

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Applied Psychology

Since 1989, the Department of Applied Psychology has been home to some of the best minds and boldest thinking in the fields of psychology and counseling. Unlike other psychology programs that are very focused on theory, simply for theory,  Applied Psychology focuses on understanding, impacting on and informing lived experience in the specific settings and cultural contexts.

The Applied Psychology faculty do very solid, integrative, and theoretical work, by using varied methodologies but our interest is always in the question –  how does this matter for real people?  Individually, in the family context, and in communities in the U.S. and globally.

When you come to and come through any of our programs, you’re going to be the kind of scholar that can answer the question –  how does culture manifest itself in relation to the questions that I’m asking.  You’re going to be introduced to methodologies that will allow you to answer those questions in fine-tuned and thoughtful ways. You’re going to be able to apply that knowledge in a way that really transforms people’s lives globally.

Undergraduate Degrees

Bachelor of Science Applied Psychology

Applied Psychology combines theory, research, and applications to real-world problems. Prepare for graduate study or a career in psychology or related fields.

Bachelor of Science Global Public Health / Applied Psychology

This major bridges psychology and public health principles with the goal of improving health outcomes among diverse populations.

Master's Degrees

Master of Arts Counseling for Mental Health and Wellness On-Campus Degree

This master’s degree is designed for aspiring mental health counselors who want to treat mental illness and help clients reach their potential.

Master of Arts Human Development Research and Policy

This program will prepare you to understand human development across the lifespan as well as the psychological, cultural, and socio-ecological factors that influence the contexts and systems in which people develop.

Master of Arts School Counseling and Bilingual School Counseling Online Degree

NYU Steinhardt’s online master of arts in School Counseling is designed to equip aspiring pre-K–12 counselors in preparing them for certification and employment in public and private schools across the country.

Doctoral Degrees

Doctor of Philosophy Counseling Psychology

Build on your knowledge of counseling psychology and prepare for a career as a psychologist in community agencies, clinics, hospitals, or private practice.

Doctor of Philosophy Developmental Psychology

Gain a strong foundation in developmental theories and cutting-edge research tools and methods for studying development in context.

Doctor of Philosophy Psychology and Social Intervention

Prepare for a career as a social scientist who can understand, transform, and improve the contexts and systems in which humans develop across the lifespan.

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P: 212-998-5555 E: [email protected]

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Degrees and Fields of Study

• General Psychology (Non-Degree)

M.A. in General Psychology

M.a. in industrial/organizational psychology.

• Ph.D. in Cognition and Perception
• Ph.D.  in Social Psychology (Social, Personality, and Organizational)
• Ph.D.-J.D. in Cognition and Perception/Law (Dual Degree)

See also  Neural Science .

Application Deadlines

Applications and all supporting materials must be  submitted online by 5PM  Eastern Time. If a listed deadline falls on a Saturday, Sunday, or U.S. federal holiday, then the next business day will be the actual deadline.

Non-Degree & M.A. in General Psychology Programs

• March 1 : Fall admission
• October 1 : Spring admission

M.A. in Industrial/Organizational Psychology Program

• February 15 : Fall admission

All Ph.D. Programs

• Ph.D.-J.D. applicants must submit two separate applications — one to GSAS, and another to NYU Law. Please consult NYU Law Admissions for the J.D. application deadline.

Requirements

In addition to the general application requirements, the department specifically requires:

Test Scores

• Please  do not send  GRE test scores — they will not be reviewed by our Admissions Committee. 

TOEFL/IELTS

Applicants must submit official TOEFL or IELTS scores unless they:

Are a native English speaker; OR

Are a US citizen or permanent resident; OR

Have completed (or will complete) a baccalaureate or master's degree at an institution where the language of instruction is English.

Statement of Academic Purpose

Please describe briefly and concisely your past and present academic, research and/or professional accomplishments as they relate to your intended field of study, your educational objectives while at NYU, and your career goals following the master's program. State your specific area of specialization in the general master's program in psychology and include your reasons for choosing this field of study. What specific goals and objectives do you have for applying to NYU? The statement should be concisely written, in a professional/academic, rather than a personal/informal style, and should not exceed two double-spaced pages.

All Other Programs

In a concisely written statement, please describe your past and present work as it relates to your intended field of study, your educational objectives, and your career goals. In addition, please include your intellectual and professional reasons for choosing your field of study and why your studies/research can best be done at the Graduate School of Arts and Science at NYU. The statement should not exceed two double-spaced pages.

Writing Sample

Writing sample not required.

Special Instructions

All m.a. programs.

Please refer to the  department website  for coursework prerequisite requirements.

The department requires you to submit a case study and short video statement as part of the Case Study assignment.

Ph.D. in Social Psychology

Please refer to the  Applicant Statement page for instructions on the Statement on Quantitative and Programming Skills Preparation.

All Other Ph.D. Programs

The Ph.D. programs in Psychology offer the opportunity to conduct research in New York or NYU Abu Dhabi . Applicants to the Abu Dhabi track should indicate their interest in the campus section of the application.

Non-Degree Program

Non-degree applicants to General Psychology (PSYC) who are U.S. citizens or permanent residents, or applicants who hold a current H1-B visa, must use the online application to apply. Other non-degree applicants must follow special instructions — refer to  Application Policies . As part of the application, all applicants must provide:

• One (1) letter of recommendation
• Final and official academic transcripts showing proof that the bachelor’s degree or equivalent was conferred, including all courses with grades received
• TOEFL required of all applicants who are not native English speakers (see Test Scores )

For non-degree applicants, the GRE and additional letters of recommendation are optional (please leave items blank on the application if you do not provide). The statement of academic purpose should explain why you want to attend the program as a non-degree student. Note: Not all courses are available to non-degree students due to enrollment limits, courses that are only open to degree-seeking students or courses that require prerequisites that must be taken in the master’s program.

Useful Links

• GSAS Bulletin
• Department Website
• Application Portal
• Back to Programs, Requirements and Deadlines

The Graduate School of Arts and Science reserves the right to change this information at any time. This page supersedes all previous versions.

Last updated August 2023.

PhD vs Masters in Psychology

Key Takeaways

• A master’s degree in psychology takes about 2-4 years to complete, while a PhD takes 4-7 years to complete.
• A master’s degree in psychology prepares graduates for careers in counseling, therapy, or organizational psychology.
• A PhD in psychology can offer a deeper expertise and broader opportunities in research, academia, and specialized fields.

Are you stuck at a point in your career despite having a bachelor’s degree in psychology? Acquiring an advanced degree can help you progress and pursue rewarding career opportunities. This comprehensive guide on PhD vs master’s in psychology covers all that you’ll need to know to make an informed decision.

Featured Programs

Phd vs master’s in psychology.

Individuals seeking an advanced degree in psychology have two options: A PhD (Doctor of Philosophy) in psychology and a master’s in psychology (either an MA, Master of Arts, or an MS, Master of Science).

Your choice will significantly influence your career trajectory. A PhD is typically research-focused and oriented towards academia, while a master’s program is often more practice-oriented and can lead to licensure for clinical work.

When choosing between a master’s in psychology and a PhD, it’s crucial to consider your career aspirations, academic interests, time availability, and financial resources to make the best decision for your future.

Overview of PhD in Psychology

PhD in psychology , also known as a doctorate in psychology or doctoral degree, is a graduate degree that emphasizes original research and is designed for those aiming to become professors or researchers in academia or clinical psychologists. The program dives deep into complex statistics and research methodologies. You’ll typically need a bachelor’s degree and sometimes a master’s as a prerequisite.

A PhD program will often include comprehensive examinations, a thesis based on original research, and a longer timeline for completion, usually between 4 to 7 years. Due to the rigorous research component, many PhD programs offer various forms of funding, including assistantships, which may cover tuition and offer stipends.

Graduates with a PhD may pursue careers in a range of fields including health services, law, business, and government. Additionally, obtaining a doctoral degree is necessary for those looking to achieve licensure as a practicing psychologist.

Overview of Master’s in Psychology

Master’s in psychology, which can be obtained as a Master of Arts (MA) or a Master of Science (MS), generally takes a shorter time to complete than a doctorate—around 2 to 4 years. A master’s degree  typically requires about 30 credits of graduate-level coursework and may include a capstone project or thesis.

The master’s curriculum focuses on giving you practical experience through fieldwork or internships, preparing you for careers in areas such as school psychology, family therapy, or counseling psychology. With a master’s degree, you can expect to work in varied settings like hospitals, private practice, educational institutions, or business corporations.

Although a master’s degree may provide various career opportunities, for certain positions, especially those in clinical settings where you’re looking to work with patients, further licensure might be necessary. Additionally, those with a master’s degree may also work as research assistants in larger research projects, under the guidance of PhD holders.

A Comparison Between PhD and Master’s in Psychology

Before deciding between a PhD and a master’s in psychology, it’s important to understand how these degrees prepare you for different career paths and involve different financial and time commitment levels.

Similarities

• Prerequisite : Master’s and PhD degrees equip you with a deeper understanding of psychology  and a completed bachelor’s degree  is required to enroll.
• Research : In both programs, you will complete research projects to varying degrees and gain extensive knowledge of psychology.
• Employment : Both programs prepare you for diverse career opportunities within the field of psychology, such as positions in academia, clinical settings, or business.

Master’s and PhD degrees equip you with a deeper understanding of psychology, and require you to have completed a bachelor’s degree . In both graduate programs, you’ll be involved in research projects to varying degrees and gain foundational knowledge that can contribute to diverse career opportunities within the field of psychology, such as positions in academia, clinical settings, or business.

Differences

• Education : A PhD is usually focused on preparing you for a career in academia or advanced research positions. You will spend a significant amount of time conducting original research and completing a dissertation. Whereas, a master’s degree typically takes less time and is often seen as a stepping stone to a doctoral degree or a terminal degree.
• Licensure and career: If you’re aiming for roles that require licensure, like a licensed therapist or clinical psychologist, the path can differ. PhD programs usually include the required internships and practical experiences for licensure. Some master’s programs may also include them but most often require additional supervised clinical hours post-graduation.
• Time required: Completing a PhD can take anywhere from 4 to 7 years, whereas a master’s program can be finished in 1 to 3 years.
• Graduate school demand: Acceptance to PhD programs can be highly competitive due to funding opportunities like assistantships that cover tuition and offer stipends. For master’s programs, funding is less common, and they’re generally in higher demand.
• Tuition and funding : PhD students often receive tuition waivers and stipends through teaching or research assistantships, while master’s students may need to rely on scholarships, loans, or out-of-pocket payments to fund their program.

Major Distinguishing Factor

The most prominent distinction lies in the focus of the degree: A PhD is research-intensive, aiming to produce scholars who contribute original research to the field and may continue to teach or lead advanced studies. On the other hand, a master’s degree is more about direct practical application, preparing you for immediate employment within various psychology-related roles .

Whether you pursue a PhD in psychology for an academic or high-level research career or opt for a master’s to begin work sooner in a practical setting, understanding these differences is vital for aligning your education with your career aspirations.

When to Consider a PhD in Psychology

Enrolling in a PhD in psychology program signifies a commitment to deepen your expertise in the field and is a step in the right direction if your career aspirations include academia or high-level research positions. If you’re driven by a passion for original research and have a strong desire to contribute to the body of knowledge in mental health, a doctoral program is what you should aim for.

• Academic and teaching careers : With a PhD, you become qualified for faculty positions at universities where you can teach, mentor graduate students, and lead significant research projects.
• Higher salary potential : Although it depends on several factors, a PhD graduate may earn a higher salary than a master’s graduate, especially in roles like university professor or specialty researcher.
• Licensure and professional recognition : A PhD is often required for licensure as a clinical psychologist. This credential is important for practicing independently or holding senior clinical positions.

Here’s a quick breakdown of careers where a PhD is particularly beneficial:

With the demand for mental health professionals on the rise, job opportunities also expand. Your contribution to graduate studies could affect change and influence the direction of your chosen field. Additionally, funding for a doctoral program, though competitive, often covers tuition and provides a stipend, easing financial obstacles in your educational journey.

Remember, a PhD is a long-term investment in your education and career. It’s tailor-made for those who envision a future steeped in research, education, and advancing the psychological sciences.

When to Consider a Master’s in Psychology

If you’re contemplating higher education in psychology or aiming to improve and increase your career prospects without the extensive commitment of a doctoral program, a master’s in psychology  could be the right fit for you.

• Career and licensure:  If you desire to start practicing sooner, many roles in counseling, social work, and mental health require only a master’s degree for entry. This path can lead to licensure as a professional counselor or a marriage and family therapist, getting you into the field quicker.
• Education and teaching:  For teaching at a high school or community college level, a master’s degree is often enough. Educational institutions value the focused expertise a master’s program provides.
• Cost and duration:  Financial considerations are vital. Master’s programs generally take less time - typically 2 years - and psychology master’s programs present more affordable tuition options  compared to a PhD, meaning less potential student debt.
• Job opportunities:  With a growing demand for mental health professionals, a master’s degree can open various career opportunities in both government and private practice. Employers appreciate the diversity of skills that graduates bring to a wide array of jobs in the field.
• Funding:  While funding is more limited at the master’s level than for PhD programs, the general investment is often lower. This balances out, especially when considering the earlier salary earning potential due to a shorter education period.

Remember, you want to align your educational choices with your career aspirations. If your goal is to make an impact in the mental health sector without a focus on research or academia, a master’s degree could be your gateway to a rewarding professional journey.

PhD vs Master’s in Psychology: Which is Better?

When deciding between a PhD and a master’s in psychology, consider your career goals and the skills required. Each program equips you with a different set of credentials.

Master’s in psychology:

• Education : Requires less time, typically 1-2 years
• Career opportunities : Primarily suited for those seeking to enter the workforce quickly Job roles may include human resources, market research analysts, and social services managers
• Licensure : A master’s may lead to licensure for clinical practice in some states
• Tuition : Often less expensive due to the shorter duration of the program
• Salary and earnings potential : Pays less than a PhD graduate

PhD in Psychology:

• Education : A more extensive educational journey, often 4-7 years, including a dissertation
• Career opportunities : Ideal if you are aiming for a career in academia, teaching at the university level, or high-level research positions
• Licensure : Offers a pathway to becoming a licensed clinical psychologist
• Tuition : Psychology doctoral programs  can be more expensive, they may also offer more funding opportunities, such as stipends and teaching assistantships
• Salary and earnings potential : Generally higher due to the qualifications for specialized and senior roles

Industrial-organizational psychologists  and clinical psychologists  are examples of roles where a doctorate might significantly impact your earnings potential and job market competitiveness. A doctoral program prepares you for rigorous research and academic responsibilities, potentially in the field of mental health.

Deciding which is “better” between a PhD or a master’s degree heavily relies on your personal career trajectory and how you define success within the area of psychology. If your aim is to quickly join the workforce within a clinical setting or a corporate environment, a master’s could serve your needs. Should your aspirations include teaching at the university level or conducting advanced research, a PhD will offer you the necessary credentials.

Related Questions

Is a master’s in psychology the same as a phd.

Master’s programs in psychology and related fields vary in their emphasis on research. While some may include research components, others may focus more on practical applications. It’s important to research individual programs to determine their research orientation and align them with your career goals.

How long is a PhD in psychology?

Pursuing a PhD in psychology is a rigorous journey , typically lasting between 4 to 7 years. This duration includes advanced coursework, extensive research endeavors, and the completion of a dissertation. The exact timeline can vary based on factors such as program structure, research focus, and individual progress.

Is it better to have a Master’s or PhD?

Both degrees are valuable. A PhD offers deeper expertise and broader opportunities in research, academia, and specialized fields. A master’s degree provides valuable skills for careers in counseling, therapy, or organizational psychology.

When choosing between a PhD and master’s degree, it’s important to reflect on your professional aims and the kind of educational experience you prefer. While a master’s program provides foundational knowledge and professional skills, a PhD will allow you to go deeper into research methodologies and advanced scholarly study.

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Board of Trustees Recognizes Faculty Members

Congratulations to the 23 members of the faculty who were awarded promotions and/or tenure by the Ithaca College Board of Trustees at its May meetings.

The biographies of the faculty members were provided by their respective schools.

AWARDED PROMOTION FROM ASSOCIATE PROFESSOR TO PROFESSOR Department of Theatre and Dance Paula Murray Cole (M.F.A. Southern Methodist University) teaches acting, voice, and movement. Her professional work is centered on the development and dissemination of Rasaboxes, a suite of exercises originally devised by Richard Schechner. She co-authored and edited the first book dedicated to the exercises, “Inside the Performance Workshop: A Sourcebook for Rasaboxes and Other Exercises” (Routledge 2023), and co-authored “The Actor As Athlete of the Emotions: The Rasaboxes Exercise” for the book “Movement For Actors (2nd Edition, 2017), edited by Nicole Potter, Barabara Adrian, and Mary Fleischer. She has taught performance workshops at New York University, the University of Tennessee at Knoxville, the Dell’ Arte International School of Physical Theatre, Brown University, and Rose Bruford College and has presented Rasaboxes at conferences and workshops in Israel, Montreal, Turkey, Singapore, China, and Poland.

Department of Occupational Therapy Melinda Cozzolino (P.P.O.T.D. Creighton University) teaches courses in neuroscience, mental health, and research. She received the founding grant for the Center for Life Skills, an interdisciplinary program at Longview for adults with chronic neurological conditions. This program has operated for over 20 years and has provided experiential learning for thousands of students and therapeutic services for hundreds of community members. She is a prolific scholar in the areas of interprofessional education and supporting mental health and is an advocate for mental health at the local, regional, and national levels.

Department of Theatre Studies Chrystyna Dail (Ph.D. University of Maryland) serves as director of the Integrative Core Curriculum. Her area of specialization is theatre history, with research interests in U.S. social activist performance, labor theatre, 20th-century Ukrainian-American performance, and the representation of witches in performance. Her book, “Stage for Action: U.S. Social Activist Theatre in the 1940s,” is part of the Theater in the Americas series published through Southern Illinois University Press, and her chapter, “Driving Race Work: The UAW, Detroit, and Discrimination for Everybody!” is included in the edited collection “Working in the Wings: New Perspectives on Theatre History and Labor.” Additionally, her chapter on Margo Jones is included in the eight-volume book series The Great North American Stage Directors published through Methuen Drama. She is currently writing a book about theatrical stagings of the Salem witchcraft crisis by female-identifying artists, and is the book review editor of Theatre Survey, which is published through Cambridge University Press.

Department of Philosophy and Religion Serge Grigoriev (Ph.D. Temple University) imbues the array of courses that he teaches with his ready sense of humor and his gift for oratory. In his classes, laughter is a regular feature, allowing students to enjoy themselves intellectually as they grapple with complex material. His research focuses on pragmatism and the philosophy of history, and he has published prodigiously, producing original, philosophically significant, and refreshingly readable scholarly work. He has been a generous citizen of the college, bringing thoughtful insights to the H&S Faculty Senate, the C.P. Snow Lecture Series Committee, and the Faculty Grievance Committee, to name just three of his service endeavors.

Department of Management Narges Kasiri (Ph.D. Oklahoma State University) bridges theory and practice in her courses in operations management and business analytics. She has integrated cutting-edge technology, including generative AI, into the curriculum. Her collaborative projects with local businesses allow students to apply their skills in real-world settings, enhancing both their learning experience and IC’s engagement in the community. As a scholar, she has earned prestigious honors such as the Fulbright Innovation Award and a grant from HSBC’s Sustainability Office.

Department of Exercise and Athletic Training Patrick McKeon (Ph.D. University of Virginia) is best described as a teacher/servant/scholar. He teaches both graduate and undergraduate students to better understand research and its application to their clinical practice. He serves the department as the Athletic Training Clinical Education Coordinator, the college as chair of the Institutional Review Board and his profession as an editor of two prestigious professional journals. He is also a well-respected scholar, serving as an Executive Council member of the International Ankle Consortium and mentoring numerous students each year to present their own research at local, regional, and national conferences.

Department of Music Education James Mick (Ph.D. Florida State University) teaches undergraduate and graduate courses in string pedagogy, orchestral rehearsal techniques, instrumental conducting, and the psychology of music teaching and learning. In 2020 he was honored with Ithaca College’s Faculty Excellence Award. Recent all-state orchestra appearances include Alabama, Florida, Georgia, Kentucky, New York, Ohio, and Wyoming. Internationally, he has worked with student ensembles in the United Kingdom and Belgium. He served as music director and conductor of the Rochester Philharmonic Youth Orchestra from 2015 to 2023. During his tenure the RPYO held annual side-by-side performances with the Rochester Philharmonic Orchestra at Eastman Theatre’s Kodak Hall and performed at Carnegie Hall in New York City and the Kennedy Center in Washington D.C. A popular clinician, he has presented at numerous state, regional, and national conferences including the American String Teachers Association National Conference and the Midwest Clinic: An International Band & Orchestra Conference.

Department of Music Theory, History, and Composition Alexander Reed (Ph.D. University of Pittsburgh) is the author of the books “Assimilate: A Critical History of Industrial Music (2013 Oxford University Press) and “Laurie Anderson’s Big Science” (2021 Oxford University Press). He also co-wrote the volume on the They Might Be Giants album “Flood” (2014 Bloomsbury) for the 33 1/3 book series. He has published in the Journal of Popular Music Studies, Popular Music and Society, Perspectives of New Music, the Journal of Popular Music Education, ImageTexT, Music Theory Spectrum, Music Theory Online, and the Journal of Musicological Research. He is founder and former chair of the Popular Music Study Group of the American Musicological Society and has served on the board of the International Association for the Study of Popular Music’s U.S. branch. He has received awards, fellowships, and residencies at the Rock and Roll Hall of Fame, the Mellon Foundation, Contemporary Arts International, and the Association for Recorded Sound Collections. Active as a musician, he has toured internationally and released seven albums with his bands Seeming and ThouShaltNot. He has also produced dozens of records for others, and his work has aired on MTV and in popular television on series such as “Gossip Girl.”

Department of Music Performance Michael Titlebaum (M.M. Eastman School of Music) is a saxophonist/composer/arranger who serves as Director of Jazz Studies at Ithaca College, where he directs the Ithaca College Jazz Ensemble; coaches combos; and teaches jazz saxophone and courses in jazz standards, arranging, repertoire, and pedagogy. In 2010 he founded the Ithaca College Jazz Ensemble Composition Contest. He also teaches and coordinates the jazz area in the IC Summer Music Academy. He is the author of the book “Jazz Improvisation Using Simple Melodic Embellishment,” published by Routledge/Taylor and Francis in 2021. He has performed and given workshops and lectures at numerous state and national conferences, including the Jazz Education Network, the International Society for Improvised Music, the New York State School Music Association, the New York State Band Directors Association, and the Texas Music Educators Association.

Department of Computer Science Doug Turnbull (Ph.D. University of California) teaches across the computer science curriculum, exhibiting a persistent dedication to making his classes accessible and to providing research opportunities to the largest possible number of students. Students appreciate that he involves them in his research as genuine partners and grants them foundations for future careers. His scholarship has earned wide recognition in the form of NSF and NEA grants that have brought more than $600,000 to IC. He has published widely in the area of music information retrieval, and he recently delivered a keynote lecture at a conference in Singapore. In his service, he has continued his efforts to promote undergraduate research, and he serves on the H&S Faculty Senate. He also engages in service to the music information retrieval research community, nationally and internationally.

Department of Media Arts, Sciences, and Studies Andrew Utterson (Ph.D. Birkbeck College) has expertly taught courses across the Screen Studies curriculum including Film Aesthetics and Analysis, Hollywood and American History, and Fiction Film Theory as well as ICC courses and mini-courses for the Finger Lakes Environmental Film Festival, of which he is now co-director. The focus of his scholarship in film history, theory, and criticism is the intersection between film and new media as well as the changing nature of cinema from production to exhibition.

Department of Exercise and Athletic Training Justine Vosloo (Ph.D. West Virginia University) is a model for faculty within helping professions. She has spearheaded significant improvements to the department’s graduate Sport Psychology and Mental Performance programs. She is an outstanding mentor to students as they present their own research within professional journals and at national conferences and when they consult with student-athletes to improve their mental performance. Finally, she has grown to be a well-respected scholar within her profession as evidenced by her recent keynote lecture, “Reflections on cultural humility, inclusion, and belonging: Current trends and future challenges for the practice of sport psychology when considering the COVID-19 pandemic.”

Department of Music Education Baruch Whitehead (Ph.D. Capella University) is the founding director of the Dorothy Cotton Jubilee Singers, which is dedicated to the preservation of the Negro Spiritual. He also founded the Orff-Schulwerk certification program, a music education that views music as a basic system like language, at Ithaca College and Marshall University, and is the past director of the annual Orff Certification Training Course at Boston University. His other areas of expertise include diversity in music education, gospel music and its preservation within mainstream musical settings, African American music, and the music of the Civil Rights movement. He has been a featured speaker/workshop presenter at many state, national, and international conferences, including the International Arts and Humanities conference in Honolulu and MENC, NYSSMA, NJMEA, and the American Orff-Schulwerk Association national conference. He has taught at the World Music Village in Helsinki, Finland, and continues to present workshops on diversity in music education for state, national, and international conferences.

Department of Strategic Communication Cory Young (Ph.D. Bowling Green State University) regularly teaches Crisis Communication, and this topic is the focus of most of her research. She is an organizational communication scholar whose work also explores risk communication and projects on diversity and inclusion. She has served in many capacities, including administrative roles for her department and for the school’s graduate program as well as for the college as a whole, as director of the Honors Program, a member of All-College Tenure and Promotion Committee, and chair of the Faculty Handbook Committee.

AWARDED TENURE AND PROMOTION FROM ASSISTANT TO ASSOCIATE PROFESSOR Department of Music Performance Mike Truesdell (D.M.A. The Juilliard School) is a percussionist who has performed with numerous ensembles, including the New York City Ballet, International Contemporary Ensemble, and Lucerne Festival Ensemble conducted by Pierre Boulez, and with members of the New York Philharmonic, Metropolitan Opera, Chamber Music Society (New York), and Alarm Will Sound, among others. As an educator, he has previously been on the faculties of the University of Northern Colorado, Rutgers University, and Columbia University. Also engaged with mentoring the next generation, he has taught in the acclaimed Music Advancement Program at The Juilliard School, and founded Wildcat Percussion Camp, a summer percussion program to introduce aspiring percussionists to the spectrum of percussive sounds and techniques.

AWARDED TENURE AT RANK OF PROFESSOR Department of Media Arts, Sciences, and Studies James Rada (Ph.D. University of Georgia) expertly teaches budding journalists how to tell important stories in inventive ways in courses such as Documentary Journalism Workshop and Investigative Journalism. His creative activity includes producing and directing “With Infinite Hope: MLK and the Civil Rights Movement,” among other films he contributed to that tell the history of the movement and the Underground Railroad. He was awarded IC’s Faculty Excellence Award in 2020. He is an active reviewer and judge for several industry professional publications and organizations.

AWARDED TENURE AT RANK OF ASSOCIATE PROFESSOR Department of Media Arts, Sciences, and Studies Andy Watts (M.F.A. Columbia University) is an outstanding teacher who can successfully teach across the various film and television programs in the Roy H. Park School of Communications. His creative work as a screenwriter, director, and producer, combined with a 20-year career as a set lighting technician, directly contribute to his efficacy as an educator, mentor, and colleague. He has demonstrated an exemplary level of service to the department, the school, and the college, while maintaining ties to the industry.

AWARDED PROMOTION FROM ASSISTANT TO ASSOCIATE PROFESSOR Department of Biology Rebecca Brady (Ph.D. University of Texas at Austin) is renowned for her creative teaching of such classes as Human Genetics and Fundamentals of Biology, enlivening them with innovative techniques and placing a firm emphasis on students’ intellectual growth. Her scholarship is integrally connected to her teaching—she has contributed to the biology education literature through her published work in American Biology Teacher and is at work on a study of the flipped classroom. She has mentored student research projects that have resulted in public presentations, and her service contributions have students at their core. As examples, she has judged sessions for the Whalen Symposium and she was a member of the Innovation Scholars Program steering committee, helping to give birth to that vital new program in H&S.

Department of Music Performance Daniel Coakwell (D.M.A. Texas Tech University) teaches in the Voice area of the department, and students and peers alike commend his commitment to promoting a learning environment that prioritizes the mental health and well-being of his students. He also enjoys guest teaching artist residencies at institutions such as El Teatro Teresa Carreño in Venezuela, Yale University, and Dartmouth College. He specializes in the Evangelist and tenor roles of J.S. Bach, and he frequently performs the composer’s major oratorios—St. Matthew Passion, St. John Passion, Christmas Oratorio, and Mass in B-Minor—as well as many of Bach’s cantatas. Recent performances as a tenor soloist include G.T. Handel’s Messiah at the Myerson Symphony Center in Dallas, TX, and at the Steinmetz Hall in Orlando, FL, and as tenor soloist of J.S. Bach’s Mass in B Minor at the Judson Memorial Church in New York City and at St. Paul’s Episcopal Church in Salem, OR.

Department of the Environment Paula Turkon (Ph.D. Binghamton University) teaches generously not just in her own department but for programs across the college, including Anthropology and Innovation Scholars. She is known as an exuberant and imaginative instructor, and her students express gratitude for the lifelong impact she leaves on them, often helping them to forge careers in science. Her research in the areas of dendrochronology and aquaponics has resulted in three NSF grants as well as published scholarship. She has left an indelible imprint on H&S by leading a discussion that resulted in a new Innovation Scholars Program with sustainability at its core. Colleagues characterize her as an embodiment of the scholar-teacher ideal in the liberal arts.

Department of Writing Jaime Warburton (M.F.A. Sarah Lawrence College) offers courses at every level of the Writing curriculum, with a focus on first-year writing, poetics, creative writing, and gender. Faculty and students point to her welcoming and passionate approach to instruction, noting that she teaches with humor and vivacity, and she empowers students to interrogate their biases and preconceptions. She is a prolific author of creative nonfiction, poetry, and scholarship on the craft of writing. Reviewers call her work “gorgeous,” “self-aware,” and “self-deprecating.” She has been a generous citizen of IC, directing the Writing Center and the Ithaca Young Writers Institute, and chairing the Faculty Handbook Amendment Committee, among numerous activities.

AWARDED PROMOTION FROM CLINICAL ASSISTANT TO CLINICAL ASSOCIATE PROFESSOR Department of Physical Therapy Kayleigh Plumeau (D.P.T. Ithaca College) is a highly effective teacher and has exceptional clinical skills. She launched a novel mentoring program that directly addresses diversity, equity, and inclusion in clinical settings. She has had multiple presentations at national conferences including about the mentoring program, representation in clinical education, and growth mindset, with presentations and publications in interprofessional education and home exercise program for cancer survivors. She is the chair of the awards committee for the NY State Physical Therapy Association.

Department of Speech-Language Pathology and Audiology Jana Waller (M.S. Ithaca College) has been a clinical faculty member since 2011, serving as fieldwork coordinator, graduate co-chair, and interim chair. Since 2021 she has served as associate dean for the School of Health Sciences and Human Performance. She was selected for a prestigious HERS leadership development fellowship based on her leadership experience. She has conducted clinical research in autism, developing an innovative program for autistic adolescents and adults. More recently, her scholarly work has focused on interprofessional education in the health sciences.