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PhD in Applied Developmental Psychology

The PhD in Applied Developmental Psychology (ADP) trains students to become world-class research scientists studying human development.

Our ADP faculty and students engage in applied research using a variety of methods and approaches, including in-depth observation, longitudinal modeling, and experimental designs.  ​

This 90-credit program can be completed in approximately five years. Students have the opportunity to learn and grow as researchers through the close mentoring relationships developed with our faculty.

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Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

5 years on average

Enrollment Term

Admissions Deadline

Admissions Requirements

No GRE Exam is required

Program Overview

Our PhD program in Applied Developmental Psychology prepares you for research careers answering meaningful practice and policy questions relevant to improving the lives of children, youth, and families.

You will study the following subjects in depth:

• The influence of individual, interpersonal, and contextual factors on learning and well-being outcomes for children and youth in school and out-of-school settings
• How human development and context interact to generate dynamic patterns of child and youth behavior
• The effectiveness of interventions to promote learning and wellbeing outcomes for children and youth

Students complete coursework in a diverse set of topics to learn academic writing skills, real-world applied research design, data analytic tools that match the complexities of the context under study, and authentic assessment strategies.

View Program Curriculum

Degree Requirements

The degree requirements can be found in our PhD in Applied Developmental Psychology Handbook (PDF)

Prerequisites

There are no specific prerequisite requirements. However, prior research and/or professional experience working with children and families in community or school settings is preferred.

Our most successful students have a few post-baccalaureate years of child- and youth-serving work experience to develop first-hand knowledge of child development in context.

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Upcoming Info Sessions

General Info Session (Virtual)

May 13, 2024 | Noon-1 PM

June 3, 2024 | Noon-1 PM

"I attended Pitt for all of my education. As a doctoral student, I've enjoyed instructing classes and conducting research both independently and collaboratively." Ashley Shafer - Pitt Alumni

Career Pathways

Our graduates go on to have successful research careers in a variety of settings including institutions of higher education and research centers.

Program Faculty

Program Coordinator

Brian Galla

Heather Bachman

Kevin Crowley

Shannon Wanless

Program News

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PhD Student Meghan Orman Connects Ecology to Psychology in Iceland - Read more

Shannon Wanless to Lead AERA Special Interest Group

Shannon Wanless to Lead AERA Special Interest Group - Read more

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How to apply phd, developmental psychology.

In this doctoral program, you’ll acquire a foundation in core areas of developmental psychology, knowledge of research methods and analytic approaches to the study of change processes, and the skills needed to address critical issues in developmental science that affect infants, children, and adolescents across domains, contexts, and cultures. The program prepares you for a career in academia and other research settings (e.g., foundations; think tanks, industry; and programs that serve children and families at local, state, national, and international levels). 

Official Degree Title

Application Deadline

Admissions Information

Program Information

Admissions Requirements

You must have a bachelor's degree and/or a master's degree in Psychology or Human Development in order to apply to this program.

How to Apply

These instructions and requirements are for all applicants. If you are not a citizen or a permanent resident of the United States, please read the  special instructions for international applicants .

Your application will require the following items. The following are acceptable document types for uploads: .pdf, .jpeg, .jpg, .gif, .tiff, .png, .doc, .docx, and bitmap.

1. Prepare Your Application

You are required to upload a copy of your most recent résumé or curriculum vitae as part of your application.

Statement of Purpose

You are required to upload a typed, double-spaced, two- to three-page statement explaining your purpose in undertaking graduate study in this particular program as part of your application. This is your opportunity to introduce yourself and to inform the admissions committee about your goals, interests, and career plans as they relate to your intended academic pursuits.

Please include your research interests and a description of your future goals.

Letters of Recommendation

Submit  three  letters of recommendation. Be sure to request them well in advance of the deadline. Read  detailed instructions .

Transcripts

Upload one official copy of transcripts from every postsecondary school you have attended or are attending. Make sure to request them in advance of the deadline.

If you completed or are completing a degree at an institution outside of the US or Canada, you are required to provide a WES or ECE evaluation. Please review our requirements for translation and a course-by-course evaluation of your transcripts.

See  detailed instructions on submitting transcripts .

Not required.

Although the GRE is typically required for this program, for the 2024 admissions cycle GRE scores will not be required. For more information see  testing requirements .

Proficiency in English

See  testing requirements .

Interview Date

The interview date for the 2024 cycle will be Friday, February 9, 2024 .

Application

Start your application now

After you fill in and upload the required information, you can submit your completed application.  Your application must be completed, dated, electronically signed, and submitted by 11:59 p.m. EST of the stated deadline.

Application Fee

You will be prompted to pay a $75 application fee, payable by major credit card only. After submitting your payment, you will see your application status change from “saved” to “submitted.” Please print this screen for your records, as it confirms that your application has been successfully sent to our school. If you have problems submitting your payment, please contact the Office of Graduate Admissions. Learn more about our  fee waiver policy .

Mailing Additional Items

If any application materials need to be mailed to our office, mail the materials to NYU Steinhardt, Office of Graduate Admissions, 82 Washington Square East, 3rd Floor New York, NY 10003-6680.  Please do not mail your materials in binders or folders. Any mailed materials must be  received by, not postmarked by, the stated deadline . Only completed applications will be considered and reviewed by the Admissions Committee. Due to high volume, we are unable to confirm receipt of mailed materials.

Application Policies

Application deadlines are "in-office" deadlines, not postmark deadlines.  It is your responsibility to ensure that all materials are in the Office of Graduate Admissions by the appropriate deadline, and we reserve the right to return any application that arrives after the deadline. Only completed applications will be considered. Should a deadline fall on a weekend, the in-office deadline will be the next business day. We advise you to apply early.

Please check the online system to confirm that you have successfully submitted your application.  Due to the volume of applications and related materials received, the Office of Graduate Admissions will only contact you if your application was successfully submitted and is deemed incomplete because of missing required materials. Otherwise, you will hear from us when the admissions committee has made its decision.

Deferral policy:  NYU Steinhardt does not allow deferrals. Applicants who wish to be considered for a future semester must reapply by submitting a new application with all supporting materials, including letters of recommendation, by the application deadline.

3. Receive Your Admission Decision

You will be notified about your decision by email. Typically, decisions will start going out in late March or early April for fall enrollment. You may learn of your decision before or after this timeline.

Psychology, PhD (Developmental)

On this page:.

The PhD in Psychology with an emphasis in Developmental psychology aims to understand and improve the lives of individuals and families across the lifespan.

Program Description

Degree Awarded: Psychology, PhD

The PhD in Psychology with an emphasis in Developmental psychology aims to understand and improve the lives of individuals and families across the lifespan. Faculty in the Developmental Psychology Program study infancy, childhood, adolescence, young adulthood, and midlife into old age. Through the innovative combination of basic science, community-based interventions, and use of contemporary methods of analysis, the Developmental Psychology training area offers unique opportunities for students to build both skills and relationships across the university and local communities. Your research at ASU will have practical applications and you will be able to see the difference that you make in the lives of real people. For a full list of labs,  visit the Developmental Labs section of the website here .

The Doctor of Philosophy program in psychology with an emphasis on developmental psychology offers training in the theories and methods of developmental psychology and how they are applied in real-world settings. By development, we mean the transformations and changes that occur across the lifespan and the processes that influence not only behaviors, emotions, and cognition, but also the underlying genetic and biological mechanisms.

Developmental psychologists work in a variety of settings, including academia, government agencies, health care facilities, and schools. Those working at universities tend to focus primarily on research and teaching. Others work in applied settings, such as nonprofits and health care facilities. Developmental psychologists may work with individuals at any age. The majority of the graduates of our Developmental Psychology program have gone on to research and teaching careers in academia or government and industry.

IMPORTANT: To be considered for PhD program, you must complete the application through ASU's online portal AND submit your material through  Slideroom .

Explore the Developmental Faculty Here

Current Developmental Students

Developmental FAQs

Developmental Research Laboratories

Adolescent Stress and Emotion Lab  (Doane)

Child Emotion Center  (Lemery-Chalfant)

Courage Lab  (Pina)

Lifespan Developmental Lab  (Infurna)

Emerging Minds Lab (Lucca)

Science of Learning and Educational Technology (SoLET) Lab  (McNamara)

Genes, Environment, Youth and Development (Su)

Theory of Mind / Father and Divorce Labs  (Fabricius)

Heart Healthy Experiences Across Relationships and Transitions Lab  (Ha)

Learning and Development Lab  (Benitez)

Application requirements are found in the  doctoral admissions  pages. To apply for doctoral training in Developmental Psychology register with the graduate college  HERE .

Faculty Fingerprint

Fingerprint comes from data mining our scientific contributions. Learn more about us. Check out our global fingerprint and enjoy the visualizations:

Viridiana Benitez

Robert Bradley

Nancy Eisenberg

William Fabricius

Frank Infurna

Kathryn Lemery

Kelsey Lucca

Armando Pina

Danielle McNamara

Student Handbook

Graduate students in the Developmental Psychology training area receive coursework training in the areas listed below. The total number of hours required by the Graduate College for the PhD is 84; 42 of coursework and 42 of research/reading & conference. Other courses offered by developmental faculty, affiliated faculty, visiting professors, or offered in other departments may be substituted by approval of the developmental faculty.

Courses and electives

Expand the options below to see what courses are available in each required area. Graduate students are expected to complete 84 credit hours. 

+ Core Courses (24 credit hours)

Developmental Theory Courses . Students are required to take at least one course:

• CDE 531 Theoretical Issues in Child Development
• PSY 591 Advanced Developmental Psychology
• PSY 591 Lifespan Developmental
• PSY 591 Theories of Development

Developmental Methods Courses . Students are required to take at least one course:

• PSY 600 Developmental Research Methods
• CDE 533 Research Issues in Child Development
• PSY 555 Experimental and Quasi-Experimental Designs
• PSY 600 Research Methods
• PSY 536 Methods in Prevention Research
• PSY 591 Methods in Developmental Psychobiology

Quantitative Courses.  Students are required to take at least four of the following courses:

• PSY 530 Analysis of Variance
• PSY 531 Multiple Regression Analysis
• PSY 532 Analysis of Multivariate Data
• PSY 533 Structural Equation Modeling
• PSY 591 Multilevel Modeling
• PSY 591 Longitudinal Data Analyses
• PSY 591 Statistical Mediation Analyses
• PSY 591 Missing Data Analyses
• PSY 591 Multivariate Analysis of Variance
• PSY 539/540 Meta-Analysis
• PSY 591 Advanced Regression and Graphics
• PSY 591 Item Response Theory
• PSY 537 Longitudinal Growth Modeling
• PSY 538  Advanced Structural Equation Modeling

Plus others that may be offered outside the Department of Psychology, such as longitudinal modeling, categorical data analysis, qualitative data analysis, time series analysis, subject to approval by the developmental faculty.

+ Electives (6 credit hours)

Depth Courses: Topical Courses of a Developmental Nature . Students are required to take at least four courses with at least two from developmental faculty:

• PSY 542 Social Development
• PSY 591 Social-Cognitive Development—Theory of Mind
• PSY 591 Language Development
• PSY 591 Research in Cognitive Development
• PSY 591 Adolescence and Emerging Adulthood
• PSY 591 Emotional Development
• PSY 591 Moral Development
• PSY 591 Home Impact on Child Development
• PSY 591 Childcare, Early Education, and Child Development
• PSY 591/CDE 612 Children’s Peer Relationships
• PSY 591 Successful Aging
• PSY 591 Resilience Processes and Development
• PSY 591 Developmental Behavior Genetics
• PSY 578 Developmental Psychopathology
• CDE 534 Risk and Resilience
• CDE 610 Gender and Development
• CDE 634 Prevention and Child Development

Plus others that may be offered outside the Department of Psychology, such as speech and language development, subject to approval by the developmental faculty.

Professional Development.  

• PSY 591 Teaching of Psychology
• PSY 501 Supervised Teaching
• PSY 591 Professional Writing and Reviewing
• PSY 591 Grant Writing/Professional Development
• PSY 680 Topics in Professional Development (1-3 credit option)

Breadth Courses: Psychological Foundations . Students are required to take at least two courses from other areas within the department that will provide the student with a broader perspective including the social, cognitive, and/or biological bases of human behavior. These courses are taught by Department of Psychology faculty; coursework from other departments or schools are subject to approval from the developmental faculty.

+ Research (42 credit hours)

Research: Reading & Conference, Master’s Thesis . Students are required to take 42 research credits and this requirement could be satisfied with some combination of masters, dissertation, RA, and supervised research via the courses listed below. When those 42 credits are completed, there are no more research requirements.

• PSY 592 Supervised Research or PSY 590 Reading and Conference (at least 9 credits)
• PSY 599 Master’s Thesis (at least 6 credits)
• PSY 792 Post-Master’s Research or PSY 790 Reading and Conference (at least 15 credits)

+ Dissertation (12 credit hours)

• PSY 799 Dissertation Research (at least 12 credits)

Transfer students : with the approval of the degree program and ASU's Graduate College, students may include a maximum of 12 graduate-level credit hours with grades of “B” or better that were not used towards a previous degree. Preadmission credits must have been taken within three years of admission to the ASU degree program to be accepted. The PhD program can also accept an admitted students Master’s degree and this would count as 30 credits towards the 84 required  for the program. 

At a Glance

• Location:   Tempe campus
• Second Language Requirement:  No

Degree Requirements

The 84 credit-hour program of study includes a master’s thesis, comprehensive exam, and a dissertation. Coursework covers theory, methods, advanced statistics, professional development (e.g., grant writing and teaching), general psychology breadth courses, and developmental psychology depth courses. Prospective doctoral candidates should have a passion and interest in developmental psychology, have demonstrated research skills through experience in a research lab or senior thesis, and have a minimum of a 3.00 cumulative GPA. 

The FAQ tab on the left contains more information on the graduate program and application process. The faculty take a holistic approach to evaluating applications of prospective students, including the review of their written statement, research experience, GPA, and letters of recommendation. We also understand that applying to graduate school can be an expensive process. Please contact us if you have financial need and/or assistance with application fees.

Applicants who are interested in learning more about the faculty’s current research projects and whether they are accepting students are encouraged to  reach out  to them or a member of their lab directly. Click to read about  faculty who are accepting graduate students for the 2024-2025 academic year and contact information for current graduate students in their lab .

Admission Requirements

The Department of Psychology application process is completed online through  ASU Graduate Admissions . Prospective students must submit the admission application form along with the fee and official transcripts.

For the department’s doctoral programs, students must submit supplemental application materials through  SlideRoom , which requires an additional fee. For complete instructions for applying to the PhD program, visit our  Doctoral Admission requirements  page.

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Global Opportunities

With over 250 programs in more than 65 countries (ranging from one week to one year), study abroad is possible for all ASU students wishing to gain global skills and knowledge in preparation for a 21st-century career. Students earn ASU credit for completed courses, while staying on track for graduation, and may apply financial aid and scholarships toward program costs.

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If you have questions related to admission, please  click here  to request information and an admission specialist will reach out to you directly.

Developmental Psychology PhD

Doctor of philosophy in developmental psychology.

The 75-point doctoral degree prepares students for faculty positions in colleges, graduate schools of education, and universities, and for positions as research associates in research laboratories, biomedical schools,foundations, public policy, and arts and sciences, as well as policy research firms, governmental agencies, and NPOs. Throughout their program, doctoral candidates work in a close apprentice relationship with a faculty advisor of their choice. The Ph.D. degree requires completion of 75 points with an empirical research dissertation.

The aim of instruction at the doctoral level is to produce a psychologist who can make a sound and innovative research contribution to the study of human development, who is concerned with the relationship between development and education, and who is equipped to teach about such matters.Students acquire the conceptual background and methodological skills necessary for faculty positions in colleges and universities or for positions as associates and consultants in research laboratories, biomedical schools, and other applied settings.

While consultation between student and faculty advisor is considered to be the best way to decide which steps should be taken towards these goals, there are specific requirements for all students in Developmental Psychology that serve to define the character of the program and to ensure that all students have a common experience and acquire a common level of expertise in dealing with the core issues in the field.

The courses offered through the program provide content in the research and theoretical literature relating to all phases of the psychology of human development. All age groups are covered, from infancy through childhood, adolescence to adulthood, and later life. Coursework in developmental psychology can be supplemented by courses in the other psychology programs at Teachers College as well as by courses in the social sciences,linguistics, and other fields offered at Teachers College and the graduate faculty of Columbia University (including the Columbia University College of Physicians and Surgeons).The doctoral program is focused primarily on training in the conduct of empirical (e.g., experimental, observational, and interview)research. Other types of research (theoretical, descriptive, and historical) may be undertaken in special circumstances of student and advisor competence.

Developmental Psychology Ph.D. Requirements 23-24

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Summer, Fall

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Requirements from the tc catalog (ay 2023-2024).

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

Courses and Requirements  

Core Courses: 

Students are generally advised to take the following four courses in developmental psychology in their first year of doctoral studies.

• HUDK 5040 Developmental and psychopathology: Atypical contexts 
• HUDK 6520 Seminar on lifespan development 
• HUDK 5023 Cognitive Development
• HUD 4120  Methods of Empirical Research OR ORLJ  5040  Research methods in social psychology I 

Statistics Sequence: 

The following four statistics courses are required, and students are advised to begin enrollment during the first semester of study. HUDM 4122 may be waived for students who have taken appropriate coursework in statistics at the undergraduate/graduate level or who have passed an equivalency examination. Please contact HUD Staff at [email protected]   for more information. 

• HUDM 4122   Probability and statistical inference 
• HUDM 5122   Applied regression analysis OR EDPA5002 - Data Analysis for Policy Decision Making
• HUDM 5123   Linear models and experimental Design OR EDPE6023 - Advanced Causal Methods 
• HUDM 6122   Multivariate analysis 

Once this sequence is finished, students may find it helpful to take one or more of the following courses, which provide instruction on more advanced topics:  

• HUDM 6030   Multilevel and longitudinal data analysis
• HUDM 6055   Latent structure analysis 
• ​​HUDM 5133 Casual Inference Program Evaluation

Breadth Requirement:  

All doctoral students must take at least one course for a minimum of 3 points in each of the following four areas listed below. The courses must be other than courses required as part of the degree program core. Students should consult with their advisors about whether specific courses meet program requirements.  Examples of suitable courses are included below.Students may also consult the TC course catalog for other examples. Note that courses used to fill the Breadth/Foundation course requirements may not be used to fulfill requirements in another area. 

Biological Basis of Behavior:

BBS   5068 Brain & behavior I and BBS 5069 Brain and behavior II (total 3 points)

MSTC 5000 Neurocognitive Models of Information Processing

BBSN 5007 Neuroscience Applications to Education

Cognitive Basis of Behavior:

CCPX 5020 Cognition, emotion, and culture

HBSK 5096 Psychology of memory

HUDK 4015 Psychology of thinking

HUDK 4029 Human cognition and learning

HUDK 5024 Language development

HUDK 5025 Spatial thinking

HUDK 5030 Visual explanations

HUDK 5090 Psychology of language and reading

Social Cultural Factors & Individual Differences:

BBSN 5152  Neuroscience, Ethics and the Law

BBSN 5193  Neuroscience of Adversity

HBSK 5031 Family as context for child development

HUDK 5029 Personality development and socialization across the lifespan

HUDK 5121 Children's social and emotional development in context

HUDK 5125 Cross cultural psychology

HUDK 6036 Child and family policy I

ORLJ  5017  Small group intervention: Theory and method

ORLJ  5106  Psychological aspects of organizations

ORLJ  5540  Proseminar in social and organizational psychology

Measurement:  

HUDM 5059   Psychological measurement 

HUDM 6051   Psychometric theory

HUDM 6055   Latent structure analysis   

Proseminar Requirement: 

Doctoral Students are required to enroll in proseminar during the fall and spring of their first year. The course is taken for 3 credits per semester, totaling 6 credits for the year. This course covers various topics integral to the doctoral experience and is a great way for students to present their work amongst peers and gain feedback. 

HUD 6500 Doctoral Proseminar (2 semesters)

Out-of-Department Requirement:  

Doctoral students must take at least three courses outside the Department. 

Course Assistantship Requirement:   

Doctoral students must be a course assistant for two master's-level courses, which may include HUDK 5324, the Master's Practica. For more information, please visit the Department of Human Development located in Grace Dodge Hall, room 453.

Certification Papers:  

The two advanced requirements that are met prior to presenting a dissertation proposal are an original theoretical paper and an original empirical research paper in the student's area of specialization. For more information, please visit the Department of Human Development located in Grace Dodge Hall, room 453. 

Certification Examination: 

As part of their certification requirements, all students must take a three-hour examination in research methods. 

Post-Certification Requirement:

Ph.D. candidates must take a minimum of 15 additional points after meeting certification requirements, including the points enrolled during the semester in which certification occurs.   

Dissertation Seminar: 

For a dissertation proposal to be approved, the student must enroll in Dissertation Seminar (HUDK 7501). Dissertation Seminar is typically taken for one semester--the semester in which the student wishes to finish the dissertation proposal and have it approved. It can be taken for a maximum of two semesters. If the proposal is not approved in the first semester, the student must register for a second semester. After the approval of the proposal or the completion of the second semester, whichever comes first, the student proceeds automatically into registration for Dissertation Advisement. 

Dissertation Proposal Hearing:

When the student and the advisor have agreed on a proposal for dissertation research, a proposal hearing will be scheduled. 

Advanced Seminar: 

After completing the collection of data, the student will request that an Advanced Seminar be scheduled. The purpose of the Advanced Seminar is for the committee to review data and their analysis before the final Dissertation Defense. 

Dissertation Defense:

Requirements for the scheduling of the dissertation defense and composition of the dissertation committee can be found in the requirements bulletin for the Degree of Doctor of Philosophy (obtainable from the Office of Doctoral Studies). 

M.Phil. Degree:

The M. Phil is an en passant degree awarded to those nearing the completion of the Ph.D. degree. The student contacts the Office of Doctoral Studies to file for the award of the degree. 

To receive the M. Phil., the student must satisfactorily complete the following requirements: 

File an approved "Program Plan of Study" with the Office of Doctoral Studies 

Complete at least six courses with evaluative grades under Teachers College registration

Pass the Certification Examination 

Complete an approved empirical research paper 

Complete an approved theoretical research paper 

Complete all 75 points of coursework required for the degree. 

Please note: Students must submit a copy of their Program Plan of Study and both research papers to the Department of Human Development for record keeping purposes. 

Transfer Credit:    

Relevant graduate courses with earned grades of B or higher taken in other accredited graduate schools to a maximum of 30 points, or 45 points if completed in another Faculty of Columbia University, may be accepted toward the minimum point requirement for the Ph.D. degree. For more information, please contact the Transfer Credit Coordinator in the Registrar's Office. 

Satisfactory Progress: 

Students are expected to make satisfactory progress toward the completion of degree requirements. If satisfactory progress is not maintained, a student may be dismissed from the program. Where there are concerns about satisfactory progress, students will be informed by the program faculty.

• View Other Degrees

Program Director : Dr. Kimberly Noble

Contact Person: Jonathan Chastain

Phone: (212) 678-4190

Email: hud1@tc.columbia.edu

Doctor of Developmental and Child Psychology Programs in America

1-23 of 23 results

School of Arts & Sciences - University of Pennsylvania

Philadelphia, PA •

University of Pennsylvania •

Graduate School

University of Pennsylvania ,

Graduate School ,

PHILADELPHIA, PA ,

Cornell University College of Human Ecology

Ithaca, NY •

Cornell University •

• • Rating 4 out of 5   2 reviews

Master's Student: Again I’ve only just enrolled so I can’t say much but in my program I’ve noticed a wide breadth of classes available with professional placement after completing my program. I appreciate the classes that are a mix of practical and also theoretical. ... Read 2 reviews

Cornell University ,

ITHACA, NY ,

2 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says Again I’ve only just enrolled so I can’t say much but in my program I’ve noticed a wide breadth of classes available with professional placement after completing my program. I appreciate the classes... .

Read 2 reviews.

Steinhardt School of Culture, Education, and Human Development

New York, NY •

New York University •

• • Rating 4.32 out of 5   28 reviews

Master's Student: So far I’m almost a year into NYU Steinhardt’s online speech program and I love it! For those who don’t mind online learning and can time manage, this is for you. It gives me more flexibility and encourages me to stay on top of asynchronous work for my zoom meets. Another big plus about this program and why I chose it is that I did not graduate with a bachelor’s in speech or CSD. This program offers most prerequisite classes that extend your plan of study but is so worth it. The only down side is the prerequisites required by ASHA cannot be taken through their program. So while I have taken statistics, a biological and behavioral /social science during my undergrad I will need to take a physical science outside of the program before I start my clinic/practicums. Overall, many of my peers seem to enjoy the program too and even though the program is online for me, the helpfulness and acceptance from professors is truly unmatched. ... Read 28 reviews

New York University ,

NEW YORK, NY ,

28 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says So far I’m almost a year into NYU Steinhardt’s online speech program and I love it! For those who don’t mind online learning and can time manage, this is for you. It gives me more flexibility and... .

Read 28 reviews.

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Lynch School of Education

Chestnut Hill, MA •

Boston College •

• • Rating 4.25 out of 5   4 reviews

Master's Student: I am preparing to start my studies in this program. As of now, all staff has made this process extremely stress free and easy. My classes have been planned out for my entire time in the program. This is helpful in knowing what is to coming and planning for the future. My advisor has done an exceptional job of working with me to ensure I am taking the correct classes in conjunction to feel prepared for my MTELS. I am looking forward to all there is to come in this program. ... Read 4 reviews

Boston College ,

CHESTNUT HILL, MA ,

4 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says I am preparing to start my studies in this program. As of now, all staff has made this process extremely stress free and easy. My classes have been planned out for my entire time in the program. This... .

Read 4 reviews.

College of Arts, Sciences, and Engineering - University of Rochester

Rochester, NY •

University of Rochester •

Alum: The Optics program is the toughest offered at the school. Optics grads do twice as much (60 credit hours instead of 30) class work as other degrees. You learn a ton! The field is so diverse you can pick and choose what subfields to focus on, and all fields are offered. Amazing professors. In all my classes, I felt one professor was bad at teaching. All the others were very competent, and the best were extremely passionate about their class/field of research. ... Read 2 reviews

Blue checkmark.

University of Rochester ,

ROCHESTER, NY ,

Featured Review: Alum says The Optics program is the toughest offered at the school. Optics grads do twice as much (60 credit hours instead of 30) class work as other degrees. You learn a ton! The field is so diverse you can... .

College of Education and Human Development - University of Minnesota Twin Cities

Minneapolis, MN •

University of Minnesota Twin Cities •

• • Rating 4.33 out of 5   3 reviews

Alum: This is a well-known school for education. They are on top of the latest research and development in the field and share this knowledge with their students. The school has its own lab school for early childhood development where students are able to observe child behavior, learn hands-on how to connect and make meaningful relationships with children, and how to conduct basic research. ... Read 3 reviews

University of Minnesota Twin Cities ,

MINNEAPOLIS, MN ,

3 Niche users give it an average review of 4.3 stars.

Featured Review: Alum says This is a well-known school for education. They are on top of the latest research and development in the field and share this knowledge with their students. The school has its own lab school for... .

Read 3 reviews.

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University of Connecticut College of Liberal Arts and Sciences

Storrs, CT •

University of Connecticut •

• • Rating 4 out of 5   1 review

Graduate Student: The University of Connecticut is a very supportive, diverse, academically enriching place for education growth. I have learned a great deal from the very knowledgeable and helpful professors and staff on the West Hartford campus. I think that the campus has a lot to offer with extra curricular activities and involvements and UCONN does a great job of trying to get students involved outside of the classroom. I would highly recommend this campus and the Master's of Social Work program to anyone interested. The parking is convenient, the campus is small, and the environment is personable. I am honored the opportunity to pursue my masters degree at this prestigious university. ... Read 1 review

University of Connecticut ,

STORRS, CT ,

1 Niche users give it an average review of 4 stars.

Featured Review: Graduate Student says The University of Connecticut is a very supportive, diverse, academically enriching place for education growth. I have learned a great deal from the very knowledgeable and helpful professors and... .

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Graduate School of Professional Psychology - University of Denver

Denver, CO •

University of Denver •

• • Rating 1 out of 5   1 review

University of Denver ,

DENVER, CO ,

1 Niche users give it an average review of 1 stars.

KU School of Education

Lawrence, KS •

The University of Kansas •

• • Rating 5 out of 5   5 reviews

Master's Student: The professors are amazing and easy to work with. The projects are applicable to the real world. You get a lot of resources to transfer into your career choice ... Read 5 reviews

The University of Kansas ,

LAWRENCE, KS ,

5 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says The professors are amazing and easy to work with. The projects are applicable to the real world. You get a lot of resources to transfer into your career choice .

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College of Liberal Arts and Social Sciences - University of Houston

Houston, TX •

University of Houston •

• • Rating 4 out of 5   3 reviews

Current Master's student: The academic program is rather good at the University of Houston. I have three social work classes and they are robust and full of great information. The choices of classes at UH is very good and allows students to follow their academic path and find classes that fit their program. The advisors at UH are on top of things and are always able and willing to help. I would honestly say that UH is a great place for academics! ... Read 3 reviews

University of Houston ,

HOUSTON, TX ,

3 Niche users give it an average review of 4 stars.

Featured Review: Current Master's student says The academic program is rather good at the University of Houston. I have three social work classes and they are robust and full of great information. The choices of classes at UH is very good and... .

Loyola University Chicago College of Arts and Sciences

Chicago, IL •

Loyola University Chicago •

• • Rating 5 out of 5   1 review

Graduate Student: Loyola was such a great place to earn my M.Ed Higher Education degree. The faculty were so dedicated to our development and success. The two campuses were my homes away from home, and the staff were always a pleasure to work with. I miss my Loyola days for sure!!! ... Read 1 review

Loyola University Chicago ,

CHICAGO, IL ,

1 Niche users give it an average review of 5 stars.

Featured Review: Graduate Student says Loyola was such a great place to earn my M.Ed Higher Education degree. The faculty were so dedicated to our development and success. The two campuses were my homes away from home, and the staff... .

Fordham University Graduate School of Arts and Sciences

Bronx, NY •

Fordham University •

• • Rating 4.5 out of 5   2 reviews

Niche User: Academics program at Fordham are not that much compatible as it seems the content is out dated and most of the time it is theoretical. ... Read 2 reviews

Fordham University ,

BRONX, NY ,

2 Niche users give it an average review of 4.5 stars.

Featured Review: Niche User says Academics program at Fordham are not that much compatible as it seems the content is out dated and most of the time it is theoretical. .

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College of Arts, Humanities and Social Sciences - University of Maryland, Baltimore County

Baltimore, MD •

University of Maryland, Baltimore County •

University of Maryland, Baltimore County ,

BALTIMORE, MD ,

College of Science and Mathematics - North Dakota State University

Fargo, ND •

North Dakota State University •

North Dakota State University ,

FARGO, ND ,

College of Liberal Arts - University of Massachusetts Boston

Boston, MA •

University of Massachusetts Boston •

University of Massachusetts Boston ,

BOSTON, MA ,

Pace University College of Health Professions

Pace University •

• • Rating 5 out of 5   4 reviews

Master's Student: I will be starting the Family Nurse Practitioner program this Fall 2023. So far I have taken Orientation and other introduction courses. I must say all content is designed to prepare you to succeed. ... Read 4 reviews

Pace University ,

4 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says I will be starting the Family Nurse Practitioner program this Fall 2023. So far I have taken Orientation and other introduction courses. I must say all content is designed to prepare you to succeed. .

College of Liberal Arts and Sciences - St. John's University - New York

Queens, NY •

St. John's University - New York •

St. John's University - New York ,

QUEENS, NY ,

Capella University

• • Rating 4.61 out of 5   976 reviews

Doctoral Student: Capella University offers comprehensive online programs for adult learners, focusing on academic excellence and practical skills. The university's flexible learning environment enables students to juggle their studies with work and family obligations. Students are prepared by the university's emphasis on practical skills and real-world applications. The faculty is supportive and responsive, and Capella's innovative use of technology provides an interactive learning experience. As a leader in online education, I believe it's an excellent choice for those balancing education with their lifestyle. I started at Capella University when I decided to further my education and change my field from pharmacy technician to healthcare administrator. I finished my bachelor's and master's of healthcare administration from Capella University. I am so happy with my achievements and would like to pursue my doctoral degree in healthcare administration to advance in my job. ... Read 976 reviews

976 Niche users give it an average review of 4.6 stars.

Featured Review: Doctoral Student says Capella University offers comprehensive online programs for adult learners, focusing on academic excellence and practical skills. The university's flexible learning environment enables students to... .

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College of Social and Behavioral Sciences - Walden University

Walden University •

• • Rating 4.6 out of 5   42 reviews

Other: I attended Walden University as a post master's student to fulfill additional courses for mental health licensing. My experience with Walden was very positive. From interest, enrollment advising, and registration it was a seamless process. I was able to take several classes I needed at reasonable costs. The course of study was challenging and exactly what I needed to further my career. ... Read 42 reviews

Walden University ,

42 Niche users give it an average review of 4.6 stars.

Featured Review: Other says I attended Walden University as a post master's student to fulfill additional courses for mental health licensing. My experience with Walden was very positive. From interest, enrollment advising, and... .

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Columbia University Graduate School of Arts and Sciences

Columbia University •

• • Rating 5 out of 5   3 reviews

Master's Student: It was a really great and flexible program that allowed me to explore my own interests without the restricting requirements getting in my way too much. Honestly a great major ... Read 3 reviews

Columbia University ,

3 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says It was a really great and flexible program that allowed me to explore my own interests without the restricting requirements getting in my way too much. Honestly a great major .

Teachers College at Columbia University

• • Rating 4.48 out of 5   102 reviews

Master's Student: Regarding my academic experience, I have been deeply engaged in my field, exploring various facets of education, both through rigorous coursework and hands-on research projects. Throughout my academic journey, I've had the opportunity to collaborate with esteemed professors, delve into thought-provoking discussions with peers, and immerse myself in cutting-edge research that pushes the boundaries of knowledge in my field. As for my program, it offers a comprehensive curriculum that combines theoretical foundations with practical applications, preparing students like me to tackle real-world challenges with confidence and expertise. The program fosters a dynamic learning environment where intellectual curiosity is encouraged, and innovative thinking is celebrated. Additionally, the program provides ample opportunities for professional development, networking, and experiential learning, ensuring that graduates are well-equipped for success in their careers. ... Read 102 reviews

102 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says Regarding my academic experience, I have been deeply engaged in my field, exploring various facets of education, both through rigorous coursework and hands-on research projects. Throughout my... As for my program, it offers a comprehensive curriculum that combines theoretical foundations with practical applications, preparing students like me to tackle real-world challenges with confidence... .

Read 102 reviews.

The CUNY School of Professional Studies

CUNY Graduate School & University Center •

• • Rating 4.5 out of 5   18 reviews

Master's Student: This program is notable for its rigorous curriculum and practical application of data science. It combines theoretical knowledge with real-world application, preparing students to face complex data challenges. Participating in hands-on projects with a tangible impact has been one of my most memorable experiences (machine learning to predict urban traffic patterns, demonstrating the power of data science to influence public policy). The faculty's commitment has provided me with invaluable mentorship, guiding me through the program's rigorous demands. However, the journey has not been without challenges. The coursework's intensity necessitated a steep learning curve, as well as changes in my study habits and time management strategies. While the program provides a solid foundation in data science, expanding its industry connections could provide students with more opportunities to participate in real-world projects and internships, enriching their academic experience. ... Read 18 reviews

CUNY Graduate School & University Center ,

18 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says This program is notable for its rigorous curriculum and practical application of data science. It combines theoretical knowledge with real-world application, preparing students to face complex data... .

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College of Agriculture and Human Sciences - Prairie View A & M University

Prairie View, TX •

Prairie View A & M University •

Prairie View A & M University ,

PRAIRIE VIEW, TX ,

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We are training the next generation of academic leaders and scientists in the field of developmental science. Our comprehensive training is designed to form scientists, policy-makers, and scientifically-informed professionals who will work toward positive change in the lives of infants, children, adolescents, and families from diverse backgrounds. Faculty research specialties include culture, race, and ethnicity; family, school, and peer influences; and neurobiological bases of health and development.

The Developmental Program maintains a flexible curriculum, understanding that each student’s preparation is unique. We have close affiliations with the Frank Porter Graham Child Development Institute and the Carolina Consortium on Human Development . We offer dual-program studies with other programs in the Department (i.e., Social, Cognitive, Quantitative, Clinical, and Behavioral Integrative Neuroscience), and closely collaborate with these programs. Students in the Developmental Program can work with several faculty members whose primary appointments are in other programs. Click here to see our faculty . Learn more about our curriculum , mission and values , and our application process .

Developmental Psychology

Information about the Developmental Psychology Graduate Major

Developmental Psychology at UCLA

The Developmental Psychology Graduate Program at UCLA is research intensive. Our research examines human development from infancy to young adulthood using a variety of laboratory and naturalistic techniques. The goal of the program is to produce independent scholars, and incoming students are expected to become research-active quickly upon beginning the program.

Support for student research is excellent. Students have access to the most advanced methods (including MRI, EEG/ERP, genetic, physiological, microbiome, eye-tracking, school-based research, and cross-cultural field work in multiple countries) and resources for research in affective and cognitive neuroscience, neuroscience of emotional and physical health, perceptual and cognitive development, language acquisition, family processes, peer influence and relationships, the study of culture and development, and developmental disorders.

Developmental Faculty

Bridget Callaghan Adriana Galván Scott Johnson Jaana Juvonen Catherine Sandhofer Jennifer Silvers James Stigler

Faculty with Developmental Appointments Andrew Fuligni Psychiatry

Lucina Uddin Psychiatry

Our research, training, and coursework are united by core themes:

Cognition, Perception, and Language

• Scott Johnson
• Catherine Sandhofer
• James Stigler

Faculty in this area research the development of perception, language, and cognition, as well as how cognitive development is constructed through attention, perception, and language.

Culture, Education, Learning, and Social Development

• Jaana Juvonen

Research in this area aims to understand learning and social development in their cultural contexts, whether in formal or informal settings, including the impact of technology media, cultural values, and social change on learning and development.

Emotion, Stress, and Risk Taking

• Bridget Callaghan
• Andrew Fuligni
• Adriana Galván
• Jennifer Silvers

Faculty in this area study motivation, reward processes, emotional learning, emotion regulation and risk taking behavior across development. Faculty also examine the phenomenology of chronic and acute stress exposure during key periods of developmental change.

Identity, Family, and Peers

Neurodevelopment and neurobiological bases of development.

The faculty in this area study the neural building blocks of development using a variety of methods aimed at characterizing brain structure and function.

The PhD Program

The PhD program is heavily focused on research. Students begin working with a faculty advisor during their first quarter at UCLA. Coursework is comprised of two courses in statistics, one additional methodology course, three developmental courses, and three additional courses. Students also participate in developmental forums and seminars on teaching.  Most students graduate in year 5 or 6. For a list of Required Courses please see the  Psychology Handbook .

University of Rochester

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School of Arts & Sciences

Department of Psychology

Graduate program, developmental psychology, program description.

Our developmental psychology PhD program prepares students for careers that combine research and teaching at the college or university level. Our program provides students with the theoretical perspectives and methodological skills needed for advanced scholarly work. Developmental students obtain extensive research training, take courses, and gain teaching experience in psychology.

Our training program specifically focuses on normal and atypical development during the first two decades of life. The small size of the developmental psychology program gives students a cohesive and supportive environment that ensures they receive individualized attention. We employ a mentored junior colleague model of graduate training where students are regarded as integral members of the program.

For more information about our program see our flyer (PDF), training track page , or the Psychology Graduate Handbook (PDF).

Interested in applying?

See our application page and admissions criteria page (PDF) for more information.

The core developmental faculty is composed of:

• Patrick Davies
• Isobel Heck
• Karl Rosengren
• Melissa Sturge-Apple
• Judith Smetana
• Nestor Tulagan

In addition, the following faculty members from other areas also mentor or co-mentor developmental psychology doctoral students:

• Loisa Bennetto , (Clinical Program Faculty)
• Thomas O'Connor , (PhD, URMC Department of Psychiatry)
• Sheree Toth , (Clinical Program Faculty and Mt. Hope Family Center)

For a complete list of department faculty, see our directory .

We encourage our students to develop their own identities as researchers and scholars. Thus, the training experience facilitates mastery of the scientific skills in the substantive knowledge area of the program faculty while allowing students to develop a research program that reflects their own interests. We foster this process by intensive collaborative exchanges with faculty.

Students have extensive interaction with program faculty while having access to numerous training opportunities. Our students have access to a wide number of research experiences in all three departmental programs (developmental, clinical, and social psychology). Student can also do research with affiliated groups like the Mt. Hope Family Center the Children’s Institute , and departments in the University of Rochester Medical Center.

Research training is also facilitated by professional seminars and presentation series both within our program, through the monthly Developmental Psychology Presentation Series, and across programs and disciplines in the University. These training mechanisms provide a forum for presenting research and for facilitating students’ professional development, which are critical to becoming a well-rounded research scientist and academician.

Many of our students pursue the Advanced Certificate in Quantitative Methods , as students in the developmental program have the opportunity to acquire outstanding data analysis skills through advanced course work and research experience.

Department and Program Requirements

All psychology PhD students are required to take quantitative methods, complete one course in the other two disciplines, and act as a teaching assistant for at least one semester. In addition, there are specific course and program requirement. For more details see the Psychology Graduate Handbook (PDF).

Ph.D. in Developmental Psychology

Graduate students trained in Cognitive, Developmental, Social, or Quantitative Psychology follow a single curriculum with a uniform set of requirements, but their research programs and seminar courses focus on their unique areas of interest.

Our philosophy can be summed up as cooperative, and the small size of our program ensures individualized attention for all students. Although students work directly with a faculty advisor, following a mentor-apprentice model, they also have considerable freedom to collaborate with other faculty and students within and beyond the Department. Indeed, we encourage students to publish with several faculty members before they graduate. Greensboro’s central location in NC has resulted in close ties to other top departments, creating opportunities for our students to take courses, collaborate, and network.

We are no longer accepting GRE scores from applicants to the MA-PhD program in Developmental Psychology, for entry starting in Fall 2024.

Application Deadline:

Program highlights.

• Students’ research program is tailored to their interests with one-on-one guidance from their faculty advisor
• Students have a primary faculty advisor but are also encouraged to conduct research projects with other faculty and graduate students if it fits with their goals
• Students will receive training suitable for academic or non-academic positions 
• We have special strengths in community connections that may be beneficial for students with applied interests (e.g., partnerships with the Greensboro Science Center, the Miriam P. Brenner Children’s Museum, Kaleideum, and the North Carolina Zoo; community program with Greensboro Downtown Parks)
• Broad coverage of topics (e.g., young children’s cognitive and social development; understanding of food cognition and behavior; trait understanding; body image development; impact of religiosity on higher order cognition) and methodologies (e.g., experimental, longitudinal)
• Recent graduate seminars in Developmental Psychology in Practice , Advanced Methods in Developmental Psychology , and Replication and Representation in Developmental Science
• Graduates have secured postdoctoral and visiting positions (e.g., Wake Forest University, UNC Greensboro, University of Virginia) and faculty positions (e.g., University of Mississippi, Wingate University, Vanderbilt University)

Faculty in Developmental Psychology

Janet boseovski.

D.U.C.K. Lab

Social cognition in early to late childhood; trait attributions; children's acquisition of knowledge from other people

Not accepting students

Jessica Caporaso

Peer behaviors in early childhood (e.g., peer conflict resolution), in relation to executive function, moral reasoning, and temperament; children's learning in informal environments (e.g., museums and science centers)

Jasmine DeJesus

Associate Professor

Development, Culture, and Health Lab

The development of social cognition; social categorization, attitudes, and biases; eating behavior across the lifespan

Accepting students

Stuart Marcovitch

Professor and Department Head

Cognitive development and conscious control of behavior in childhood and across the lifespan

SELECTED PUBLICATIONS BY CURRENT/RECENT STUDENTS

Caporaso, J. S., Ball, C. L., Marble, K. E., Boseovski, J. J., Marcovitch, S., Bettencourt, K. M., & Zarecky, L. (2022). An observational investigation of how exhibit environment and design intersect to influence parent–child engagement. Visitor Studies, 25 (2), 185-216. https://doi.org/10.1080/10645578.2022.2051386

Caporaso, J. S., & Marcovitch, S. (2021). The effect of taxing situations on preschool children’s social problem solving skills. Cognitive Development, 57.

Caporaso, J. S., Marcovitch, S., & Boseovski, J. J. (2021). Executive function and the development of social information processing during the preschool years. Cognitive Development , 58.

DeJesus, J. M., Venkatesh, S., & Kinzler, K. D. (2021). Young children’s ability to make predictions about novel illnesses. Child Development, 92 (5), e817-e831 . doi: 10.1111/cdev.13655

Marble, K. E., & Boseovski, J. J. (2020). Content counts: A trait and moral reasoning framework for children’s selective social learning. Advances in Child Development and Behavior , 58, 95-136. https://doi.org/10.1016/bs.acdb.2020.01.004

Marble, K. E., Caporaso, J. S., Bettencourt, K. M., Boseovski, J. J., Pathman, T., Marcovitch, S., & Scales, M. L. (2021). Children’s informant judgments and recall of valenced facts at a science center. Frontiers in Psychology, 12, 1-12.

Venkatesh, S., & DeJesus, J. M. (2021). Studying children’s eating at home: Using synchronous videoconference sessions to adapt to COVID-19 and beyond. Frontiers in Psychology, 12 , 3088. doi: 10.3389/fpsyg.2021.703373

Venkatesh, S., & DeJesus, J. M. (2022). Can children report on their own picky eating? Similarities and differences with parent report. Appetite, 177 (1), 106155. doi: 10.1016/j.appet.2022.106155

Yuly-Youngblood, A.C., & Boseovski, J. J. (2022). Children’s inductive inferences about individuals with gender category uncertainty. Social Development . DOI: 10.1111/sode.12609

Request more information

Please address all Graduate Application questions to:

Malcolm Mohan

Administrative Assistant

[email protected] 336-334-5014

Please address all additional Graduate questions to:

Professor and Graduate Program Director

[email protected] Eberhart 271

Ph.D. in Clinical Psychology Program

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SDSU / UC San Diego Joint Doctoral Program in Clinical Psychology

About the Program

The program provides outstanding education and training to scientifically oriented research professionals who will make significant contributions to clinical psychology in their areas of specialization. The program combines the scholarly resources and offerings from the Department of Psychology in SDSU’s College of Sciences and the Department of Psychiatry in UC San Diego’s School of Medicine.

As a clinical science program, we emphasize integrating research and practice in training, activities, and experience, allowing students to participate in clinical research activities throughout the program. The development of research skills and attitudes is the foundation of training; clinical psychologists will have duties encompassing teaching, research, diagnosis, treatment, consultation, and program evaluation and design, including applying research skills and knowledge to various areas and settings. Our doctoral program enables students to be at the forefront of developments and applications in clinical psychology.

The program includes an initial two-year core curriculum of formal instruction followed by additional experience/instruction in the student’s chosen major area of study. The SDSU/UC San Diego JDP in Clinical Psychology curriculum is based on a twelve-month academic year. Students typically complete the program within five to six years, including an American Psychological Association (APA)-accredited internship.

Completion of the core curriculum ensures that all students have a common background in:

• Empirical psychology (biological, cognitive, affective, developmental, and social bases of behavior).
• Conceptualizations of psychopathology.
• Theory and techniques of psychological assessment.
• Therapeutic interventions and therapeutic skills.
• Experimental design and statistics.

Clinical activities, integrated with formal instruction, begin in the second year. Students will acquire higher clinical proficiency through practicum placements at nearly 30 training sites supervised by SDSU/UC San Diego joint-doctoral faculty representing research and clinical expertise in virtually every topic relevant to clinical psychology.

Major areas of study:

Specialized training is conducted through seminars, tutorials, and extensive research and clinical experience under faculty supervision. The APA-accredited clinical internship typically occurs in the fifth or sixth year. Whenever possible, clinical practica and therapeutic activities are coordinated with the student’s progression through courses and research activities. Summers are utilized to offer more concentrated research and clinical training.

Program History

The SDSU/UC San Diego Joint Doctoral Program in Clinical Psychology began in 1985, was first accredited by APA in 1990, and has been reaccredited consistently since then. Since 1949 and 1964, SDSU and UC San Diego, respectively, have been regionally accredited by the Western Association of Schools and Colleges (WASC) Senior College and University Commission . In addition, the School of Medicine at UC San Diego is accredited by the Association of American Medical Colleges (AAMC) .

The program emphasizes and appreciates broadly defined human diversity and offers extensive opportunities for students to become involved in research and clinical activities focused on diverse, underserved populations.

Recently, rankings calculated by the National Research Council (NRC) placed the SDSU/UC San Diego joint doctoral program among the top five psychology programs in the country, regardless of whether they were clinical or nonclinical. Similar rankings have been reported by Academic Analytics in 2010 and by Stewart, Roberts, and Roy (2007).

This program is a good-standing member of the Council of University Directors of Clinical Psychology (CUDCP), the Academy of Psychological Clinical Science (APCS), the Council of Clinical Health Psychology Training Programs (CCHPTP), and the Association of Psychology Training Clinics (APTC). These organizations strive to provide quality education and training at the doctoral level, ensuring the doctoral program stays abreast of changes and developments in the field. 

Questions related to the program’s accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street NE Washington, DC 20002 Phone: (202) 336-5979 E-mail: [email protected]

• Department of Psychology >
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Clinical PhD Program

For information regarding the online application and admissions process, please visit the UB Graduate School. 

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Admission Requirements and Process

The Department of Psychology at the University at Buffalo uses a holistic admissions process in our consideration of applications.  This means that we evaluate the entire application, rather than any single indicator or a few indicators. Thus, applicants are viewed as a whole person, the sum of their experiences, accomplishments, and aspirations. Consistent with this, we do not rely on or use “cut offs” for numerical indices of an academic record such as grade point average. A holistic approach also means that a candidate who may be less strong in some areas, can still have a highly competitive application by having greater strength in other areas. All elements of an application are taken into consideration, to maximize a good fit of the applicant with our training program and potential mentors, to reduce bias that can result from reliance on a limited number of components, and to reduce inequities in access to opportunities for graduate training. 

Over the years, we have learned that a holistic admissions process helps us identify applicants who are likely to succeed in our graduate programs, brings a diversity of experience and ideas into our academic community, and supports a fair review of all applicants. Our goal is to recruit the next generation of academic psychologists who are passionate about making new discoveries and generating new knowledge in their chosen discipline.  We expect students to bring hard work, professional ambition, resilience, grit, intellectual acumen, and enthusiasm to our graduate programs.

Although we value quantitative criteria like GPA, we take a broad view of academic excellence and recognize that indices of success in our graduate programs and professional achievement cannot be reduced to numbers alone. In short, we endeavor to balance quantitative and qualitative indices of success. Because we want to give students the greatest opportunity to thrive in our program, we place a strong emphasis on fit with our programs and potential faculty mentors. A highly qualified applicant may not be strongly considered if their interests and goals do not provide a good fit with the orientation of our training program or with faculty research interests. Accordingly, we consider the following components in our admissions decisions: personal statement, undergraduate transcript and GPA (and prior graduate record if applicable), letters of recommendation, and resume/research experience. Interviews are required for applicants to the Behavioral Neuroscience, Clinical, and Social-Personality doctoral programs, and our MA programs in General Psychology; interviews are not required for applicants to the Cognitive Psychology doctoral program. After initial review of applications, the selected applicants to program requiring an interview will be contacted by prospective advisors to set up an interview time.

Schomburg statements are optional for applicants to our doctoral programs interested in being considered for a Schomburg Fellowship. These statements are not used for admissions decisions.

Clinical PhD Program:

Components of the application and how they are used, personal statement (required).

Helps contextualize the more quantitative and objective credentials of an applicant.  The statement is used to evaluate the applicant’s goals and fit with the program and research interests of the faculty as well as how they would contribute to the diversity of thought and perspectives.

Prompt for Personal Statement (1000 words or less):

Describe the area of research you are interested in pursuing during your graduate studies and explain how our program would help you achieve your intellectual goals. The statement should include your academic background, intellectual interests and training or research experience that has prepared you for our program. The statement should also identify specific faculty members whose research interests align with your own interests.

Submitting Personal Statement:

Uploaded as part of the online application.

Transcript and GPA (required)

Provides evidence that the applicant is seeking challenging coursework, while excelling and showing academic growth. The University at Buffalo requires an undergraduate GPA of 3.0 or higher.  However, applications with an undergraduate GPA below 3.0 can still be considered, particularly when other components of the application are strong (e.g., a high graduate GPA, etc.). 

Submitting transcripts:

Upload scanned copies of all undergraduate and graduate transcripts as part of your online application.  Include the English translation, if applicable. 

Letters of recommendation (3 required):

Provides a third-party endorsement of the applicant’s attributes, ability to succeed in the graduate program, and potential to contribute to the field.  The letter offers a perspective on the applicant’s prior achievements and potential to succeed, along with concrete examples of the subjective traits described in other elements of the application.

Submitting Letters:

Letters must be submitted electronically. Further instructions are included in the online application.

Resume and research experience (required):

Provides information on how the applicant has practically applied ideas and concepts learned in the classroom. It helps show that applicants possess the skills and dispositions needed to conduct extensive research and make substantive contributions to their chosen field.

Submitting resume

Interviews are a way for programs to get to know applicants as a person.  They provide a qualitative means of: (a) contextualizing quantitative and objective credentials, and (b) evaluating how well an applicant’s goals and training needs fit with the program and potential mentors. In addition, the Clinical PhD program also uses the interview to evaluate suitability for clinical work.

Schomburg Statement (optional Applications to our doctoral program):

What is a schomburg fellowship.

A Schomburg Fellowship offers support for students in doctoral programs who can demonstrate that they would contribute to the diversity of the student body, especially those who can demonstrate that they have overcome a disadvantage or other impediment to success in higher education. In order to be eligible for the Schomburg Fellowship, you need to be either a U.S. Citizen or Permanent Resident and have a cumulative undergraduate GPA of 3.0 or above. 

Here is a link to more information about Schomburg Fellowships.

https://arts-sciences.buffalo.edu/current-students/funding-your-degree/graduate-awards-fellowships/schomburg-fellowship.html

The Schomburg statement provides useful information in helping the faculty decide whether to nominate an applicant for the Schomburg Fellowship.

Schomburg Statement:

If you would like to be considered for a Schomburg Fellowship, please  upload a written statement with your online application  (maximum of 500 words) describing how you will contribute to the diversity of the student body in your graduate program, including by having overcome a disadvantage or other impediment to success in higher education.  Please note that such categorical circumstances may include academic, vocational, social, physical or economic impediments or disadvantaged status you have been able to overcome, as evidenced by your performance as an undergraduate, or other characteristics that constitute categorical underrepresentation in your particular graduate program such as gender or racial/ethnic status.

Submitting a Schomburg statement:

Transforming the understanding and treatment of mental illnesses.

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Celebrating 75 Years! Learn More >>

• Research Funded by NIMH
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NIMH Clinical Psychology Information Session: Meet the Program Directors

This panel discussion is designed for Postbac IRTAs who are considering applying to Clinical Psychology PhD/PsyD programs.

Postbacs will:

• Get insight on the application and interview process from Program Directors of Clinical Psychology programs
• Hear what makes for a strong application and common missteps to avoid
• Chat with Program Directors in small discussion groups
• Submit questions in advance to guide the panel discussion

In the past, Program Directors have represented Clinical Psychology programs across the country and in the D.C., Maryland, and Virginia area. Hearing what makes for a strong application from staff who review applications will assist Postbac IRTAs in strengthening their applications and preparing for interviews.

This panel discussion is held annually in April. 

Check out the OFT Events Calendar for registration information.

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PsyD in School Psychology Program Granted Full Accreditation by the APA

Reaching the highest accreditation level is a nationally recognized achievement, showing that the program meets strict standards and ensures graduates are well-prepared to provide scientifically-based psychological services.

“Our school psychology community is very excited to have achieved this impressive milestone, and we are proud of our faculty and our students,” said Kate Tresco, PhD , director, PsyD program in school psychology. “The PCOM community and administration has been very committed and supportive of school psychology and the behavioral science programs , which fits seamlessly into the broader goals of the institution.”

Currently, the program has 32 students across all cohorts, with nine total graduates since the first graduating class in the summer of 2021. Notably, it's among only ten PsyD in school psychology programs listed on the APA's accredited doctoral programs roster.

“Our highly credentialed faculty have extensive experience in school psychology and are committed to supporting student growth and development across both foundational and applied skills,” said Tresco.

“Achieving this national recognition is a testament to the highest level of educational standards and commitment of PCOM to serve the mental health needs of children and their families in the schools and the community.”

Learn more about the Doctor of Psychology in School Psychology program at PCOM.

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About Philadelphia College of Osteopathic Medicine

For the past 125 years, Philadelphia College of Osteopathic Medicine (PCOM) has trained thousands of highly competent, caring physicians, health practitioners and behavioral scientists who practice a “whole person” approach to care—treating people, not just symptoms. PCOM, a private, not-for-profit accredited institution of higher education, operates three campuses ( PCOM , PCOM Georgia and PCOM South Georgia ) and offers doctoral degrees in clinical psychology, educational psychology, osteopathic medicine, pharmacy, physical therapy, and school psychology. The college also offers graduate degrees in applied behavior analysis, applied positive psychology, biomedical sciences, forensic medicine, medical laboratory science, mental health counseling, physician assistant studies, and school psychology. PCOM students learn the importance of health promotion, research, education and service to the community. Through its community-based Healthcare Centers, PCOM provides care to medically underserved populations. For more information, visit pcom.edu or call 215-871-6100.

Liandra Larsen Public Relations Manager Email: [email protected] Office: 215-871-6325 | Cell: 267-964-0199

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2024 Berkeley Grad Slam Competition

Watch the 2024 grad slam event below.

2024 Grad Slam

The Berkeley Grad Slam 2024 campus competition will take place on Tuesday, April 9, 3:00 – 5:00 p.m. via Zoom. All are welcome to watch as up to 10 semi-finalists present their research in three-minute talks. During this event, attendees will get to vote on who wins the “People Choice” award. The Berkeley first-place winner will advance to compete against the other UC finalists at the UC-wide competition in May. 

Grad Slam 2024 Semi-finalists

Anna Dmitrieva, Plant and Microbial Biology

A third-year Ph.D. candidate in Plant Biology, Anna got into plant research by doing extensive fieldwork in Illinois. She is passionate about improving food security by addressing current and future agricultural challenges. Currently, she is studying genetic mechanisms of root regeneration, which may create new avenues for crop improvement efforts. She is fascinated by plant adaptations and by natural diversity.

Jin Hyung Lim, School Psychology

Jin Hyung is a second-year PhD student in the School Psychology Program at the Berkeley School of Education. As an international student from South Korea, he is passionate about promoting the mental health of Asian American students, teachers, and families. Guided by the social-ecological framework and resilience theory, he studies how school and community resources can function as promotive and protective factors for the psychological well-being of Asian Americans.

Joel Rubio, Maternal, Child, and Adolescent Health

Joel is a second-year MPH student with a concentration in Maternal, Child, and Adolescent Health. As a first-generation, Spanish-speaking, Latine former foster youth, he aims to use his personal experiences to contribute to public health research, focusing on the critical issue of immigration enforcement and family separation. Having gone through this challenging experience himself, his research aims to understand the perception of immigration policies and how they impact the mental well-being of Latine adolescents.

Kamyar Behrouzi, Mechanical Engineering

Kamyar, a 5th-year PhD student from Iran, specializes in developing new technologies for the next generation of biosensors, particularly focusing on optical biosensing. His research involves creating innovative methods for highly sensitive and multiplexed diagnostics, driven by his passion for providing universal access to regular health monitoring and early disease diagnosis.

Keyanna Ortiz-Cedeño, City and Regional Planning

Keyanna is a second year Masters in City Planning student at UC Berkeley from South Texas. She is a podcaster for the Goldman School’s Talk Policy to Me podcast and has a professional background in housing and economic development, human rights, and disaster recovery. Keyanna’s journey combating gentrification, racial justice, and housing policy started in the 4th grade, witnessing the impacts of Hurricanes Katrina and Rita.

Matangi Kumar, Vision Science Graduate Program

Matangi is a 3rd-year Ph.D. candidate in the Vision Science department, conducting research in the Gronert and Flanagan labs, focusing on the study of neuroinflammation in glaucoma. With a father diagnosed with glaucoma, she is interested in studying the mechanisms of this neurodegenerative disease and is passionate about researching novel neurotherapeutic treatments to improve vision loss. She is excited to have the opportunity to share her research in this year’s Grad Slam!

Radha Mastandrea, Physics

Radha Mastandrea is a 3rd year PhD student in physics. Her research brings together the fields of particle physics and machine learning, specifically through developing search strategies to look for signs of new physics using data from particle colliders. Outside of research, Radha has helped to develop a curriculum for beginning scientists to develop their machine-learning toolkits.

Victoria Chevee, Molecular and Cell Biology

Victoria is a sixth-year Ph.D. candidate in the Molecular and Cell Biology program. She is interested in microbes and how they interact with their hosts, particularly when it comes to pathogens. Her work currently focuses on bacterial replication and dissemination during infections that affect the brain. Besides research, she enjoys spending time outdoors hiking in the summer and skiing in the winter.

Watch the 2023 Berkeley Grad Slam event below

PhD in Psychology Further Your Understanding of Psychology

Degree Options

View Degree Options

100% online, 8-week courses

Transfer in up to 50% of the degree total

Understand the Human Experience from a Biblical Worldview with an Online PhD in Psychology

Do you want to deepen your knowledge in psychology and use your research to contribute to the field of understanding human behavior? Liberty University’s PhD in Psychology can provide rigorous research training that can better prepare you for a career in academia and research. An online PhD in Psychology is ideal for students who want to bring new knowledge of human behavior to the field and find new ways to help people heal, grow, and thrive.

Liberty’s PhD in Psychology is designed to prepare you to evaluate research and to understand the truth about human behavior from a biblical worldview. Our mission is to  Train Champions for Christ , and we fulfill this mission by training professionals to use science and biblical values to understand the full breadth of the human experience. Our unique, biblically-based approach to this field can help prepare you to make a positive impact on those you work with.

With Liberty’s PhD in Psychology, you can take part in optional face-to-face on-campus intensives that will allow you to meet faculty and other students while you develop your professional and research skills.

What Will You Study in Our PhD in Psychology Degree?

Liberty’s online PhD in Psychology is designed to build on your previous study and experience in human psychology and develop you into a researcher and psychologist who demonstrates ethical and academic excellence while integrating biblical values into your practice.

Through this program, you will:

• Learn how an appreciation of biblical values enhances psychiatric practice by putting human value at the forefront of technique and theory.
• Develop a grounded critical approach to psychiatric research and theory while integrating a biblical worldview into approaches to current issues in psychology.
• Master psychiatric research and writing techniques that can establish your work in the study of human behavior.
• Complete dissertation research through your program with mentorship from your professors so that you have the option to present research at conferences.

Through this program, you will be encouraged to become a thought leader on a variety of topics related to the human experience. Our goal is to help you venture into the world of psychiatric research and practice and offer insights based on biblical foundations of truth that can help people heal and thrive.

Featured Courses

• PSYC 510 — Research Methods and Statistics in Psychology I
• PSYC 710 — Psychological Research and Biblical Worldview
• PSYC 716 — Theories and Research in Industrial/Organizational Psychology
• PSYC 775 — Teaching of Psychology

Degree Information

• This program falls under the  School of Behavioral Sciences .
• View the  Graduate Behavioral Sciences Course Guides   (login required).
• View the  PhD in Psychology Dissertation Handbook
• The online PhD in Psychology is a non-clinical, non-licensure program.

Why Choose Liberty’s Online Degree?

To help you meet your educational goals in a way that fits your life, our online PhD in Psychology provides scheduling flexibility and keeps affordability in mind. Our PhD in Psychology’s online format allows you to take your classes from home without traveling to campus. However, this program still provides a community of psychology professionals and the ability to take optional intensive courses to allow you to connect in person.

Throughout this program, Liberty incorporates a biblical worldview into your instruction. This perspective in your research and practical training in psychology can help you develop professional and academic excellence without compromising an ethical appreciation for human life. Additionally, our caring faculty are devoted to helping you grow personally and academically.

With our online PhD in Psychology, you can learn effective clinical techniques, essential behavioral theory, and develop your research and writing expertise. You can be equipped with a thorough understanding of human thought and behavior while developing your own research to further the field.

Earning a PhD in Psychology online with Liberty means that you will be trained to engage with research and psychiatric practice critically and biblically. If you are interested in becoming a thoughtful, articulate, and research-focused professional, then this is the program for you.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Potential Career Opportunities for PhD in Psychology Graduates

• Corporate psychologist
• Program or department head
• Project manager

Degree Options for Our PhD in Psychology Program

Focus your studies in psychology with a specialization.

Behavioral Health Leadership

Through the  PhD in Psychology – Behavioral Health Leadership , you can hone your research and leadership skills as you prepare to pursue administrative and management positions in mental and behavioral health organizations.

View the Degree Completion Plan .

Developmental Psychology

Through the online  PhD in Psychology – Developmental Psychology , you can learn about research theory related to human development, including cognitive development, social development, and language development.

General Psychology

The online PhD in Psychology – General Psychology provides an in-depth study of advanced psychiatric research and practice while giving you room to customize your course content.

Industrial/Organizational Psychology

In the online  PhD in Psychology – Industrial/Organizational Psychology  track, you will study human behavior in organizations and the workplace. You will focus on deriving principles of individual, group, and organizational behavior and applying that knowledge to developing solutions for challenges in the workplace.

Social Psychology

In the online  PhD in Psychology – Social Psychology  track, you can learn about research and theory related to social processes and relationships, attitudes, and other constructs related to social psychology.

In the online  PhD in Psychology – Theology  track, you can learn how to study the Bible and integrate that study of the Bible with research in psychology to further your understanding of psychological concepts.

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Our PhD in Psychology

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Contact information  for 2 recommenders is required (approved recommenders are the student’s former college professors or supervisors).
• Statement of Purpose  is required (1,000-1,500 words, double spaced).
• Departmental approval is required.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

Are there opportunities to interact in-person with peers.

You can meet faculty and fellow students in person through optional on-campus intensives.

Can I have an impact through this degree?

Through your dissertation, you can contribute to the understanding of human experience and behavior.

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*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, non-degree-seeking, DGIA, Continuing Education, WSB, and certificate students.

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Nursing Admission

The application for Pacific’s ELMSN program is hosted on NursingCAS. To apply, visit the NursingCAS page .

Application Timeline

Spring 2025.

May 1, 2024: Application Opens July 1, 2024: Priority Application Deadline August 1, 2024: Final Application Deadline

Admission Requirements

• Transcripts must be sent electronically to NursingCAS, NOT Pacific
• A bachelor's degree from an accredited program completed a minimum of six weeks prior to the start of class.
• AND a 3.2 GPA in the last 60 units 
• A minimum cumulative 3.2 GPA in all Nursing prerequisite coursework 
• Three letters of recommendation (academic and professional) 
• Statement of purpose, personal history statement, and career goals
• Human Anatomy with lab (4 units)
• Or Human Anatomy and Physiology series, part I & II with lab
• Microbiology or Bacteriology with lab (4 units)
• Statistics or Epidemiology (3 units)
• Nutrition (3 units)
• Sociology or Social Science (3 units)
• Must include one English or Written Composition course (3 units)
• Must include one Group/Oral Communication or Public Speaking course (3 units)

All decisions of the Nursing Admissions Committee are final; no appeals are permitted.

Technical Standards

ELMSN Program Technical Standards

The student must be able to achieve and maintain specific technical standards of knowledge and skill to complete the ELMSN Program successfully. The technical standards in this document apply to satisfactory performance in all academic and clinical course work, as well as fulfillment of essential non-academic functions of the curriculum involving physical, cognitive, and behavioral factors that are essential to a professional nurse.

More specifically, a student in the Nursing Program must have adequate abilities and skills in the following five areas: 1. Observation; 2. Communication; 3. Sensory and Motor Function; 4. Intellectual, Conceptual, Integrative, and Quantitative Abilities; and 5. Behavioral and Social Attributes.

• Observation: A student must be able to observe a patient accurately at a distance and close at hand to assess patient cues and data (e.g., respiratory effort, gait, posture, appearance). Observation necessitates the functional use of the sense of vision and other sensory modalities. A student must be able to integrate all information visually and through the other senses.
• Communication: A student must be able to communicate effectively and sensitively in English with patients, family members, and members of the health care team. Communication includes not only speech but non-verbal communication, writing, reading, interpreting tables, figures, graphs, and computer literacy. A student must be able to elicit patient information, perceive nonverbal communications, and describe changes in mood, activity, and posture. Communication also must demonstrate respect for individuals and populations to embrace diversity, equity, and inclusivity
• Sensory and Motor Function: A student must have sufficient physical stamina to complete the rigorous course of didactic and clinical study. A student must be able to perform the following functions independently. A student must have sufficient sensory and motor function to elicit information from patients by palpation, auscultation, percussion, and other diagnostic maneuvers. A student will be required to coordinate both gross and fine muscular movements, equilibrium, and functional use of the senses of hearing, touch, and vision. More specifically, a student must be able to exercise such fine motor skills as to perform laboratory tests adequately, procedural skills, and perform required general nursing care and emergency treatments. A student must exercise such level of dexterity, sensation, and visual acuity as to accurately complete such processes as administering intravenous medication, making fine measurements of angles and size, measuring blood pressure, respiration, and pulse, performing physical examinations and performing therapeutic procedures and standardized procedures. A student must be able to hear sufficiently to differentiate percussive notes accurately and auscultatory findings, including but not limited to heart, lung, and abdominal sounds, as well as discern normal and abnormal findings using instruments such as stethoscopes, sphygmomanometers, and physiological monitoring devices. A student must be able to meet all physical requirements of clinical rotations and patient care. Clinical rotations may include any shift (days, evenings, and nights), and the length of the shift may vary between 8-12 hours. Physical requirements include but are not limited to: the ability to safely assist with patient transfers for those who may require physical assistance, such as moving in and out of beds or chairs, when necessary, demonstrate strength to position, lift, move, and transfer patients; transport themselves in a manner which provides a timely response in both general and emergency care situations, stand for extended periods, and move in tight quarters and demonstrate proper body mechanics. Additionally, a student must be able to demonstrate the ability to freely walk, stand, sit, squat, balance, climb, reach, grip, lift, pull, and push as needed in the performance of clinical duties. Engaging in some procedures, such as CPR, will require a necessary level of physical strength.
• Conceptual, Integrative, and Quantitative Abilities: A student must have the intellect to quickly analyze situational and clinical problems and formulate appropriate judgments and interventions. These intellectual abilities include numerical recognition, measurement, calculations, reasoning, analysis judgment, and synthesis. The student must be able to identify significant findings from the patient's history, the physical examination, and laboratory data, provide a reasoned explanation for likely diagnoses and choose appropriate medications, nursing interventions, and therapy. The ability to incorporate new information from many sources in formulating diagnoses and plans is essential. Diagnostic reasoning and clinical judgment in patient assessment, diagnostic and therapeutic planning is primary. When appropriate, students must be able to identify and communicate the limits of their knowledge to others.
• Behavioral and Social Attributes: A student must possess the emotional health required for full use of their intellectual abilities, exercise good judgment, and have the prompt ability to care for patients and aggregates. Developing mature, sensitive, effective, and professional relationships with patients and health care team members is essential. They must be able to adapt to changing environments, display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of many patients. Compassion, integrity, inclusivity, interpersonal skills, interest, and motivation are all personal qualities desired in a health professional and assessed during admissions and throughout the education program.
• Ethical Standards: A student must demonstrate the ability to reason morally and practice nursing in a professional, ethical manner. This includes all practice and academic settings when working with patients, families, aggregates, community populations, faculty, peers, and all healthcare team members. Ethical standards further guide nursing practice to provide equitable care, embrace inclusivity, and value the diversity of our clients. Professional nursing practice is held to a high standard as outlined by the American Nurses Association Code of Ethics with interpretive statements (ANA, 2015).

The University of the Pacific will provide reasonable accommodations to students with disabilities otherwise qualified to complete the essential functions of the curriculum. However, the student must complete such essential functions in a reasonably independent fashion. A patient's safety and welfare shall never be jeopardized because of an effort to reasonably accommodate a disability.

Prerequisite Course Descriptions

Human anatomy & lab, anatomy and physiology.

Included are a general survey of human histology and the study of structure and function of organ systems of the human body, including the integumentary, skeletal, muscular, endocrine and nervous systems. Structure and function of sensory organs are also included in the course. Correlated by laboratory experience and demonstration. Lecture (3 units) and required laboratory (1 unit).

Human Physiology & Lab

Human physiology with lab.

Included is the study of structure and function of the circulatory (blood, heart, blood vessels and circulation), lymphatic, immune, respiratory, urinary and reproductive systems. Lecture (3 units) and required laboratory (1 unit). 

Human Microbiology & Lab

Human microbiology with lab.

A study of microorganisms with special emphasis on bacteria and viruses in the human environment. Lecture (3 units) and required laboratory (1unit)

Written Composition

Continued practice in writing with emphasis on critical thinking, argument, analysis and interpretation of multicultural readings and other interdisciplinary expository materials. 

Interpersonal Communications OR Oral Communications

Interpersonal communications.

This class examines the dynamics of the two-person communication process. Students will study the development of self-concept, self- disclosure, perception, listening, and feedback as they affect the communication process. Non-verbal communication, attitudes, beliefs, and values will also be explored.

Oral Communications

This course is designed to introduce the process of public communication and to help develop and refine the skills of oral communication.

Fundamentals of Human Nutrition

Principles of nutrition with application to physiological needs of individuals; food sources and selections of an adequate diet, formulation of the Recommended Daily Allowances; nutritional assessment, and surveillance. 

Statistics or Epidemiology*

Introduction to statistics.

Mathematical theory and applications, development of formulae, principles of statistical decision theory, descriptive measurements, probability concepts, random variables, normal distribution, inferential statistics, sampling distributions, confidence intervals, hypothesis testing, chi-squared procedures, linear regression, and the use of computers in statistics.

Epidemiology

Introduction to Epidemiology (4) Epidemiologic methods for non-epidemiology majors. Focuses on research designs and methods to describe disease occurrence and risk factor associations; uses quantitative and biomedical information to infer whether causal relationships exist between potential causes and disease in populations.

*Admission committee may request course description.

Sociology or Social Science

A general introduction to the scientific study of human behavior in social settings. It includes major theories of human behavior in terms of culture, socialization, primary groups, stratification and social class, population, family, religion, and social change.

General, Lifespan or Developmental Psychology

Principles of psychological development from birth through senescence. Lifespan or Developmental Psychology are preferred, General Psychology is accepted.

Additional Information

Royal, Wippman Named Presidents-in-Residence

• Posted May 9, 2024
• By Ryan Nagelhout
• College Access and Success
• Higher Education Leadership
• Teachers and Teaching

The Harvard Graduate School of Education has announced the latest members of its Judith Block McLaughlin Presidents-in-Residence (PIR) Program . Christina Royal, president of Holyoke Community College, and David Wippman, president of Hamilton College, will join HGSE for the 2024-25 academic year.

As presidents-in-residence, Wippman and Royal will teach and mentor students in HGSE’s higher education degree offerings, contributing to courses and providing valuable insight based on their long careers as university presidents. Senior Lecturer Francesca Purcell , faculty director of the Presidents-in-Residence Program, shared that the latest appointments offer unique insights from across the higher educational leadership landscape.

“Their varying perspectives on higher education leadership in the 21st century will enrich and deepen the learning experiences for our students in the residential higher education concentration and in the online higher education pathway,” Purcell said. “Christina has extensive experience leading community colleges and David brings insights leading a small liberal arts college with both boasting exceptional records advancing equity, opportunity, and excellence across the national higher education landscape. Importantly, they are thoughtful practitioners who will engage with and inspire HGSE students.”

Dozens of college and university presidents have taken part in the PIR Program since it was created in 2001. Royal is the first community college president, and she said she is “honored” by the distinction.

“It is important for Harvard graduate students who are studying higher education to understand that community colleges are essential to the ecosystem of public post-secondary education and the vital role they play as an economic engine for society,” Royal said. “I’ve dedicated my career to higher education, with a particular focus on historically marginalized and racially minoritized students.”

Royal, who announced her departure as Holyoke’s president in the spring of 2023, made history as the school’s first woman of color president when she was appointed in 2017.

Her tenure saw the school launch programs promoting diversity and equity in higher education, working with the Holyoke Housing Authority and Westfield State University to support low-cost housing for students. Royal also advocated for programs to develop child care options for students with children and a student emergency fund for sudden expenses. Upon her retirement, an annual equity award at Holyoke was started and named in her honor.

“I’m looking forward to engaging in meaningful discussions with Harvard learners to deepen their understanding of the complexities of our American system of higher education,” said Royal. “Through these discussions, my hope is that they continue to unlearn the systems and structures that no longer work for us and re-learn ways to strengthen the ones that do.”

Royal earned her bachelor’s degree in mathematics from Marist College in 1994 and received an M.A. in educational psychology in 2003. Royal received her Ph.D. in Instructional Design for Online Learning from Capella University in 2007. Her teaching career has included 15 years at Marist, another seven at Cuyahoga Community College and a stint as provost and chief academic officer at Inver Hills Community College.

Wippman, who has served as Hamilton’s president since 2016, announced his retirement at the end of the 2023-24 academic year. A recognized authority in international law, Wippman has taught about ethnic conflict, public international law, international criminal law, and international human rights.

His tenure at Hamilton has included the development of the College’s strategic plan, including a record-breaking Because Hamilton campaign to raise $400 million for College priorities, including $120 million for student scholarship aid. Wippman’s office prioritized diversity, equity and inclusion, and developed new programs to support student advising, digital fluency, and cross-boundary political thought and complex social issues.

Wippman was previously named dean of the University of Minnesota Law School in 2008. He also served as a professor and associate dean at Cornell Law School as well as vice provost for international relations at Cornell University.

“Serving as a President-in-Residence is a wonderful opportunity to work with and learn from future higher education leaders at a time when higher education leadership has become more challenging than ever,” Wippman said. “It's an honor to join a program with such distinguished faculty and talented students.”

A former U.S. Court of Appeals law clerk, Wippman served as a director in the National Security Council’s Office of Multilateral and Humanitarian Affairs, working on war crimes issues, the International Criminal Court, economic sanctions, and U.N. political issues. Wippman earned his bachelor's degree from Princeton University in 1976, a master’s degree from Yale in 1978, and his law degree from Yale Law School in 1982.

The Presidents-in-Residence program was fully endowed in 2023 and renamed in honor of former Senior Lecturer Judith Block McLaughlin, who retired at the end of the 2022-23 academic year. McLaughlin first started the Presidents-in-Residence program in 2001, and two decades later it continues to serve as an opportunity for Ed School students to gain new perspectives and learn lessons from groundbreaking educational leaders sharing their own experiences and insights.

“Fundamentally, students need to understand themselves as leaders, what drives their decision-making processes, and who they are as people, in order to effectively lead others,” Royal said. “We spend a lot of time educating students into a contemporary image of a leader, although the best preparation for leadership is learning to be authentically themselves and share their unique gifts, talents, and strengths with others.”

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