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Psychology Graduate Program

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The Clinical Psychology Program adheres to a clinical science model of training, and is a member of the Academy of Psychological Clinical Science.  We are committed to training clinical psychologists whose research advances scientific knowledge of psychopathology and its treatment, and who are capable of applying evidence-based methods of assessment and clinical intervention. The main emphasis of the program is research, especially on severe psychopathology. The program includes research, course work, and clinical practica, and usually takes five years to complete. Students typically complete assessment and treatment practica during their second and third years in the program, and they must fulfill all departmental requirements prior to beginning their one-year internship. The curriculum meets requirements for licensure in Massachusetts, and is accredited by the Psychological Clinical Science Accreditation System (PCSAS) and by the American Psychological Association (APA).  PCSAS re-accredited the program on December 15, 2022 for a 10-year term. APA most recently accredited the program on April 28, 2015 for a seven-year term, which was extended due to COVID-related delays. 

Requirements

Required courses and training experiences fulfill requirements for clinical psychology licensure in Massachusetts as well as meet APA criteria for the accreditation of clinical psychology programs.  In addition to these courses, further training experiences are required in accordance with the American Psychological Association’s guidelines for the accreditation of clinical psychology programs (e.g., clinical practica [e.g., PSY 3050 Clinical Practicum, PSY 3080 Practicum in Neuropsychological Assessment]; clinical internship).

Students in the clinical psychology program are required to take the following courses:

• PSY 3900 Professional Ethics
• PSY 2445 Psychotherapy Research
• PSY 2070 Psychometric Theory and Method Using R
• PSY 2430 Cultural, Racial, and Ethnic Bases of Behavior
• PSY 3250 Psychological Testing
• PSY 2050 History of Psychology
• PSY 1951 Intermediate Quantitative Methods
• PSY 1952 Multivariate Analysis in Psychology
• PSY 2040 Contemporary Topics in Psychopathology
• PSY 2460 Diagnostic Interviewing
• PSY 2420 Cognitive-Behavioral Treatment of Psychological Disorders

Clinical students must also take one course in each of the following substantive areas: biological bases of behavior (e.g., PSY 1202 Modern Neuroanatomy; PSY 1325 The Emotional, Social Brain; PSY 1355 The Adolescent Brain; PSY 1702 The Emotional Mind); social bases of behavior (e.g., PSY 2500 Proseminar in Social Psychology); cognitive-affective bases of behavior (e.g., PSY 2400 Cognitive Psychology and Emotional Disorders); and individual differences (Required course PSY 2040 Contemporary Topics in Psychopathology fulfills the individual differences requirement for Massachusetts licensure). In accordance with American Psychological Association guidelines for the accreditation of clinical psychology programs, clinical students also receive consultation and supervision within the context of clinical practica in psychological assessment and treatment beginning in their second semester of their first year and running through their third year. They receive further exposure to additional topics (e.g., human development) in the Developmental Psychopathology seminar and in the twice-monthly clinical psychology “brown bag” speaker series. Finally, students complete a year-long clinical internship. Students are responsible for making sure that they take courses in all the relevant and required areas listed above. Students wishing to substitute one required course for another should seek advice from their advisor and from the director of clinical training prior to registering. During the first year, students are advised to get in as many requirements as possible. Many requirements can be completed before the deadlines stated below. First-year project:  Under the guidance of a faculty member who serves as a mentor, students participate in a research project and write a formal report on their research progress. Due by May of first year. Second-year project:  Original research project leading to a written report in the style of an APA journal article. A ten-minute oral presentation is also required. Due by May of second year. General exam:  A six-hour exam covering the literature of the field. To be taken in September before the start of the third year. Thesis prospectus:  A written description of the research proposed must be approved by a prospectus committee appointed by the CHD. Due at the beginning of the fourth year. Thesis and oral defense:  Ordinarily this would be completed by the end of the fourth year. Clinical internship:  Ordinarily this would occur in the fifth year. Students must have completed their thesis research prior to going on internship.

Credit for Prior Graduate Work

 A PhD student who has completed at least one full term of satisfactory work in the Graduate School of Arts and Sciences may file an application at the Registrar’s Office requesting that work done in a graduate program elsewhere be counted toward the academic residence requirement. Forms are available  online .

No more than the equivalent of eight half-courses may be so counted for the PhD.

An application for academic credit for work done elsewhere must contain a list of the courses, with grades, for which the student is seeking credit, and must be approved by the student’s department. In order for credit to be granted, official transcripts showing the courses for which credit is sought must be submitted to the registrar, unless they are already on file with the Graduate School. No guarantee is given in advance that such an application will be granted. 

Only courses taken in a Harvard AB-AM or AB-SM program, in Harvard Summer School, as a GSAS Special Student or FAS courses taken as an employee under the Tuition Assistance Program (TAP) may be counted toward the minimum academic residence requirements for a Master’s degree.

Academic and financial credit for courses taken as a GSAS Special Student or FAS courses taken as a Harvard employee prior to admission to a degree program may be granted for a maximum of four half-courses toward a one-year Master’s and eight half-courses toward a two-year Master’s or the PhD degree.

Applications for academic and financial credit must be approved by the student’s department and should then be submitted to the Registrar’s Office.

Student Admissions, Outcomes, and other data  

1. Time to Completion

Students can petition the program faculty to receive credit for prior graduate coursework, but it does not markedly reduce their expected time to complete the program.

2. Program Costs

3. Internships 

4. Attrition

5. Licensure

Standard Financial Aid Award, Students Entering 2023  

The financial aid package for Ph.D. students entering in 2023 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Typically students will not be allowed to teach while receiving a stipend in years one and two or during the dissertation completion year.    

Year 1 (2023-24) and Year 2 (2024- 25)  Tuition & Health Fees:                             Paid in Full  Academic Year Stipend:                           $35,700 (10 months)  Summer Research Award:                       $7,140 (2 months)

Year 3 (2025-26) & Year 4 (2026- 27) Tuition & Health Fees:                             Paid in Full Living Expenses:                                       $35,700 (Teaching Fellowship plus supplement, if eligible)  Summer Research Award:                       $7,140 (2 months)

Year 5 (2027-28) - if needed; may not be taken after the Dissertation Completion year Tuition & Health Fees:                             Paid in Full

Dissertation Completion Year (normally year 5, occasionally year 6) Tuition & Health Fees:                             Paid in Full  Stipend for Living Expenses:                    $35,700  

The academic year stipend is for the ten-month period September through June. The first stipend payment will be made available at the start of the fall term with subsequent disbursements on the first of each month. The summer research award is intended for use in July and August following the first four academic years.

In the third and fourth years, the guaranteed income of $35,700 includes four sections of teaching and, if necessary, a small supplement from the Graduate School. Your teaching fellowship is guaranteed by the Department provided you have passed the General Examination or equivalent and met any other department criteria. Students are required to take a teacher training course in the first year of teaching.

The dissertation completion year fellowship will be available as soon as you are prepared to finish your dissertation, ordinarily in the fifth year. Applications for the completion fellowship must be submitted in February of the year prior to utilizing the award. Dissertation completion fellowships are not guaranteed after the seventh year. Please note that registration in the Graduate School is always subject to your maintaining satisfactory progress toward the degree.

GSAS students are strongly encouraged to apply for appropriate Harvard and outside fellowships throughout their enrollment. All students who receive funds from an outside source are expected to accept the award in place of the above Harvard award. In such cases, students may be eligible to receive a GSAS award of up to $4,000 for each academic year of external funding secured or defer up to one year of GSAS stipend support.

For additional information, please refer to the Financial Support section of the GSAS website ( gsas.harvard.edu/financial-support ).

Registration and Financial Aid in the Graduate School are always subject to maintaining satisfactory progress toward the degree.

Psychology students are eligible to apply for generous research and travel grants from the Department.

The figures quoted above are estimates provided by the Graduate School of Arts and Sciences and are subject to change.

Office of Program Consultation and Accreditation American Psychological Association 750 First Street, NE Washington, DC 20002 Phone: (202) 336-5979 E-mail:  [email protected]   www.apa.org/ed/accreditation

The Director of Clinical Training is Prof. Richard J. McNally who can be reached by telephone at (617) 495-3853 or via e-mail at:  [email protected] . 

• Clinical Internship Allowance

Harvard Clinical Psychology Student Handbook

PhD Program in Nursing

Phd program in nursing goals.

The PhD Program in Nursing prepares nurse scholars who will advance nursing science and promote equitable health outcomes and care systems, with a focus on social determinants of health (SDOH). Students will acquire the knowledge and skills necessary to design, implement, and evaluate innovative models of care that improve health outcomes across diverse populations. Graduates of the program will be prepared to lead and transform nursing practice, policy, and research to promote health equity and social justice. PhD student tuition and 12-month stipends are fully funded for up to five years.

At Duke University School of Nursing we admit a small number of highly qualified, diverse applicants that work closely with one or more faculty members in a series of mentored experiences supported by formal coursework.

PhD Academic Calendar

PhD Admissions

PhD Financial Support

Current Research Grants

What Makes Duke Great?

Reasons to Choose Durham

Your work with our faculty will:

Socialize you to the role of nurse scientist;

Ensure you gain significant knowledge and acquire the skills for launching a successful independent program of research post-doctorate; and

Prepare yourself for an entry-level role as a nurse scientist in a research setting (e.g., academic, clinical, or industry).

To help our students succeed, the Duke School of Nursing PhD Program provides:

A broad perspective on the philosophy of science and its application to solving challenging health problems facing our nation, particularly those related to health equity, social determinants of health, and justice;

Experience with standard and emerging research designs and methods;

Rigorous training in statistics; and

Mentored research and teaching experiences to reinforce knowledge acquisition and skill development.

In addition to addressing the standards of Duke University and ensuring the highest-quality PhD education, the Duke PhD Program in Nursing is designed to meet the indicators of quality in research-focused doctoral programs set forth by the American Association of Colleges of Nursing.

Study with Duke expert faculty focused on:

Acute & Long-Term Care Systems

Adaptive Leadership

Data Science

Digital Health

Decision Making

Disease Prevention

Family Caregiving

Health Equity

Informatics

Mental Health

Multi-level Interventions

Nurse-led Models of Care

Palliative and End-of-Life Care

Perioperative Care

Social Determinants of Health

Symptom Management

Specialty Populations

Premature and High-Risk Infants

Children with Acute and Chronic Illnesses

Adults with HIV, Hepatitis C, Diabetes, Sickle Cell Disease, Cancer, or Cardiovascular Disease

Older Adults

PhD Program in Nursing Description

The program requires a minimum of 52 credit hours of graduate coursework. Students will work on research projects; it is expected most will graduate with several publications. Coursework is structured with a substantive core of nursing science and research methods to be taken in the School of Nursing. This core is expanded with elective courses that typically support the student’s dissertation and future research career. These can be taken in other Duke University departments or other Universities that have arrangement with Duke (i.e., University of North Carolina at Chapel Hill, North Carolina State University, North Carolina Central University). Additional requirements include research practicums and elective credits that may count towards specialty certificates (i.e., teaching, global health, data science, entrepreneurship, etc.).

In addition to course work, the PhD Program in Nursing will require each student to develop a scholarly portfolio, successful completion of a preliminary examination, and a dissertation. Students are expected to disseminate their work through scholarly venues such as publications and conference presentations.

Terminal Objectives

After the PhD Program in Nursing, students will be able to:

• Demonstrate advanced knowledge and understanding of health equity, social determinants of health (SDOH), and nurse-led models of care to improve health outcomes for a population and/or system of care.
• Apply conceptual models and theories from nursing and other relevant disciplines to design and conduct research.
• Use a health equity, SDOH, and/or nurse-led models of care lens to critically evaluate and synthesize research conducted in nursing and other disciplines.
• Demonstrate scientific integrity and ethics in research across phases of the research process.
• Apply appropriate methods and analytic strategies to design, conduct, and evaluate research across phases of the research process, from discovery to translation.
• Collaborate effectively with interdisciplinary teams to perform research using socioculturally aligned approaches.
• Disseminate research findings through publications, presentations, and other scholarly venues to advance the evidence base for nursing and healthcare, with a focus on promoting health equity and social justice.

Explore the 10 Best Graduate Clinical Psychology Programs

Graduates with Ph.D. degrees in clinical psychology often work in academia.

(Getty Images) |

Clinical psychologists help treat mental illness.

With the rise in mental health awareness, clinical psychology has become an attractive career path for those who care about mental health issues. Clinical psychologists diagnose and treat mental health problems and often work in private practice or health care facilities. These are the Best Graduate Clinical Psychology Doctorate Programs , based on the results of peer assessment surveys sent by U.S. News to academics in the field in fall 2019.

Scott Goldsmith | Aurora for USN&WR

• 10 (tie). Harvard University

Location: Cambridge, Massachusetts

Peer reputation score (scale of 1-5) : 4.3

Key facts about the program: "The main emphasis of the program is research, especially on severe psychopathology," Harvard's website explains. "The program includes research, course work, and clinical practica, and usually takes five years to complete." Required courses for the program include classes in psychological testing, diagnostic interviewing and psychometric theory.

Learn more about Harvard University .

Indiana University |

• 10 (tie). Indiana University—Bloomington

Location: Bloomington, Indiana

Key facts about the program: This graduate program is very small and highly selective; it usually admits between three and five students per year. The curriculum of each student is tailored to the needs of that student, which means that students can define their own majors. "We have minimal course requirements, which enables our students to learn by doing," the program website states.

Learn more about Indiana University—Bloomington .

Andy Colwell |

• 10 (tie). Pennsylvania State University—University Park

Location: University Park, Pennsylvania

Key facts about the program: This clinical psychology Ph.D. program offers two tracks, one that focuses on adults and another that focuses on children. Doctoral students generally spend three to four years on coursework, and then spend a year apiece on producing a dissertation and completing a predoctoral internship. "The program includes courses in clinical psychology, neuroscience, personality, research design, psychopathology, psychotherapy, clinical assessment, and statistics," the Penn State website explains.

Learn more about Pennsylvania State University—University Park .

Temple University photography |

• 10 (tie). Temple University

Location: Philadelphia

Key facts about the program: "The overarching mission of the program is to train creative and accomplished clinical scientists who produce, consume, and disseminate psychological science and who function successfully in academic, research, and applied settings," the program website states. From the start of their Ph.D. program, Temple University clinical psychology graduate students gain research and clinical experience, and they receive education on mental, behavioral and emotional disorders, according to the university.

Learn more about Temple University .

Photo by Glenn Asakawa | University of Colorado

• 10 (tie). University of Colorado—Boulder

Location: Boulder, Colorado

Key facts about the program: The university's clinical psychology Ph.D. students are encouraged to work on interdisciplinary projects, according to the university website, which notes that the school has several interdisciplinary academic institutes that relate to clinical psychology. These include the Institute for Behavioral Genetics, the Institute of Behavioral Science and the Institute of Cognitive Science. The clinical psychology graduate program also operates several clinics, such as The Raimy Psychology Clinic, Sutherland Center for Bipolar Disorder, The Attention Behavior and Learning Clinic, and Brain Behavior Clinic.

Learn more about the University of Colorado—Boulder .

Daryl Marshke | MichiganPhotography

• 10 (tie). University of Michigan—Ann Arbor

Location: Ann Arbor, Michigan

Key facts about the program: Alumni of this program often find jobs at top-flight academic institutions. "Our recent graduates have obtained post-doctoral appointments at some of the most prestigious programs such as the University of Minnesota, UCLA, and the University of Pittsburgh Western Psychiatric Institute and Clinic," the program website states. "Our graduates also hold tenure track positions at leading universities such as the University of Michigan, the University of North Carolina-Chapel Hill, Emory University, and NYU."

Learn more about the University of Michigan—Ann Arbor .

The University of Texas at Austin |

• 10 (tie). University of Texas—Austin

Location: Austin, Texas

Peer reputation score (scale of 1-5): 4.3

Key facts about the program: Doctoral students must complete four years of graduate-level coursework, a second-year research project and a clinical practicum sequence to gain hands-on experience interacting with patients. They also need to finish a one-year predoctoral internship at a specific treatment site and successfully defend a dissertation in order to qualify for a doctorate. It typically takes six years, particularly for students who want to compete for academic positions, to complete the program, according to university faculty.

Learn more about the University of Texas—Austin .

Joe Angeles | WUSTL Photo

• 10 (tie). Washington University in St. Louis

Location: St. Louis

Key facts about the program: This clinical science training program is accredited by the American Psychological Association and the Psychological Clinical Science Accreditation System, according to the program website. Students sometimes specialize in neuropsychology, clinical aging or health psychology. "Our students do not need to choose whether they will be scientists or practitioners; they must see these activities as being inherently intertwined, and they must be able to function in both roles," the program website states.

Learn more about Washington University in St. Louis .

University of Pennsylvania | University Communications

• 8 (tie). University of Pennsylvania

Peer reputation score (scale of 1-5) : 4.4

Key facts about the program: This program is tailored to the needs of aspiring clinical researchers, according to the program website. "Clinical training (in assessment, diagnosis and psychotherapy) is seen as an integral part of the education of highly qualified, creative clinical scientists," the website states, adding that "the principal goal of Penn clinical students is to become expert psychological scientists, not simply expert clinicians, and the program is designed to support that goal."

Learn more about the University of Pennsylvania .

University of Pittsburgh |

• 8 (tie). University of Pittsburgh

Location: Pittsburgh

Key facts about the program: The mission of this program is to prepare future research scientists to conduct groundbreaking research on mental health issues and to advance understanding of those issues, according to the university. "Program faculty members include presidents of national organizations, journal editors, and members of federal grant review committees," the program website states. "Faculty research funding was several million dollars for the past year, which supports extensive laboratory facilities."

Learn more about the University of Pittsburgh .

University Relations Department, University of Minnesota Crookston |

• 5 (tie). University of Minnesota—Twin Cities

Location: Minneapolis

Peer reputation score (scale of 1-5) : 4.5

Key facts about the program: According to the university, the Clinical Science and Psychopathology Research program's faculty particularly excel in personality and behavioral genetic research, as well as research into psychological disorders. The program's faculty conduct psychological experiments and epidemiological studies. "Our program is designed to train students who wish to become academic clinical psychologists or research scientists, although of course graduates will also find themselves well-prepared for various careers as clinicians or more applied researchers," the university website states.

Learn more about the University of Minnesota—Twin Cities .

Dennis Wise | University of Washington

• 5 (tie). University of Washington

Location: Seattle

Key facts about the program: A goal of the Ph.D. program in clinical psychology is to prepare students to become excellent researchers who can discover new information about mental health conditions and potential treatments, according to the university website. "Our training program is primarily an apprenticeship for a career that will encompass making significant contributions to scientific clinical psychology," the university website states. "The program is not appropriate for those interested solely in clinical practice and not in research."

Learn more about the University of Washington .

Bryce Richter | UW-Madison

• 5 (tie). University of Wisconsin—Madison

Location: Madison, Wisconsin

Key facts about the program: Because this program involves mentorships between faculty and students, one of its admissions criteria is the alignment of student and faculty research interests, according to the university website. Most students selected for the program majored in psychology, but some have majors in other related academic disciplines. The university encourages prospective clinical psychology students to conduct research on the school's faculty in this field.

Learn more about the University of Wisconsin—Madison .

Stony Brook University |

• 3 (tie). Stony Brook University—SUNY

Location: Stony Brook, New York

Peer reputation score (scale of 1-5) : 4.6

Key facts about the program: This Ph.D. program in clinical psychology is most appropriate for students interested in either a research or academic career, according to the Stony Brook University website. The program historically placed a heavy emphasis on behavioral psychology, but it has evolved to embrace a broader array of psychological perspectives while still providing a strong foundation in behavioral psychology. The program is designed to teach students how to take an empirical approach to the practice of psychology, according to the university.

Learn more about Stony Brook University .

Steve McConnell | UC Berkeley Public Affairs

• 3 (tie). University of California—Berkeley

Location: Berkeley, California

Key facts about the program: Doctoral students are matched with a faculty mentor at the beginning of their first year, and that person oversees the student's research, according to the university. The psychology clinical science program involves a combination of research and "hands-on clinical experience," according to the program website. It includes a one-year clinical internship. Berkeley's program is a member of the Academy of Psychological Clinical Science, a coalition of doctoral programs that is focused on advancing clinical science.

Learn more about the University of California—Berkeley .

Dan Sears UNC-Chapel Hill |

• 2. University of North Carolina—Chapel Hill

Location: Chapel Hill, North Carolina

Peer reputation score (scale of 1-5) : 4.7

Key facts about the program: Students in this program have a choice between two tracks, one focused on adult mental health and the other on the mental well-being of children and families. "We emphasize training in clinically-informed research and evidence-based clinical work and recognize that students have varying career aspirations that may evolve over the course of graduate training," the program website states.

Learn more about the University of North Carolina—Chapel Hill .

• 1. University of California—Los Angeles

Location: Los Angeles

Peer reputation score (scale of 1-5) : 4.8

Key facts about the program: This is a six-year, full-time-only Ph.D. program. UCLA's psychology department does not offer separate M.A. or Psy.D. programs. The Ph.D. course of study includes a full-time, one-year internship. The Ph.D. program's mission is to train influential experts in the field of clinical psychology.

Learn more about the University of California—Los Angeles .

Learn more about top graduate schools.

Find out what you can do with a psychology degree , and check out all of the 2021 Best Graduate Schools rankings to find the right program for you. Stay up to date on education news by following U.S. News Education on Facebook ,  Twitter  and LinkedIn . 

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Explore the highest-ranked clinical psychology doctoral programs.

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Clinical Psychology, PsyD

At the University of San Francisco, PsyD students are trained to translate thought into action through practice-oriented training that emphasizes the mental, emotional, and physical health needs of underserved communities.

• Program Overview
• Clinical Training & Research
• Financial Aid & Student Support

Jada Carter

Navigating this world: uncovering the power of networking as a black woman.

I started my PsyD at USF thinking I was going to change the world and change my community. Today, I am completing my program committed to changing the world one person at a time and believing in the pay-it-forward effect."

Leading Location, Leading Program

• The PsyD program at USF is fully accredited by the American Psychological Association. It is an innovative, practice-based program focused on training students to work with marginalized populations in an interprofessional context.
• USF offers a rich academic and campus experience in the heart of San Francisco with a mission to prepare students to be leaders and change-makers.

Program Features

• The program is located in the School of Nursing and Health Professions within a traditional, comprehensive university setting centrally located in the diverse and innovative city of San Francisco.
• This is a practice-oriented Doctor of Psychology program grounded on scientific research; students are placed in real-world clinical scenarios for observation and experience.
• Supportive faculty focused on student mentorship and a diverse, dynamic student body.
• Graduates are proficient in the empirical and theoretical underpinnings of integrated, behavioral health interventions while being sensitive to contextual, cultural, spiritual, and socioeconomic environments of individuals and communities.
• Admission is based on the overall fit for each applicant. Applications are open for candidates from both Psychology backgrounds and other fields who have taken certain pre-requisite courses.
• Additional details are provided in our Student Handbook and Clinical Training Manual .

Diversity Scholars Program

The Clinical Psychology PsyD program is founded on values of social justice, health equity, and cultural responsiveness in teaching, clinical work, and research endeavors. Additional information about the Diversity Scholars program will be provided to applicants who are invited to interview as part of the admissions process.

Licensure and Accreditation

The University of San Francisco, School of Nursing and Health Professions is pleased to announce that our Clinical Psychology Doctoral Program (PsyD) has received ten years of accreditation from the American Psychological Association (APA), effective October 28,2023. The ten-year term is the highest level of accreditation given by the association.

APA accreditation recognizes that the program meets the rigorous standards set by the Commission on Accreditation and that students receive training from a diverse group of expert faculty within a well-resourced program committed to training students for preparation for entry into the field of health service psychology.

Learn more about why APA accreditation matters . Questions related to the program's accredited status should be directed to the Commission on Accreditation:

The American Psychological Association Office of Program Consultation and Accreditation 750 First Street NE Washington, DC 20002-4242 Telephone: (202) 336-5979 TDD/TTY: (202) 336-6123 Fax: (202) 336-5978

The Program is also accredited by the Western Association of Schools and Colleges Senior College and University Commission (WSCUC) and has Associate Member status in the National Council of Schools and Programs of Professional Psychology (NCSPP).

Graduates of the PsyD program at USF, once they have completed required postdoctoral hours, are eligible for licensure in California (and other states) as psychologists.

View our Student Admissions, Outcomes, and Other Data for recent information on time to completion, internship placements, attrition, and more.

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Doctor of Philosophy (PhD)

Become a Leader in Nursing Research

The UW–Madison School of Nursing is a special place to pursue a PhD degree. Our PhD students have access to the vast resources of a world-class research institution, but also establish a close-knit community that fosters long-lasting, collegial relationships.

The PhD degree is intended for aspiring researchers with a bachelor of science in nursing (BSN) or master of science (MS).

Our PhD Students

• Participate in their faculty mentor’s research beginning their first semester.
• Full-time students receive tuition remission plus a monthly stipend with employment as a graduate assistant for up to four years of study.
• Lead their own research to advance nursing and improve health.
• Advance into research leadership roles at major universities, large health care systems, government, and industry.

Our PhD Program Features

• Nationally renowned faculty and award-winning senior nurse scientists.
• Individualized mentorship (2–5 students per PhD faculty mentor).
• Cutting-edge research.
• Interdisciplinary research collaborators.
• Internal Nursing Research and Sponsored Programs office that provides support for grant writing, award management, research design and statistical support, and stakeholder engagement.

The school is the preeminent nursing research institution in Wisconsin and a fundamental part of the state’s health care system. We endeavor to better lives throughout Wisconsin’s hospitals, clinics, schools, homes, and communities.

Priority Deadline: December 1, 2023

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"The most valuable parts of my experience at UW–Madison have been the incredible mentoring and opportunities. I have been able to travel and present at national and international conferences, have received funding for a pilot study, and have attended many professional development events." — Jessica Rainbow, PhD '18

About Our PhD Program

The PhD program prepares researchers to develop, evaluate, and disseminate new knowledge in nursing and health science.

At UW–Madison, students actively engage in research early in their PhD programs. The UW–Madison campus offers opportunities for interdisciplinary training. Located near the School of Medicine and Public Health, the School of Pharmacy, and UW Hospital and Clinics, the School of Nursing is well positioned for collaboration across health care professions. Our faculty, staff, and students work together with scientists and renowned scholars across the UW–Madison campus, the nation, and the world.

Program Basics

Delivery: In person Credits: 52 Program Length: 3-5 years Tuition : Tuition remission with graduate assistantship Eligible Applicants: BSN or MS degree holders

Why Research at UW–Madison

A faculty mentor with similar research interests or methodologies will be key to your success in our PhD program. Our faculty have a wide variety of research interests and work closely with their PhD students.

Our signature research areas include:

• Aging & Care for Older Adults
• Children, Families & Reproductive Health
• Health Equity
• Health Systems & Public Health
• Mental Health & Substance Use
• Symptom Science & Palliative Care

Explore Nursing Research & Faculty

PhD Student & Alumni Testimonials

Kristin Merss PhD Student

"From the beginning UW–Madison offered me the opportunity to develop my own area of research."

Jen Stevens, PhD student

"The program emphasizes preparation for students' research. We receive amazing mentorship, which is not offered in other places."

Sarah Brzozowski, PhD’21

“This is a supportive program where there is collaboration and partnership with both faculty & other students."

View Our Current PhD Students

PhD Alumni Leadership & Careers

School of Nursing Alumna Named Dean of College of Nursing and Health Sciences at UW–Eau Claire

Dr. Kristen Abbott-Anderson, an alumna of the UW–Madison School of Nursing, was recently named the new dean of the College of Nursing and Health Sciences at the University of Wisconsin-Eau Claire.

Where Are They Now? Q&A with Treenut Pummanee, PhD'14

Treenut Pummanee, PhD'14, shares about her nursing journey, why she chose UW–Madison, and her advice for current and future nursing students.

Following Her Calling

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PhD Curriculum

Overview & core courses.

The PhD program is in-person for students to engage in scholarly inquiry and conduct research side-by-side with faculty and peers.

Our program requires a minimum of 52 credits and is designed to be completed in 3–5 years.

Students complete core courses in the following areas:

• Scholarly Inquiry
• Theory and Practice of Nursing
• Policy and Leadership
• Nursing Education

Students must also:

• Complete a PhD minor through intentional and collaborative coursework outside of nursing.
• Participate in research groups or guided research experiences, and an independent dissertation study.

View  Sample PhD Programs  and  PhD Student Learning Outcomes .

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Scholarly Inquiry: 18 credits min

N803 and N804 Advanced Research Design and Methods I & II (6 credits):  The focus of these courses is on nursing and health related research traditions, the relationship between research paradigms and research designs and how various research designs have been used by nurse researchers. Both quantitative and qualitative methods and approaches will be examined.

N815 Knowledge Development in Nursing (3 credits):  Examination of the history of the discipline of nursing, with emphasis on the evolution of debates regarding what is known and how it is known.

N816 Proseminar in Nursing Research (1 credit): Two semesters are required; one in the first year of doctoral study and one as the student is nearing completion of coursework (Year 3). This seminar focuses on professional development and socialization to the role of nurse scientist. Topics emphasize development of career paths that will lead to productive research, scholarly publication/presentation, master teaching, and academic leadership. Discussion includes current topics in nursing research, especially as illustrated by the planned and ongoing research of graduate students and faculty in nursing.

N802 Ethics and the Responsible Conduct of Research (1 credit):  Ethical issues in the design, conduct, and reporting of research are examined in the context of the nature of the scientific endeavor, the structure of the research community, and professional and federal guidelines for supporting scientific integrity and controlling misconduct.

Advanced Methods/Statistics (6 credits)

Policy & Leadership: 3-9 credits min

N703 Health Care and Public Policy (3 credits)

N817 Research in Communities, Populations, and Systems (3 credits):  Students will examine concepts and methods of research directed toward health of communities, populations, and systems. The course provides a foundation for future research.

N847 Policy and Leadership Practicum (3 credits):  Students will engage as participants and observers in varied public policy agencies that correspond to their research problems or populations of interest. The focus will be on examining how a particular set of policies can influence the health of individuals or a given population.

N817 and N847 are required if students select this area of emphasis.

Theory & Practice of Nursing: 3-9 credits min

A Population or Phenomenon Course

N590 Contemporary Practices in Nursing – Various Special Topics (1-3 credits)

N702 Health Promotion and Disease  Prevention in Diverse Communities (3 credits):  Health promotion and disease prevention interventions are examined for populations, incorporating multidisciplinary approaches. Focuses on developing increased knowledge, appreciation, and skills for health promotion and disease prevention among diverse communities. Addresses epidemiological, individual, socio-economic, and environmental factors related to health status.

N722 Advanced Practice Nursing Theory: Adults and Older Adults (3 credits):  This course will examine theoretical perspectives and evidence-based approaches to human responses to health and illness during adulthood and old age. Concepts and research from multiple disciplines will be examined as a framework for reflective practice with adults.

N741 Advanced Practice Nursing Theory: Family Process & Child Development (3 credits):  Analyzes selected family and child development theories and research that inform advanced practice nursing. Applies these concepts to assess child and family needs, enhance the parent-child relationship, and develop family-centered, culturally responsive interventions in health and illness.

N751 Advanced Practice Nursing Theory: Psychiatric Mental Health (3 credits):  Analysis and integration of selected theories and models in psychotherapy, neuroscience, mental health, psychiatric disorders, and advanced psychiatric mental health nursing in complex care settings with diverse patients, communities, and populations.

N818 Patient-Centered Research (3 credits):  This course addresses conceptual and methodological perspectives in how patient-centered research is conducted from the development through the testing and implementation of interventions. Attention is given to various conceptualizations of patient-centeredness, to the behavioral and physiological origins of patient-centered interventions, and to the trajectory of testing such interventions, from descriptive studies to experimental trials.

N819 Clinical Field Practicum (3 credits):  Students will engage as participants and observers in clinical or other care settings that correspond to their research problems or populations of interest. The focus will be on deepening knowledge of the health problems faced by patients in the care setting, development of research questions or proposals to improve their health outcomes, and understanding facets of the environment that influence how research is implemented there.

N818 and N819 are required if students select this area of emphasis

Nursing Education: 3 credits min

Three required credits may be earned in coursework focusing on nursing education. Suggested nursing courses (but other education-focused courses may be approved) include:

N785 Foundations of Curriculum Development and Evaluation in Nursing Education (3 credits):  Examination and application of knowledge and skills related to curriculum planning, implementation and evaluation for nursing education. Emphasis on history and philosophy of nursing curricula, models of curriculum and evaluation, and strategies for change and innovation.

N786 Foundations of Teaching and Learning in Nursing (3 credits):  The focus of this course is the planning, implementing, and evaluation of teaching and learning strategies for nursing education within diverse settings and student populations.

N787 Nursing Education Practicum (1-3 credits):  Application of knowledge and skills in the nurse educator role in selected educational environments (classroom, clinical, laboratory and/or communities). Seminar component included for discussion of instructional experiences and issues.

Research/Dissertation/Group Participation: 10 credits min

N799/N999/N990: Guided research, dissertation work, and participation in their faculty mentor’s research group (or another research group agreed upon with the mentor) each semester.

PhD Minor: 9 credits min

The purpose of the minor is to add breadth to a PhD major. Two minor options are available.

The Option A minor requires a minimum of 9 credits in a single department/major field of study. Examples of Option A minors include Women’s Studies, Sociology, Educational Psychology, Prevention Science, Industrial Engineering, and Business.

The Option B minor, or distributed minor, requires a minimum of 9 credits in one or more departments and can include coursework in the School of Nursing.

There are a number of certificate programs that can be used to fulfill the minor requirement. Some examples include:

• Bioinformatics
• Consumer Health Advocacy
• Fundamentals of Clinical Research
• Gender and Women’s Studies
• Gerontology
• Global Health
• Humans and the Global Environment
• Patient Safety
• Prevention and Intervention Science
• Clinical and Community Outcomes Research

PhD Request for Information

How to apply.

• Eligibility & Prerequisites
• Costs & Aid
• Early Entry Option for Undergrads

Eligibility Requirements

• A bachelor’s degree in nursing from an accredited (CCNE or NLN) program
• Undergraduate GPA of at least 3.0 (on a 4.0 scale) on the last 60 credits of the most recent baccalaureate degree
• Three or four academic references from individuals who can speak to your scholarly activities, research capabilities, and potential for success in the doctoral program
• Two examples of original papers or other scholarly work
• Essay describing your reasons for pursuing a PhD, research interests, and career goals

English Proficiency

If your native language is not English and your undergraduate instruction was not in English, you need a minimum English proficiency test score:

• TOEFL = 580 (paper)/92 (internet-based)
• MELAB = 82 or

Please refer to the  Graduate School  for more information.

You are exempt if:

• English is the exclusive language of instruction at the undergraduate institution you attended.
• You earned a degree from a regionally accredited U.S. college or university within five years of your anticipated start date.
• Excluding ESL (English as a Second Language) courses, you have completed at least two full-time semesters of graded coursework in a U.S. college or university, or at an institution outside the U.S. where English is the exclusive language of instruction, not more than five years prior to the anticipated semester of enrollment.

Full-time students receive tuition remission, a monthly stipend, and eligibility for health insurance for the first four years of study. Students still pay segregated and other fees to the university.

Learn more about Graduate Assistant benefits and compensation rates .

All students are encouraged to apply for :

• External funding to support their training (i.e., NRSA and similar fellowships).
• Internal funding for graduate assistants.

Our program requires a minimum of 52 credits and can be completed in 3–4 years. Graduate school cost of attendance is based on a nine-month period.

Although the cost of attending UW–Madison will vary among all students, the university bases its financial aid awards on this budget:  Graduate School Cost of Attendance.

Visit the  Costs & Financial Aid  page for full information about financial support.

Submit your online application and all required application materials by the following deadlines:

• Application opens:  Early September
• Priority deadline for funding consideration:  December 1
• Deadline for Fall (international applicants only) : March 15
• Deadline for Spring:  October 1

After the priority deadlines, completed applications will be considered for admission and financial awards as available.

Once you have submitted your application, you will be able to track the Graduate School’s and the School of Nursing’s receipt of your materials through the  online status system .

When we have received all the required application materials, we give every application a complete and holistic review.

The faculty admissions committee reviews each candidate’s application and makes a recommendation about advancing to an interview. We schedule interviews with potential faculty advisors as part of the application process and can schedule online interviews for applicants.

We have limited funding to cover travel costs for the interview process. Funding for travel is decided on a first come, first serve basis.

We will continuously review completed applications from eligible candidates.

Submit these materials to the graduate school:

• UW–Madison graduate electronic application:  Complete and submit online
• Official transcripts or academic records from all institutions attended.  International academic records must be in the original language accompanied by an official English translation. Documents must be issued by the school with the official seal/stamp and an official signature. If you are currently completing a degree, you will need to provide a final transcript indicating your degree was awarded.
• Curriculum vitae or resume
• TOEFL, IELTS, or MELAB score  (international students only)
• Three or four letters of recommendation:  Provide names and contact information of references in your online application.
• If you are submitting a writing sample with multiple authors, please provide a description of your role in the writing process and which part(s) you were responsible for writing.
• What are your motives in seeking a PhD in nursing?  Include your career goals, future job/position you would like to pursue, as well as how getting a PhD in nursing could help you to meet your future goals and/or career pursuit.
• At this time, what topics or questions are you interested in studying?  Among what group or population might your area of research include? Additionally, what are your reasons for choosing your research interest and subject group?
• What research experiences have you had?  Please describe how these experiences may have prepared you for graduate school. If you have not had prior experience in research, then describe an experience in which you had to problem-solve your way to a good solution. How might this experience have prepared you for conducting research?
• What are your reasons for applying to the University of Wisconsin–Madison?  Include in your reason(s) how earning a PhD in nursing at UW–Madison addresses your professional goals.
• Aligning student’s research interests with faculty expertise can be based on a topic, question, population, or type of research method used. Assuming that your ideas would develop and become refined in a PhD program, which  researcher(s)  at UW–Madison School of Nursing can you imagine yourself working with and why?
• Describe characteristics you are looking for in a faculty advisor and mentor?

The  Early Entry PhD Option  is an innovative program designed for undergraduate students interested in pursuing a research career.

With the assistance of a faculty advisory committee, early-entry students plan an individualized program of study and research. They draw on existing undergraduate and graduate courses in nursing and related disciplines. This option includes early and intensive research training, clinical practice, and required and recommended coursework.

Two degrees are awarded to students who complete this option:

• a Bachelor of Science in Nursing (BSN), granted by the UW–Madison School of Nursing
• a Doctor of Philosophy (PhD), granted by the UW–Madison Graduate School

Connect with Us

If you have questions, would like to discuss visit options , or want to be connected with faculty members, please contact us. We are happy to arrange connections with current students as well. They can often provide special insight into the program, academic services, and life at the University and in Madison.

Graduate Admissions

Email: admissions @nursing.wisc.edu

Phone: 608-263-5180

Kristine L. Kwekkeboom, PhD, RN, FAAN

Position title: Professor, Lillian S. Moehlman Bascom Professor in Nursing and PhD Program Director

Email: kwekkeboom @wisc.edu

Phone: 608-263-5168

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Nursing PhD

Phd in nursing program overview.

The PhD in Nursing is a research-focused degree. There is substantive content and experiential learning in three areas:

• the conducting of research
• scholarship on chronic illness
• scholarship and leadership in nursing education

This innovative program prepares the Nurse Scientist Educator (NSE) who will:

• develop the science of nursing by conducting and disseminating theory guided research in the chronic illness experience and nursing education
• integrate research, teaching, mentoring, and service to the organization and/or profession
• contribute to the development of future nurses through discovery, application, and integration

The NSE student will learn:

• qualitative and quantitative research methods
• the nature of, and criteria for, scientific inquiry
• to build, synthesize, and apply nursing knowledge
• research designs and theoretical perspectives in chronic illness
• interdisciplinary approaches to the issues of chronic illness
• strategies for developing a program of research
• about publication, grant development, curriculum design and evaluation

NSE Foundational Educational Concepts:

• Boyer’s (1990) model of scholarship with its four domains of scholarship—Discovery, Integration, Application, and Teaching
• research on the prevention of chronic illness and the care of people with chronic illness
• comprehensive curriculum that provides learning, training, and mentorship
• cohort education, assigned mentors, and structured activities leading to publication and funding

The program is designed to assist the student to develop the knowledge, skills, and habits of an NSE through mentoring, didactic teaching, and experience.

Attend an information session

Program highlights

A structured mentorship experience begins upon admission. Students are assigned to work with a specific faculty advisor on academic writing, writing for publication, grant writing, and completing qualifying examination requirements.

The Doctoral Seminar is held three times a semester on topics of nursing research based on student needs and interests. The students’ experiential learning includes writing for publication, grant writing, opportunities for research and teaching assistantships, qualifying examination, dissertation proposal hearing, and defense of the completed dissertation .

New:  Online learning and technology innovations improve the teaching-learning experience

The PhD program is a hybrid model with three online classes per semester. In addition, all PhD classes are wired for synchronous participation so students can engage in live classes using distance technology.

All classes are offered on Tuesdays.

Program plans

• BS - PhD Program Plan
• MS - PhD Program Plan

Student success

Experiences from Nursing PhD alumni at UMass Dartmouth

Research on the effects of deinstitutionalization and being the first UMass Dartmouth recipient of a Jonas Center Nursing Scholarship.

Publication of research

Consistent with the focus of the PhD program, students have published their research in leading journals and current textbooks.

Their topics reflect the breadth and depth of their research interests, exploring issues in areas such as nursing education, institutionalization, caregiver experiences, and health literacy.

Learn more: Publications by Nursing PhD Students

Living with chronic illness and innovations in nursing education research

Support for this research comes from a variety of sources:

• the U.S. Department of Health, Education, and Welfare
• the Massachusetts Board of Higher Education
• professional groups and community agencies

Faculty research

Our faculty of the College of Nursing & Health Sciences are recognized experts and are actively involved in service projects in southeastern Massachusetts and beyond. Our faculty serve as consultants for our practice partners and professional groups. Faculty are frequently invited speakers at professional meetings and give peer-reviewed poster and podium presentations throughout the U.S. Many faculty volunteer for local, regional, national, and international health initiatives.

Recently, Dr. Kristen Sethares was the inaugural invited speaker for the University of Massachusetts Center for Clinical and Translational Science Nursing Research Special Interest Group at UMass Medical School. Her presentation, "Promoting Heart Failure Self-Care: Influences, Insights, and Interdisciplinarity" is based on her ongoing research on congestive heart failure and patient self-care.

Office of Nursing Research

The College of Nursing & Health Sciences Office for Nursing Research (ONR) supports graduate students and faculty in developing, reviewing, and submitting grant applications. Additionally, ONR serves as the liaison to the UMass Dartmouth Office of Research Administration (ORA), Corporate Engagement & Institutional Partnerships, and other university-related research offices and supports.

Dean's PhD & DNP Students' Research Support Stipend

The Dean’s PhD & DNP Students’ Research Stipend is a one-year pilot program (2021-2022) to assist nursing PhD students during the dissertation phase of their program, and DNP students during the residency/scholarly project phase of their program by providing limited research stipends for expenses directly related to conducting their studies or projects. The Financial Aid Office will review approved applications for eligibility.

Degree requirements

Phd program.

The PhD program is a 52-credit, post-MS curriculum that is designed to be completed in 48 months of full-time study including summer work.

The BS-PhD is a 73-credit, post-BS curriculum that is designed to be completed in 60 months of full-time study. After completing 39 credits, students may apply for the MS degree. There is a one-year residency requirement. A Certification Examination demonstrates the student’s mastery of nursing science in promoting health, guiding the illness experience, shaping the health system for people with chronic illness, and/or addressing innovations in nursing education. The Qualifying Examination consists of developing one article that is submitted to a peer-reviewed journal. Additionally, a qualifying exam is given at the conclusion of first-year courses.

PhD dissertation

The PhD dissertation is an original body of work in which the candidate demonstrates an in-depth understanding of a substantive area in promoting health, guiding the illness experience, or shaping the health care system for people living with chronic illness or in nursing education. The dissertation demonstrates the candidate’s ability to effectively incorporate theoretical, conceptual, and methodological tools in addressing the influence of nursing practices and the delivery of nursing services to people living with chronic illnesses.

View completed dissertations for the Nursing PhD program.

Assistantship opportunities

A limited number of assistantships are available on a competitive basis. This award is subject to the work needs of the position and department, your satisfactory performance of duties, your academic record, and availability of funds, and may be subject to change.

Learn more about assistantships at UMass Dartmouth

University requirements for graduate admissions

• Submit an application via the online portal. Be sure to provide your full legal name and to capitalize the first letter of all proper nouns.
• Pay non-refundable $60 application fee (American Express, Discover, MasterCard or Visa) via the online portal. For Nursing applicants, the non-refundable application fee is $75.
• Statement of Purpose, minimum 300 words. Unless otherwise indicated in the program requirement details, indicate your graduate study objectives, research interests and experience, and business or industry experience if applicable. If you are applying for a teaching or research assistantship, include any special skills or experience that would assist us in making assistantship decisions.
• Transcripts for all post-secondary institutions attended (regardless of whether a credential is earned or not). Unofficial transcripts are accepted for admissions application review, once enrolled a final official transcript is required. International students applying with an transcript evaluation, please submit that document with your unofficial transcripts. International applicants for Data Science must submit semester-by-semester transcripts as well as consolidated transcripts. 
• Many programs have specific recommendations/requirements, please see the additional program-specific requirements for more information.
• International students : official TOEFL iBT, IELTS, Pearson PTE or Duolingo (if accepted by program) score. Unofficial scores are accepted for admissions application review, once enrolled official scores are required and must be sent by the testing agency (copies/scans not accepted). This is required of any applicant who did not earn a bachelor’s degree or higher degree from an accredited academic institution in the U.S. or accepted English-speaking country, see exemptions for more details . We require an overall/total minimum score of 72 on the TOEFL iBT or BAND 6.0 on the IELTS or a 52 on the Pearsons PTE Academic for entrance to any program and a minimum score of 79 on the TOEFL iBT or BAND 6.5 on the IELTS for consideration for a teaching assistantship. Some programs require higher minimum scores (see program-specific requirements). Most programs also accept the Duolingo with a minimum score of 95. The following programs do not accept the Duolingo: Art Education, Biology/Marine Biology, Nursing (MS, DNP, PhD), Psychology: Clinical, and Public Policy. 
• All official documents are required for enrollment, please have documents (ie. test scores) sent prior to the expiration. 

Program-specific requirements

Candidates must submit the required application materials, university requirements and program-specific requirements, for consideration.

• Bachelor’s degree minimum GPA of 3.0 and Master’s degree minimum GPA of 3.3.
• One of these two degrees is from an accredited nursing program.
• Master’s level courses that include exposure to theory and research, and a course in multivariate statistics. For BS-PhD applicants, these will be completed in the program.
• For BS-PhD applicants, BS minimum GPA of 3.5.

Requirements

• Two letters of recommendation from people who have supervised the applicant in the academic, professional, or community service setting. If possible, at least one recommendation should be from a doctorally-prepared faculty member who is familiar with the applicant’s academic work and capacity. The recommendations should address the applicant’s ability to do graduate work, and potential to advance the discipline of nursing through scholarship. Applicants will be required to provide the recommenders name and email address so we can contact the recommender for the letter of recommendation.
• Statement of purpose should include research interest and intent. In the first part (up to 250 words), give your reasons for wishing to pursue graduate study. In the second part (up to 1,000 words), indicate your research interests and goals for doctoral study.
• Scholarly writing samples (for example, a peer reviewed publication or a paper from school), minimum of 10 pages of writing.
• Applicants must be registered nurses and submit copy of RN license.
• International students should have a minimum English Proficiency score of TOEFL iBT 84 with the speaking session minimum 24, IELTS 6.5 with a minimum of 6.0 in each section, or the Pearsons PTE Academic 55 with no individual score below 50.

Program deadlines

Nursing faculty

Our nurse-scientist faculty combine strong academic credentials with diverse experience in clinical practice, leadership, and scholarship. They offer a range of expertise in healthcare, nursing, and teaching, including breast cancer, cardiovascular disease, family caregivers, mental health, mother-infant interaction, patient safety, spinal cord injury, and symptom management, among many others.

Explore more

• PhD Dissertations
• Diversity, Equity, and Inclusion Statement
• UMassD Course Catalog

Course descriptions, schedules and requirements

Request info.

Discover why UMass Dartmouth is the right place to earn an advanced degree or certificate.

Application Deadlines

Fall: June 1 Spring: Fall only Summer: Not applicable

Mary Mccurry , PhD

Professor College of Nursing & Health Sciences / Adult Textiles 017

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• theme: nursing-healthcare

The Biology program emphasizes close interaction between graduate students and faculty in developing the intellectual and experimental skills required for creative independent research.

Counseling Psychology

The PhD in Counseling Psychology program at Northeastern is designed to train the next generation of mental health professionals. Doctoral level counseling psychologists conduct research, teach at the university level, supervise students and professionals, consult with community agencies, and provide clinical services to people across the developmental lifespan. Counseling psychologists also enhance the science of health promotion and health psychology and emphasize community-based interventions.

Medicinal Chemistry and Drug Discovery

The Doctor of Philosophy in Medicinal Chemistry program trains students in the design and synthesis of novel biologically active compounds and in the study of their mechanisms of action using biochemical, biophysical, and pharmacological approaches.

The PhD Program in Nursing prepares scholars to be nursing scientists, educators and leaders who seek to improve health across the lifespan with a concentration on urban, vulnerable and underserved populations.

Population Health

The PhD program in Population Health integrates interdisciplinary education and experiential opportunities to prepare students for careers dedicated to improving the health and well-being of populations. It trains students to become public health leaders through the simultaneous examination of multiple health determinants, including social, environmental, nutritional, and behavioral risk factors.

Professional Doctorates

Northeastern offers customizable courses of study, flexible formats, and challenging work experiences that propel careers forward.

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Department of Psychology

Explore Our Programs

We offer a  Bachelor of Arts and Bachelor of Science in psychology , a  D octor of Philosophy in experimental psychology , and  Doctor of Philosophy in clinical psychology . We currently have over 300 undergraduate majors, and over 40 graduate students involved in our programs.

Psychology courses delve into topics such as cognitive psychology, developmental psychology, clinical psychology, social psychology, and neuroscience. Through engaging coursework, students explore the intricacies of behavior and mental processes. We emphasize hands-on learning experiences, encouraging students to actively participate in psychological research projects and gain practical skills that will benefit them in their future careers.

Explore Our Undergraduate Programs

Explore Our Clinical Psychology Graduate Program

Explore Our Experimental Psychology Graduate Program

Meet Our Faculty

Our faculty members, who are experts in their respective areas, bring a wealth of knowledge and experience to the classroom, ensuring that students receive a high-quality education.

The Department of Psychology offers numerous opportunities for students interested in psychological research. Under the guidance of our faculty, students can engage in research in areas such as cognitive psychology, developmental psychology, and more. 

Program Highlights

• Idaho's only APA-Accredited Clinical Psychology PhD program
• Idaho's only Experimental Psychology PhD program
• Diverse faculty with research interests covering various areas
• Opportunities for undergraduate students to work in research labs
• Inclusion in clinical practicum teams
• Minor in Applied Behavior Analysis with promising job prospects for Bachelor's degree holders

Employment Opportunities

• Local developmental disability companies
• Applied Behavior Analysis
• Internship opportunities with organizations such as the City of Pocatello, United Way, Idaho National Laboratories, and Access Point
• Potential for careers in medical professions including hospitals and Veteran's Affairs

Practical Experience and Skill Development

• Hands-on training in clinical psychology and experimental psychology
• Exposure to diverse research methodologies and approaches
• Access to real-world settings through internships and collaborations
• Development of essential skills for working in the psychology field

Want to know more about ISU's psychology programs? Watch this video.

We prepare students for success in various fields related to psychology

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Find Your Roar with the Department of Psychology at ISU

We at the Department of Psychology are committed to providing outstanding education and promoting a deep understanding of human behavior, mental processes, and psychological research.

Our department offers a diverse range of programs and opportunities for those interested in psychology, whether you're pursuing a career in the field or simply want to explore the fascinating world of the human mind.

Idaho State University's psychology department offers comprehensive programs and degrees tailored to the diverse interests and career goals of our students. From undergraduate programs to graduate degrees, our faculty members, who are experts in their respective fields, bring extensive knowledge and experience to the classroom, ensuring a high-quality education that prepares students for success in various psychology-related fields.

Delving into topics such as cognitive psychology, developmental psychology, clinical psychology, social psychology, and neuroscience, our engaging coursework provides students with valuable insights into the complexities of human behavior and mental processes. Through hands-on learning experiences, students actively participate in psychological research projects, gaining practical skills that benefit their future careers.

Our department also offers abundant research opportunities, allowing students to engage in cutting-edge research guided by our expert faculty. These experiences deepen students' understanding of psychological principles and equip them with essential skills in research design, data analysis, and critical thinking. Graduates from Idaho State University's psychology program are well-prepared for a range of career prospects in counseling, social work, human resources, research, and academia.

We invite prospective students, current students, and alumni to explore our website and discover more about our psychology programs, faculty, research opportunities, and the vibrant community we have cultivated at Idaho State University's Department of Psychology. Whether you're seeking to understand human behavior, promote mental health, or make a positive impact in the field of psychology, we are here to support your journey.

Your First Choice

Our master’s program offers three areas of concentration and is designed to give students a deeper understanding of human behavior from a variety of perspectives. All students study a common core of psychology courses and then develop a specialization with the help of an academic advisor. Students finish their graduate experience by either completing an internship or a thesis.

See the academic catalog for admission and degree requirements.

Graduate Concentrations

Master of arts, applied behavior analysis.

The Applied Behavior Analysis program is offered in both a traditional face-to-face format as well as an online-only format. Our on-campus program is one of twenty-two master’s level programs in the world to hold accreditation from the Association for Behavior Analysis International (ABAI)®. Coursework for both programs have been approved as 5th edition Task List Verified Course Sequences (VCS) for instruction. Our program provides the academic training and supervised fieldwork experience necessary for graduates to apply for national certification as a Board Certified Behavior Analyst (BCBA)®. Training emphasizes the development of both assessment and intervention skills. We feature a strong research sequence and aim to train scientist-practitioners

Applied Behavior Analysis, MA Curriculum

Master of Science, Clinical Mental Health Counseling

Master of arts, general/experimental psychology.

The General Experimental Psychology program prepares graduates for advanced study in psychology at the Ph.D. level. Students use this program to enhance their competitive applications for doctoral programs through coursework in experimental design including group and single-subject methodology, statistical analysis and semi-independent research. This is a thesis program that requires a research-based thesis.

General/Experimental Psychology, MA Curriculum

Psychology Program Contact

Dena Matzenbacher 337-475-5434 Farrar Hall 156 [email protected]

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All Capella applicants must meet the following admissions criteria. Some degree programs and certificates have additional requirements. GRE, GMAT, SAT or ACT are not required for admission. Take a look at the requirements and find everything you need to start your application.

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Each program has specific minimum GPA requirements for admission.

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All applicants must understand, read, speak and write fluently in English.

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Some Capella degree programs have additional admission requirements. See the program page or ask an enrollment counselor for details. These requirements may include:

• Forms and documents disclosing licensure information, background and work experience
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• Essay or writing sample
• Faculty interview
• Registration acknowledgement form
• Master’s degree from an institution accredited by a U.S. Department of Education-recognized accrediting agency or an internationally recognized institution
• Your official master’s transcripts, minimum grade point average of 3.0 or higher on a 4.0 scale

GRE and GMAT are not required for admission. Also, admission requirements for international students may differ.

Learn more about doctoral programs at Capella

• Bachelor’s degree from an institution accredited by a U.S. Department of Education-recognized accrediting agency, or from an internationally recognized institution
• Your official bachelor’s transcripts
• Minimum GPA as determined by your chosen program

Certain degree programs – such as counseling, social work, and nursing – may have additional requirements. International students also must submit proof of English proficiency and transcript evaluation.

While some institutions may ask for scores from the GRE, GMAT, SAT, or ACT, these tests are not required as part of admission for Capella.

Learn more about master’s programs at Capella

• High school diploma or equivalent
• Transcript of any reported GED
• A valid, government-issued form of photo identification
• Must be least 24 years old (may be waived for military/veteran applicants, those with at least 24 quarter credits of prior college/university coursework, and Capella Jumpstart participants)

SAT and ACT are not required for admission.

Learn more about bachelor’s programs at Capella

• Certificate students and students taking individual courses must meet the minimum education requirements determined by the degree level of their course registration.
• Bachelor’s students must be least 24 years old (may be waived for military/veteran applicants and those with at least 24 quarter credits of prior college/university coursework) and must have a high school diploma or equivalent.
• Master’s students must have a bachelor’s degree from an institution accredited by a U.S. Department of Education-recognized accrediting agency or internationally recognized institution.
• Doctoral students must have a master’s degree from an institution accredited by a U.S. Department of Education-recognized accrediting agency or internationally recognized institution.

Bachelor’s programs

• 45 applicable college credits
• The recommended minimum GPA is 2.8 OR at least 100 applied transfer college credits (Applicants with a lower GPA and less than 100 applied transfer college credits,  may be considered by providing additional documentation for a holistic review.)

Master’s programs

• Recommended minimum college GPA: 2.8 (Applicants with a lower GPA may be considered by providing additional documentation for a holistic review.)
• Some programs require that your bachelor’s degree be in your intended field of study, or that you have a minimum amount of relevant, professional experience in that field.

Don’t qualify for FlexPath? You have the option to start your program in our GuidedPath format. When you successfully complete a set number of courses at a 2.8 GPA or higher, you can transfer into FlexPath.

When you apply: how the Capella University application works

Once you’ve reviewed the admission requirements and gathered your materials, you’re ready to start your application. If you need more time, you can always save and finish it later.

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Provide transcripts from past universities, including military and other providers such as Sophia or StraighterLine. With your permission, we’ll request transcripts. Once we receive them, we’ll apply eligible transfer credits to your program.

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In some cases, your transfer credit evaluations will be completed after you are admitted.

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• Doctor of Philosophy (PhD)

Each student must write a dissertation that presents the results of a research project carried out by the student.

An appropriate research project involves a substantive piece of original and independent research grounded in an appropriate body of literature. It is relevant to an identifiable field as it is currently practiced. It presents a hypothesis tested by data and analysis and provides a significant contribution or advancement in that field. It is the responsibility of the student's doctoral committee to evaluate the dissertation in these terms and to recommend the awarding of the doctoral degree only if the dissertation is judged to demonstrate these qualities.

Characteristics that a dissertation should demonstrate are:

• Establishment of an historical context for the presentation of an innovative and creative approach to the problem analysis and solution
• Clear understanding of the problem area as revealed by analysis and synthesis of a broad literature base
• Well-defined research design
• Clarity in composition and careful documentation
• Results of sufficient merit to be published in refereed journals or to form the basis of a book or monograph
• Sufficient detail so that other scholars can build on it in subsequent work
• Preparation of the author to assume a position within the academic nursing profession

The date and title of the defense must be submitted to the PhD Program Director one month prior to the final defense so that this event can be announced to the University community; see Policy 227 for more information.

Dissertation Committee

The student selects a qualified nursing faculty member with expertise in the area of research focus to guide the research and chair the dissertation committee.

In consultation with the committee chair, the student selects a minimum of three faculty members in addition to the committee chair to serve as dissertation committee members.

• The majority of the committee, including the major advisor, must be full or adjunct members of the Graduate Faculty of the University of Pittsburgh.
• Three committee members, including the chair, must have a faculty appointment in the School of Nursing.
• One member must be from a school or department outside of the School of Nursing.

The dissertation committee must be approved by the PhD Program Director and the Dean

This dissertation committee has the responsibility to advise the student during the progress of the candidate's research and has the authority to require high-quality research and/or the rewriting of any portion or all of the dissertation. It conducts the final oral examination and determines whether the dissertation meets acceptable standards; see Policy 227 for more information.

Meetings of the doctoral candidate and his/her dissertation committee must occur at least annually from the time the student gains admission to doctoral candidacy. During these meetings, the committee should assess the student's progress toward the degree and discuss objectives for the following year and a timetable for completing degree requirements.

Membership of the doctoral committee may be changed whenever it is appropriate or necessary, subject to the approval of the PhD Program Director and the Dean.

Dissertation Topic Approval

The dissertation focus must be approved by the student's dissertation committee and reported to the PhD Council by the student's dissertation chair before the student can proceed with the selected research. This Dissertation Committee's approval will be based on the appropriateness of the abstract of the planned study to the science of nursing and the match between the School of Nursing faculty and the student's research topic.

See Policy 227 for more information.

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Accountancy (M.Acct.)

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Bioinformatics and Computational Biology (M.S., Ph.D.)

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Biology (M.S., Ph.D.)

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Climate Change - Interdisciplinary Science and Technology (P.S.M.)

Computer Engineering (M.Engr., M.S.)

Computer Science (M.S., Ph.D.)

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Criminology (M.S.)

Curriculum & Instruction - Career and Technical Education (Ed.S.)

Curriculum & Instruction - Career and Technical Education (M.Ed.)

Curriculum & Instruction (Ed.S.)

Curriculum & Instruction (M.Ed.)

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English (M.A.)

Entomology (M.S., Ph.D.)

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Experimental Psychology (Ph.D.)

Family and Consumer Sciences (M.S.)

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Geographic Information Science: Geospatial Aspects of Sustainable Planning Application (M.S.)

Geographic Information Science: Geospatial Habitat Assessment Application (M.S.)

Geographic Information Science: Geospatial Intelligence Application (M.S.)

Geographic Information Science: Geotechnician Application (M.S.)

Geographic Information Science: GIS Programming Application (M.S.)

Geographic Information Science: Natural Hazards and Emergency Planning Application (M.S.)

Geographic Information Science: Remote Sensing (M.S.)

Geographic Information, Skills, Mapping, and Monitoring - Interdisciplinary Science and Technology (P.S.M.)

Geography (M.S., Ph.D.)

Geological Engineering (M.S.)

Geology (M.S., Ph.D.)

Groundwater Hydrology (M.S.)

History (M.A., Ph.D.)

Human Factors (Psychology M.S.)

Hydrology (Groundwater Hydrology (M.S.))

Integrated Architecture and Design (M.S.)

Interdisciplinary Science and Technology (P.S.M.)

Interdisciplinary Studies (M.A., M.S.)

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Master of Business Administration (M.B.A.)

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Mathematics (M.A.T.)

Mathematics (M.S., Ph.D.)

Mechanical Engineering (M.Engr., M.S., Ph.D.)

Microbiology, Molecular Biology and Biochemistry (Ph.D.)

Movement and Leisure Science (M.S.)

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Natural Resources - Environmental Education and Science Communication (@MOSS) (M.N.R.)

Natural Resources - Fire Ecology and Management (M.N.R.)

Natural Resources - Fish and Wildlife Science and Management Option (M.N.R.)

Natural Resources - Integrated Natural Resources (M.N.R.)

Natural Resources - Restoration Ecology and Habitat Management (M.N.R.)

Natural Resources (M.S., Ph.D.)

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Nutritional Sciences (M.S., Ph.D.)

Online Master of Business Administration (M.B.A.)

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Plant Science (M.S., Ph.D.)

Political Science (Ph.D.)

Precision Nutrition for Human and Animal Health - Interdisciplinary Science and Technology (P.S.M.)

Professional Science Master (Interdisciplinary Science & Technology (P.S.M.))

Psychology (M.S.)

Psychology (Ph.D.)

Public Administration (M.P.A.)

Secondary Education (M.A.T.)

Soil and Land Resources (M.S., Ph.D.)

Special Education (M.Ed.)

Statistical Science (M.S.)

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Teaching English to Speakers of Other Languages (M.A.)

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Water Resources (M.S., Ph.D.)

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Reviewed by Psychology Today Staff

Empathy is the ability to recognize, understand, and share the thoughts and feelings of another person, animal, or fictional character. Developing empathy is crucial for establishing relationships and behaving compassionately. It involves experiencing another person’s point of view, rather than just one’s own, and enables prosocial or helping behaviors that come from within, rather than being forced.

Some surveys indicate that empathy is on the decline in the United States and elsewhere, findings that motivate parents, schools, and communities to support programs that help people of all ages enhance and maintain their ability to walk in each other’s shoes.

• Developing Empathy
• Empathy in Relationships
• The Downside of Empathy

Empathy helps us cooperate with others, build friendships, make moral decisions, and intervene when we see others being bullied. Humans begin to show signs of empathy in infancy and the trait develops steadily through childhood and adolescence . Still, most people are likely to feel greater empathy for people like themselves and may feel less empathy for those outside their family, community, ethnicity , or race.

Empathy helps us connect and help others, but like other traits, it may have evolved with a selfish motive: using others as a “social antenna” to help detect danger. From an evolutionary perspective, creating a mental model of another person's intent is critical: the arrival of an interloper, for example, could be deadly, so developing sensitivity to the signals of others could be life-saving.

Babies display an understanding that people’s actions are guided by intentions and are able to act on that understanding before they are 18 months old , including trying to comfort a parent. More advanced reasoning about other people’s thoughts develops by around age 5 or 6, and research shows that parents who promote and model empathy raise more empathetic children.

Empathy, sympathy, and compassion are often used interchangeably, but they are not the same . Sympathy is feeling of concern for someone else, and a desire that they become happier or better off, while empathy involves sharing the other person’s emotions. Compassion is an empathic understanding of a person's feelings accompanied by altruism , or a desire to act on that person's behalf. 

Researchers believe people can choose to cultivate and prioritize empathy. People who spend more time with individuals different from themselves tend to adopt a more empathic outlook toward others. Other research finds that reading novels can help foster the ability to put ourselves in the minds of others. Meditation has also been shown to help cultivate brain states that increase empathy.

Some neuroscientists have advanced the concept of "mirror neurons” as a possible source of empathy . These neurons, it is theorized, enhance the capacity to display, read, and mimic emotional signals through facial expressions and other forms of  body language , enhancing empathy. But whether mirror neurons actually operate this way in humans is a subject of longstanding scientific debate, and some scientists question their very existence. 

The ability to convey support for a partner, relative, or friend is crucial to establishing positive relationships. Empathy enables us to establish rapport with another person , make them feel that they are being heard, and, through words and body language, mimic their emotions. Perspective-taking , or the empathic ability to assume the cognitive state of another person and see a problem through their eyes, can further cement a connection.

In healthy relationships, people expect their partners to empathize with them when they face hardship or personal struggles, but the ability to empathize with a partner in good times may be at least as important. In one study, displaying empathy for a partner’s positive emotions was five times more beneficial for relationship satisfaction than only empathizing with his or her negative emotions.

People high in narcissism, or who have narcissistic personality disorder , can exhibit empathy and even compassion. However, that ability only goes so far, as ultimately their own needs come first. Some researchers believe narcissists can develop greater empathy by developing greater self-compassion, which can increase their own feelings of security and self-worth and enable them to open up to hearing others.

Putting yourself in someone else’s shoes can be beneficial, but when it becomes one’s default mode of relating to others, it can blind an individual to their own needs and even make them vulnerable to those who would take advantage of them.

People who regularly put the feelings and perspectives of others above their own may experience feelings of emptiness or alienation and develop generalized anxiety or low-level depression . Psychopaths, on the other hand, are capable of empathic accuracy , or correctly inferring thoughts and feelings, but may have no experiential referent for it: a true psychopath does not feel empathy.

First responders, humanitarian aid workers, doctors, therapists, journalists, and others whose work involves opening themselves up to others’ pain tend to be highly empathic. However, they may come to share the heartbreak of those they help or whose stories they record. As such “emotional residue” accumulates, they may shut down , burn out , and become less willing or able to give of themselves.

Empaths are often characterized as being highly sensitive and overly focused on the needs of others. They may benefit from time alone, as they find it draining to be in the presence of other people. People who are very empathic are more likely to be targeted by manipulative individuals. For this reason, it is important to create healthy boundaries in all relationships, and to be cognizant of relationships with "energy vampires," who are draining to empaths and non-empaths alike.

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Discover the power of one transformative question that can deepen connections, foster empathy, and enhance understanding in all your relationships.

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Through increasing empathy, trust, and bonding, psychedelic medicines are poised to help lubricate all kinds of bumpy relationships, from the romantic to the political.

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At any moment, someone’s aggravating behavior or our own bad luck can set us off on an emotional spiral that threatens to derail our entire day. Here’s how we can face our triggers with less reactivity so that we can get on with our lives.

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