phd psychology programs in chicago

Clinical Psychology PhD Program

Founded on a scientist-practitioner model, the overall goal of the Clinical Psychology PhD Program is to graduate academic psychologists who are competent, ethical and productive in the science and practice of clinical psychology. Our program emphasizes the integration of science and clinical practice.

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How to Apply

Learn more about the criteria for applying to the program as well as tuition and financial aid.

Our curriculum is structured to maximize clinical, research and ethical training for students.

Meet Our Team

Meet our current students and their faculty mentors. Each student works closely with a faculty member throughout their tenure at Northwestern. Browse the Faculty Mentor list to learn more about their research projects and see who is currently recruiting new students.

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JD-PhD Program

Northwestern's joint JD-PhD program  is a collaboration between The Graduate School and Northwestern Law. It's designed for applicants who are interested in academic careers examining research topics that are enriched by having both JD and PhD degrees.

Visit the JD-PhD Website

Questions about the PhD program? Find out more.

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How to Contact Us

To contact the PhD Program in Clinical Psychology, please email us at [email protected] .

Please DO NOT call the number below as it will go to our clinic; it is reserved for patients. Please DO NOT call any other numbers that you may find within the Feinberg School of Medicine. We will only respond to emails that are sent to the following email address: [email protected] . Please DO NOT  contact via phone or email the MD Admissions Office; they are not involved in the admissions process for the PhD program in Clinical Psychology. 

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Clinical Psychology

• MA Requirements
• PhD Requirements

Learn more about the program by visiting the Department of Psychiatry & Behavioral Sciences

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Degree Types: MA, PhD

The PhD Program in Clinical Psychology within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is one of only a handful of programs in the United States based in an academic medical center and housed in a psychiatry department. This unique setting provides opportunities for translational research and practice that span molecular to social models of disease, and epidemiologic to clinical and neuroimaging methodologies.

This scientist-practitioner program effectively balances clinical and research training to produce graduates who are competent in the science and practice of clinical psychology. The PhD program also provides opportunities for major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. Training is provided through core and emphasis-specific curricula, intensive research mentoring, and exceptional clinical practica. Major milestones include a research qualifying paper and master's thesis, a clinical qualifying exam, an empirical dissertation with original research, and an APA-accredited clinical internship.

Our mentor-based program prepares students to be competitive for careers as clinical psychologists in academic health centers, children's hospitals, VA medical centers, and related medical facilities.

The Clinical Psychology Master of Arts (MA) Program within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is intended for students interested in pursuing a career in academic clinical psychology. The MA program is designed to provide a foundation in academic clinical psychology at the graduate level, while also allowing students to gain educational and research exposure to major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. 

The goals of the MA Program in Clinical Psychology are to:

• Develop foundational competencies in research design, analytics, and ethics within academic clinical psychology.
• Explore major areas of study within academic clinical psychology.
• Understand educational and career opportunities within academic clinical psychology.

Note: the MA Program in Clinical Psychology does not include clinical training and is not intended to prepare students for clinical practice. Given the academic and research focus of the MA Program, the degree will not lead to licensure for independent practice.  For those interested in master's level programs that prepare students for licensure and practice, please visit the  MA in Counseling website , the  MS in Marriage and Family Therapy website  and  The Family Institute website . 

The MA Program in Clinical Psychology was designed for a variety of students, including students who:

• Are not yet ready to apply to a PhD program, but are considering doing so in the future.
• Wish to improve their competitiveness for a PhD program.
• Are interested in exploring a career in academic clinical psychology.
• With interests in related fields for which a background in academic clinical psychology may be of value.

The MA Program is embedded in the Clinical Psychology PhD Program, with coursework and lab work completed alongside PhD students. Although students in the MA Program are welcome to apply to Northwestern's PhD Program in Clinical Psychology, the MA Program is not intended to be a "gateway" into the PhD Program in Clinical Psychology at Northwestern University Feinberg School of Medicine.

Additional resources:

• Department Website
• Pro gram Handbook

Program Statistics

Visit Master's Program Statistics and PhD Program Statistics for statistics such as program admissions, enrollment, student demographics and more.

Program Contact

Contact Sarah Bratta Program Coordinator

Degree Requirements

The following requirements are in addition to, or further elaborate upon, those requirements outlined in  The Graduate School Policy Guide .

MA Degree Requirements

Total Units Required: 17

The MA program requires at least 17 units for graduation across five (5) quarters (15 months) of full-time enrollment; part-time and early graduation is not permitted. Students are required to take the Research Core, including Research Methods/Statistics (3 units), Advanced Research Methodology (1 unit), and Scientific and Professional Ethics in Psychology (1 unit). In addition to these required courses, students are expected to select between five to eight elective courses across the Summer I, Fall, Winter, Spring, and/or Summer II quarters. Elective courses can include Discipline Specific Knowledge and Profession Wide Competency courses, as well as courses in one or more Major Areas of Study. 

In addition to the Research Core and Elective courses, all MA students participate in the weekly Professional Development Seminar for the first four quarters of the MA Program. This Seminar orients students to the MA program, introduces students to various mentors and labs across Northwestern, explores career options in academic clinical psychology, refines interests in academic clinical psychology, and prepares students for the next steps in their careers (e.g., developing applications for PhD programs; preparing for interviews). 

Other MA Degree Requirements

• Research/Projects:  In addition to completion of the coursework requirements, students engage in a Research Lab Experience for at least 10 hours a week.
• Master's Thesis :   Optional (see below)
• Master’s Culminating Academic Experience:  Through the Research Lab Experience, the student will work with her or his research mentor to complete a Capstone Project. The Capstone Project is the culmination of the Research Lab Experience provided by the research mentor, providing the final evaluation of the student’s research competencies. Examples of capstone projects include: Substantial participation (i.e., authorship level) on one or more empirical studies submitted for publication in a peer-reviewed journal. First author submission of one or more peer-reviewed poster/oral presentations at regional, national, or international conferences. A comprehensive review paper that is submitted to and graded by the research mentor. A grant proposal (e.g., F31 style) that is submitted to and graded by the research mentor.  

Last Updated: September 12, 2023

PhD Degree Requirements

Total Units Required: 30

Other PhD Degree Requirements

• Examinations:  defense of a research paper and a clinical qualifying project serving as examination for admission to candidacy
• Research/Projects:  independent, empirical research study completed in fulfillment of the research qualifying paper
• PhD Dissertation:  original research following third year of coursework
• Final Evaluations:  oral defense of dissertation

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Department website:  http://psychology.uchicago.edu

The Department of Psychology has been for over a century a leading center of scholarship, research and teaching in psychology and related fields. Among its distinguished faculty and students have been James Rowland Angell, John Dewey, George Herbert Mead, John B. Watson, the founder of behaviorism, L. L. Thurstone, a pioneer in psychological measurement, Karl Lashley, Klüver and Bucy, Kleitman, discoverer of REM sleep, Frank Beach, founder of behavioral endocrinology, W. C. Allee who viewed biology as a social phenomenon, and Roger Sperry, Nobel Prize winner for his work in cerebral lateralization. The present Department of Psychology is conscious of its distinguished intellectual forebears and continues to reflect its heritage in its commitment to research, the scope of its inquiry, and the diversity of its programs of graduate study.

The Department of Psychology is organized into specialized programs that reflect the contemporary state of the discipline and the wide-ranging interests of its own faculty. The areas of concentration are cognition, computational cognitive neuroscience, developmental psychology, integrative neuroscience, and social psychology.  Consistent with the multidisciplinary traditions of the University of Chicago, many faculty members serve on more than one of the department’s programs. Faculty and students participate in courses, colloquia, workshops and joint research ventures with scholars in other departments. These include biology, computer science, education, human development, linguistics, neuroscience, philosophy, and others, as well as the University’s professional schools of business, public policy, law, medicine, and social service administration.

Doctoral study in the University of Chicago's Department of Psychology typically spans five years and includes a common curriculum of eight courses with other requirements set by the student's area of specialization. In addition, each student will complete a trial research project under the guidance of a faculty advisor or advisors, and complete a dissertation. Students are evaluated yearly to determine progress. Advisors are a critical component of students' experience in the doctoral program, providing guidance and collaboration in conducting research and academic advising.

Programs of graduate study offered by the department lead to the PhD degree at the University of Chicago. The Department of Psychology does not offer courses of study leading to the degree of Master of Arts (MA). However, students admitted to doctoral study may take the MA degree as an optional step in the doctoral program. Similarly, a student admitted who must leave the program, for whatever reason, may apply for a terminal MA degree, providing the student has met the program requirements of the particular program of the Department of Psychology.

Psychology-Business Joint PhD Program

The Joint Program in Psychology and Business was established in 2009, and is overseen jointly by the  Behavioral Science dissertation area  at Chicago Booth and the Department of Psychology. The aim of this program is to connect the large number of social, cognitive, and organizational psychologists at Chicago Booth and within the Department of Psychology. To qualify for the joint program, a student must be admitted into either the Psychology or the Business graduate program. PhD students in Psychology or Business who want to take the Joint Degree will need an adviser in both schools. The adviser from the program the student was initially admitted into will be a primary adviser and the one from the other program, the secondary adviser. Normally this would be done, after arrival, during the first year of studies. Once the student and the faculty member agree on the advising relationship, and after successfully completing at least one year in the primary program, the student applies to the secondary program. The application is then reviewed by the faculty in the program that the student wants to join.

Students are admitted by application to the Department of Psychology to pursue courses of doctoral study that are formulated by the individual programs. Candidates for admission are expected to have some background in psychology as well as mathematics and statistics.

The application process for admission for the Psychology graduate program is administered through the Dean of Students Office in the Division of the Social Sciences. The application for admission, with instructions, deadlines and department-specific information, is available online at: http://apply-ssd.uchicago.edu/apply/ . 

General Requirements for Doctoral Students

The doctoral curriculum includes courses taken to fulfill the common graduate curriculum, research requirements, pedagogical training, and other requirements set by the student's area of specialization. In exceptional cases, a student may design an individual sequence of courses. This sequence must be approved by the curriculum and student affairs committee before the student undertakes it. Completion of these course requirements is a prerequisite for Ph.D. candidacy.

Common Graduate Curriculum

The common curriculum consists of eight courses. Other requirements for graduate students will be set by the student's area of specialization.

One-quarter course in which faculty members whose primary affiliation is the Department of Psychology give a summary of their ongoing research and students write a research proposal, to be submitted for an NSF graduate fellowship if the student is eligible for this funding. Professional development topics are also covered. 

Statistics Requirement: Three courses passed with a grade of B or better

Trial research seminar

All graduate students are required to take the trial research seminar in the spring of the first year. The purpose of this seminar is to help students formulate and complete their trial research projects.

Breadth Requirement

Students are required to take a minimum of three doctoral level courses in Psychology, extending across different areas of psychological science. These courses should be chosen in consultation with the student's advisor and program area. These courses must be passed with a grade of B or better.

Department of Psychology Research Requirements

Trial research project.

Each student will complete a trial research project under the guidance of a faculty advisor or advisors by the end of Spring quarter of the second year.

At the start of the project, each student must form a trial research committee, composed of three faculty members. Typically, the chair of the committee is the student's primary research advisor. The chair of the committee must be a faculty or emeritus faculty member in the Psychology Department. At least one other member of the committee must be a faculty, emeritus faculty or affiliated faculty member in the Psychology Department. The third member of the committee may be from outside of the Psychology Department, provided that the chair of the trial research committee gives his or her approval.

The student should initiate discussion of their trial research project with members of their trail research committee as soon as possible, but preferably no later than the end of Autumn quarter of their second year. By the end of Autumn quarter of the second year, the student's trial research committee should meet to approve the proposed trial research project. At a minimum, this meeting consists of a student presentation of the proposed work and discussion of the plan with the committee.

The student will submit the trial research paper prior to the end of the Spring quarter of the second year and defend the trial research paper at a hearing with their trial research committee prior to the end of Spring quarter of their second year. At the hearing, the committee will also assess the depth and breadth of students’ knowledge of their research problem.

Successful completion of the trial research project is a prerequisite for PhD candidacy.

Dissertation

To begin the dissertation process, a student must form a three-member dissertation committee consisting of a chairperson and two other faculty members. Typically, the chair is the student's primary research advisor. The chair of the dissertation committee must be a faculty or emeritus faculty member in the Psychology Department. At least one other member of the committee must be a faculty, emeritus faculty or affiliated faculty member in the Psychology Department. The third member of the committee must be from the University of Chicago, but may be from outside of the Psychology Department, provided that the chair of the dissertation committee gives his or her approval.

Once a dissertation committee exists, the student must formulate an independent research project to be carried out under the committee's guidance. The student will then prepare a written dissertation proposal and submit it to his or her committee. When the student's advisor agrees, the student may schedule an oral defense of the proposal.

To be admitted to PhD candidacy, a student must have successfully completed: (a) the Common Graduate Curriculum (including the statistics and breadth requirement); (b) the course requirements specified by a program or an individual course of study approved by the Curriculum Committee; (c) a trial research project; (d) approval of the dissertation proposal by all members of the student's dissertation committee following the oral defense.

The completed thesis must be submitted to all three committee members. When the student's advisor agrees, the student may schedule an oral defense of the dissertation. The oral exam is administered by four members of the University community: the three members of the dissertation committee and an outside reader. The outside reader may be a faculty member at the University of Chicago, or a scientist at another institution. The outside reader must be approved by the thesis advisor. If, after the oral defense, all committee members approve the thesis, the student has met the Psychology Department's requirements for the PhD degree.

The completed dissertation must be formatted and submitted to the dissertation office by the quarterly deadline for graduation established by the dissertation office. For information about formatting the dissertation and submission deadlines, please visit the dissertation office's website .

Doctoral Program Mentored Teaching Requirements

Practical pedagogical experience is a program requirement in the doctoral programs in the Division of the Social Sciences.

Mentoring Plan

The department’s mentoring plan outlines the timing of the expected milestones of students in the program, and the roles of the faculty advisors, the director of graduate studies, the area chairs, and the department chair.  Students who do not meet the expected milestones by the deadlines listed above and fully described in the mentoring plan may petition the appropriate faculty leader (director of graduate studies for general curriculum and research requirements; area heads for area requirements) for an extension to a deadline.  Students who do not complete the requirements by the approved deadlines may be placed on probation. A notice of probation will include the necessary steps and timeline to return to good academic standing.  Students who do not complete the steps to return to good academic standing will be withdrawn from the program. 

Areas of Specialization

The Department of Psychology is organized into five areas of specialization: Cognition, Computational Cognitive Neuroscience, Developmental Psychology, Integrative Neuroscience, and Social Psychology.

Cognition Program

The goal of the doctoral program in Cognitive Psychology is to train graduate students to be well-rounded researchers and scholars. Our unique approach fosters integrative thinking that crosses disciplinary boundaries, and focuses on research questions that have both theoretical and practical significance. Faculty, students, and post docs collaborate on projects spanning a variety of cognitive domains, such as human memory, language and communication, perception, attention and action, and conflict resolution and negotiation. Not only do we focus on fundamentally cognitive questions, but we also situate these questions within a broader context, including the biological bases and the social manifestations of cognitive phenomena. Our integrative approach allows graduate students to benefit from the university as a whole, by interacting with faculty from the Biological Sciences, the Humanities and the Social Sciences.

There are three elements in the graduate curriculum of the Cognition Program.

1.  Departmental curriculum. Students must complete the departmental core graduate curriculum. 

2.  Basic courses. Three basic courses. The following list includes possible courses, including those that are not offered every year. The purpose of this requirement is to develop a deeper understanding of the theories and methods used to scientifically study cognition, and how these approaches are central to many areas of psychological inquiry. Pre-approved courses are:

• PSYC 37400 Long Term Memory

PSYC 38655 Environmental Neuroscience

PSYC 40107 Behavioral Neuroscience

PSYC 41115 Social Cognitive Development

• PSYC 42350 Advanced Topics in Human Neuroimaging

PSYC 42570 Integrating the Real World into Perception and Memory

PSYC 42950 Memory and Decision Making

PSYC 43200 Seminar in Language Development

Students may also propose other courses, based on course offerings in a given year. Such student-proposed courses should be approved by the cognition area chair prior to taking them.

3. Advanced courses and seminars. Students are strongly encouraged to participate in advanced courses and seminars, particularly in their area of interest.

The Computational Cognitive Neuroscience Program

The brain, and particularly the human/primate brain, is arguably one of the most complex systems in the known universe.  Huge progress has been made in the fields of Psychology and Neuroscience to understand the workings of the brain and its relationship to behavior.  With the advent of new imaging technologies to record non-invasively and at much lower cost, datasets at huge scales are available to researchers across the world.  At the same time, behavioral data from social media, cellphone, and credit cards are accessible at unprecedented temporal and spatial scales with millions and even billions of datapoints.  Coupled with these enormous and complex datasets, the analysis tools to analyze these data have also become more complex, such as deep neural networks, Bayesian networks and Boltzmann machines. The Computational Cognitive Neuroscience program provides the requisite skills to become proficient at handling these large and complex data, along with the complex computational analysis tools needed to make progress in our understanding of brain and behavior. The Computational Cognitive Neuroscience graduate program at the University of Chicago is designed to provide the training and research opportunities for the next generation of computational cognitive neuroscientists.  The program will provide students with training in basic neuroscience, cognition and computational techniques to tackle the incredible and daunting challenge in trying to understand such a complex system and complex multidimensional behavior

1. Students must complete the Common Graduate Curriculum in Psychology.

2. Students must take PSYC 43030 Introduction to Psychoinformatics: Computer Science for Psychologists (offered in 2024-25); this requirement will be waived if student has sufficient programming experience.

3. Two Core Neuroscience courses. From the four options below, students should complete two courses. CPNS 30000 Cellular Neurobiology CPNS 30107 Behavioral Neuroscience CPNS 30116 Survey of Systems Neuroscience CPNS 34231 Methods in Computational Neuroscience

4. Three advanced courses, one of which will be required to be a breadth course outside of the student’s main discipline. These courses will also fulfill the breadth courses required as part of the common graduate curriculum. Eligible courses will include all graduate level seminars taught by faculty in the Psychology Department, as well as a list of courses in other departments that are deemed relevant for the computational cognitive neuroscience curriculum. These outside courses will provide additional opportunities for computational and analytic training.

Below is a list of the “advanced courses” in computational cognitive neuroscience students can choose from in Psychology (note this is not a complete list). Computational courses offered by other programs (MACS, CPNS) may also meet these requirements.

PSYC 31900 The Neuroscience of Narratives . (Leong) PSYC 32750 Advanced Topics in Chronobiology . (Prendergast) PSYC 34133 Neuroscience of Seeing  (Wei, Maunsell, Sherman, Shevell) PSYC 34810 Neuroeconomics . (Bakkour) PSYC 37400 Long Term Memory .  (Gallo) PSYC 37250 Foundations of Neuroscience: Historical Perspective .  (Kay) PSYC 41210 Psychophysiology: Methods, Concepts, and Applications .  (Norman) PSYC 42350 Advanced Topics in Human Neuroimaging   (Bainbridge, Rosenberg) PSYC 42570 Integrating the Real World into Perception and Memory .  (Bainbridge) PSYC 42650 Working Memory . (Awh) PSYC 42950 Memory and Decision Making (Bakkour) PSYC 43110 Affective Neuroscience . (Norman) PSYC 43130 Stress and the Social Brain (Norman) PSYC 43780 Basics of conducting EEG and ERP research .  (Vogel) PSYC 43910 Current Topics in Working Memory and Attention   (Vogel) PSYC 44550 Cognitive Neuroscience Core Course (Awh/Vogel) PSYC 45500 Cognitive and Social Neuroscience of Aging .  (Gallo) PSYC 46050 Principles of Data Science and Engineering for Laboratory Research   (Yu)  

The Developmental Psychology Program

The Developmental Program provides a rich environment for scientific inquiry, mentorship, and training. Our faculty pursue a wide range of topics that span cognitive, emotional and social development. In cognitive development, our work focuses on infants’ and children’s mathematical, spatial, and language development along with interventions to improve educational outcomes. In terms of social and emotional development, we examine infants’ and children’s affective, intentional, and moral understanding. Other research examines how interacting with their environment affects children’s cognition and social behavior, and how their bodies can shape learning and thinking. Not only do our faculty, post-docs, and students investigate multiple exciting questions with behavioral methods, but they also supplement this approach with other methods including behavioral economics, gestural analyses, functional MRI, eye tracking, and EEG/ERPs. Moreover, the faculty interact with faculty from other disciplines, bringing rich interdisciplinary expertise to bear on their research questions. The faculty are also involved with the Science of Learning Center , Center for Gesture Sign and Language , Committee on Education , and the Child Neurosuite .  These diverse perspectives and methodologies provide a comprehensive picture of how the mind works and is shaped throughout development. 

• The following requirements are in addition to the Common Graduate Curriculum required of all graduate students.
• Students must take an advanced course in the three areas of Developmental Psychology listed below. Certain seminars may also fulfill these requirements. Below are a few examples of courses that will fulfill these requirements. Students may petition the developmental area chair to count courses not included on this list.

a) Cognitive/Intellectual Development:

PSYC 42550 Topics in Cognitive Development ;  PSYC 32450 Seminar on Mathematical Development ; PSYC 33600 Cognition in Infancy

b) Language Development: 

PSYC 43200 Seminar in Language Development ; PSYC 43680 Topics in Language and Gesture

c) Social/Emotional Development:

PSYC 41115 Social Cognitive Development ;  PSYC 33165 Multidisciplinary Perspectives on Morality ; PSYC 32220 Understanding Inequality as a Psychologist  

3. Students are expected to attend the weekly developmental brown bag seminar (Topics in Developmental Psychology) each quarter.

4. Students are encouraged to take additional coursework in areas of interest and in statistics or methods as needed.

5. In their third year, students will present their trial research findings in the developmental brown bag seminar.

6. By the spring of the third year students must write and submit a theoretical review paper to their adviser and a reader. Ideally, this review could be a publishable article, suitable for a journal such as Psychological Bulletin or Developmental Review and will help in formulating the dissertation. Students will do a presentation of the theoretical review paper in the developmental brown bag seminar by the end of their fourth year.

Integrative Neuroscience

The notion that 100 billion neurons give rise to human behavior proved daunting up through the 20th Century because neuroscientists were limited by existing technologies to studying the properties of single neurons or small groups of neurons. Characterizing simple neural circuits has led to an understanding of a variety of sensory processes, such as the initial steps in vision, and motor processes, such as the generation of locomotion patterns. However, unraveling the neural substrates of more complex behaviors, such as the ability to pay attention to relevant events in its surroundings or the ability to understand the likely events going through the mind of another, remains one of the major challenges for the neurosciences in the twenty-first century. In contrast to simple behaviors, these complex behaviors depend on interactions within a network of different brain structures. Studying the neural bases of complex behaviors, thus, requires an integrative neuroscience approach.

The Integrative Neuroscience graduate program at the University of Chicago is designed to provide the training and research opportunities for the next generation of behavioral, cognitive, and social neuroscientists. Behavioral, cognitive, and social neuroscience represent three complementary and partially overlapping aspects of this integrative neuroscience of mind and behavior. Behavioral neuroscience places an emphasis on the biological mechanisms underlying basic behavioral processes; cognitive neuroscience places an emphasis on the biological mechanisms underlying cognition, with a specific focus on the neural substrates of mental processes and their behavioral manifestations; and social neuroscience places an emphasis on the biological mechanisms underlying social processes and behavior, including the ability to perceive and communicate mental states including the beliefs and desires of others and to form and maintain interpersonal and group relationships. The University of Chicago is optimally positioned to meet this challenge because its unique academic structure facilitates interactions across disciplinary perspectives.

Students must complete the departmental core graduate curriculum. 

As part of this curriculum and with one additional course, IN students complete:

Two Psychology Department Breadth Courses

IN students will take two advanced courses within the Department of Psychology.

Two of three Core Neuroscience Courses 

CPNS 30000 Cellular Neurobiology

CPNS 30107 Behavioral Neuroscience

CPNS 30116 Survey of Systems Neuroscience

It is suggested that most students take at least Cellular and Behavioral, but we understand that needs depend on research focus.

IN students are encouraged to take additional advanced courses. The program offers the following advanced courses. All of these courses will not be offered every year.

• PSYC 32750 Advanced Topics in Chronobiology       
• PSYC 31900 The Neuroscience of Narratives                                           
• PSYC 34133 Neuroscience of Seeing   
• PSYC 36655 Advanced Topics in Epigenetics of the Brain
• PSYC 37250 Foundations of Neuroscience: Historical Perspective                                                             
• PSYC 41210 Psychophysiology: Methods, Concepts, and Applications                            
• PSYC 42650 Working Memory    
• PSYC 42950 Memory and Decision Making     
• PSYC 43110 Affective Neuroscience                   
• PSYC 43130 Stress and the Social Brain
• PSYC 43780 Basics of conducting EEG and ERP research
• PSYC 34810 Neuroeconomics   
• PSYC 43910 Current Topics in Working Memory and Attention
• PSYC 44550 Cognitive Neuroscience Core Course
• PSYC 45500 Cognitive and Social Neuroscience of Aging                         
• PSYC 46050 Principles of Data Science and Engineering for Laboratory Research                                                                                

The Social Psychology Program

Social psychology is the scientific study of how social environments shape our thinking, feeling, and behavior on one hand, and how our thinking, feeling, and behavior shape our social environments on the other hand. It is the scientific study of how the social world and psyche make each other up.

At the University of Chicago, the faculty and students are committed to making scientific and practical contributions to society. The primary goal of the UChicago social psychology program is to address pressing societal issues using social psychological theorizing and methods. This makes the UChicago social psychology program distinct. Our inquiry is inspired by the real world. Our findings will inspire the solutions to real-world problems and enhance the well-being of the individual and society. The faculty and students will investigate a variety of topics including racism, police violence, mass incarceration, income inequality, achievement gaps, interpersonal and intergroup conflicts, self-regulation, social support, happiness, meaning in life, prosocial behavior, politics, morality, religion, globalization, immigration, climate changes, natural disasters, culture, and evolution. We are diverse in terms of personal and cultural backgrounds, theoretical orientations, and preferred methodologies, but united in our commitment to and belief in the benefits of social psychological research for the individual and society. The Chicago School of Social Psychology is the social psychology that matters!

• PSYC 40600 Advanced Seminar in Social Psychology : An overview of social psychology.
• Students must attend the weekly social psychology talk series (PSYC 44600) each quarter.
• At least three seminars (in addition to PSYC 40600) in social psychology.
• Students must present their trial research findings in the social psychology talk series.
• A theory paper or comprehensive exam. By the spring of the third year, students must write and submit a theoretical review paper to their advisor and a reader.  If a student chooses the theory paper option, this review could be a publishable article, suitable for a journal such as Psychological Bulletin or Personality and Social Psychology Review, and will help in formulating the dissertation.  Students will do a presentation of the theoretical review paper in the social psychology talk series by the end of their fourth year.  If a student chooses the comprehensive exam, they will be provided a reading list by the end of the third year.  The exam will be taken in September of the fourth year, i.e, right before the start of the fourth year.

Psychology Courses

PSYC 30289. Intermediate Regression and Data Science. 100 Units.

This course is designed to provide intermediate-level training in research methods that would pick up immediately after traditionally introductory-level classes that end with multiple regression. This course is designed to be a standalone package of training that will provide tools of immediate use in students' own research or to make them more capable RAs in larger projects. I expect the course will provide the most utility to advanced BA and MA students that will not have time to complete many advanced, specialized courses. However, it would also serve as a useful bridge to more advanced statistical coursework. Students will also learn how to present findings in competent and accessible ways suitable for poster or conference presentations.

Instructor(s): M. Jean     Terms Offered: Spring Winter Prerequisite(s): Applied statistics at the level of multiple regression Note(s): Students are encouraged to bring a laptop to this class to follow along with certain lessons Equivalent Course(s): EDSO 23089, SOCI 30289, EDSO 30289, MAPS 30289, SOCI 20289

PSYC 30401. Psycholinguistics: Language Processing. 100 Units.

This is an advanced introduction to the field of psycholinguistics. We will do an in-depth overview of both the empirical findings and the methodologies used on various topics in language comprehension/production, including areas of speech perception, lexical processing, syntactic parsing, and semantic/pragmatic processing. Models at both the computational and the mechanistic levels will also be examined.

Instructor(s): Monica Do     Terms Offered: Autumn Equivalent Course(s): LING 30401

PSYC 30510. Computing for the Social Sciences. 100 Units.

This is an applied course for social scientists with little-to-no programming experience who wish to harness growing digital and computational resources. The focus of the course is on learning the basics of programming and on generating reproducible research. Topics include coding concepts (e.g., data structures, control structures, functions, etc.), data visualization, data wrangling and cleaning, version control software, exploratory data analysis, etc. Students will leave the course with basic programming skills for the social sciences and will gain the knowledge of how to adapt and expand these skills as they are presented with new questions, methods, and data. The course is taught in R. Requirements: At least one prior course that made use of a programming language (e.g., Python, R, Stata, SPSS, etc.) in some capacity. If you are unsure or had some informal exposure, email the instructor to see if the course is a good fit.

Instructor(s): Jean Clipperton     Terms Offered: Autumn Spring Winter Note(s): MACS students have priority. Equivalent Course(s): ENST 20550, MACS 30500, SOCI 20278, PLSC 30235, SOCI 40176, SOSC 26032, MAPS 30500, MACS 20500, CHDV 30511

PSYC 30650. MA Psychological Research. 100 Units.

Student-initiated experimental research done under the supervision of principal investigator in a laboratory or research setting. Includes the practical application of knowledge and skills in research design, statistical and experimental methods, and data analysis.

Instructor(s): M. Berman     Terms Offered: Autumn Spring Winter

PSYC 30700. Sensation and Perception. 100 Units.

What we see and hear depends on energy that enters the eyes and ears, but what we actually experience-perception-follows from human neural responses. This course focuses on visual and auditory phenomena, including basic percepts (for example, acuity, brightness, color, loudness, pitch) and also more complex percepts such as movement and object recognition. Biological underpinnings of perception are an integral part of the course.

Instructor(s): K. Ledoux     Terms Offered: Winter Equivalent Course(s): NSCI 20140, PSYC 20700

PSYC 31150. Psychology of Race and Racism. 100 Units.

This upper-level seminar will focus on the psychology of race and racism. We will discuss both structural and individual level factors that create and maintain racism in the U.S. context. While this course will focus on social psychology, we will also draw from other areas of psychology. We will discuss social structures and institutions that perpetuate racism, policies that shape societal attitudes and behaviors, and psychological frameworks for understanding racism. We will begin the course with a discussion of the origins of race and racism. We will then transition to contemporary expressions of racism. The goals of this course are to analyze structural contexts influencing racist attitudes and behaviors, evaluate the impact of racism on racially minoritized groups, and to examine strategies and interventions to address racism.

Instructor(s): K. Henderson     Terms Offered: Autumn Equivalent Course(s): PSYC 21150, RDIN 21150, RDIN 31150

PSYC 31900. The Neuroscience of Narratives. 100 Units.

Narratives have a powerful hold over the human mind. People are more often convinced by a compelling story than by concrete facts. More broadly, people use narratives to organize their thoughts and communicate their ideas. Recent advances in natural language processing (NLP) tools and neuroscience methods provide exciting new opportunities to study how the brain understands and constructs narratives. The goal for this seminar is to provide an in-depth look into the cutting-edge research on the neuroscience of narratives. We will begin with a review of the burgeoning literature on the use of narratives in cognitive and social neuroscience. We will then introduce NLP approaches that provide a framework to model narratives computationally, and discuss how NLP models can be combined with neuroscience measures in a synergistic manner. Finally, we will discuss how studying the neuroscience of narratives can provide insights into people's mental models of the world. This class is designed as a graduate seminar, however, advanced undergraduate students with backgrounds in either cognitive neuroscience or natural language processing can register with instructor consent.

Instructor(s): Y.C. Leong     Terms Offered: Spring

PSYC 32220. Understanding Inequality as a Psychologist. 100 Units.

Inequality within and across social groups has risen sharply in the past few decades. What are the early traces and psychological mechanisms of this pervasive phenomenon? In this seminar, we will discuss these questions from multiple angles, integrating developmental, social and cognitive psychology. Specifically, this course will cover topics in early social cognition, including social categorization, essentialism, structural reasoning, normative reasoning, stereotypes and prejudice, etc. Students will evaluate past studies throughout the course and propose original research at the end.

Instructor(s): L. Bian     Terms Offered: Autumn Prerequisite(s): Undergraduates must have completed PSYC 20500 Developmental Psychology or gain the consent of the instructor. Equivalent Course(s): EDSO 22220, PSYC 22220, EDSO 32220

PSYC 33000. Cultural Psychology. 100 Units.

There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space. At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world. Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups. In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization, and reasoning.

Instructor(s): R. Shweder     Terms Offered: Winter Prerequisite(s): Undergraduates must be in third or fourth year. Note(s): CHDV Distribution: B, C Equivalent Course(s): AMER 33000, GNSE 31000, CHDV 31000, PSYC 23000, GNSE 21001, KNOW 31000, ANTH 24320, ANTH 35110, CHDV 21000, CRES 21100

PSYC 33165. Multidisciplinary Perspectives on Morality. 100 Units.

Morality is essential for societal functioning and central to human flourishing. It has evolved to facilitate group living, regulate social interactions, minimize aggression, and promote cooperation beyond kinship. We are motivated by morality because it is advantageous at the individual level -a non-zero-sum game. These moral concerns are not located in an abstract world characterized by ivory tower speculations. We are inherently and deeply social animals, and nearly all manifestations of morality involve, build upon, influence, and often govern our relationships with others. The ability to think and act in accordance with moral norms is a hallmark of our species. The course is organized into 9 weeks, covering specific topics in morality from a multidisciplinary perspective, including evolutionary anthropology, psychology (developmental, cognitive & social), cognitive neuroscience, and behavioral economics.

Instructor(s): J. Decety     Terms Offered: Autumn Equivalent Course(s): PSYC 23165, KNOW 33165

PSYC 33662. The Disordered Mind. 100 Units.

What are disorders of the mind? What are some of the theoretical and practical issues surrounding the identification, classification, and treatment of such disorders? What do mental disorders have to teach us about the typically-functioning mind? This seminar course will address these and other questions within biological, psychological, and sociocultural perspectives to attempt to understand the current and historical paradigms that have influenced our perception of what it means for the mind to be "disordered." Included will be discussion of behavioral, emotional, cognitive, and developmental disorders.

Instructor(s): K. Ledoux     Terms Offered: Spring Equivalent Course(s): PSYC 23660

PSYC 33720. Crosslinguistic Perspectives on Language Development. 100 Units.

This discussion-based course covers cross-linguistic evidence concerning similarities and dissimilarities in how children learn language across diverse language communities. Each year will revolve around a central topic. This year we will focus on the acquisition of phonology.

Instructor(s): M. Tice     Terms Offered: Autumn Note(s): satisfies UG category: B and Grad categories: 2, M Equivalent Course(s): LING 33700, LING 23701, CHDV 23700, CHDV 33700, PSYC 23720, COGS 22009

PSYC 33830. Attention and Working Memory in the Mind and Brain. 100 Units.

This course will provide a broad overview of current work in psychology and neuroscience related to attention and working memory. We will discuss evidence for sharp capacity limits in an individual's ability to actively monitor and maintain information in an "online" mental state. Readings will be primarily based on original source articles from peer-reviewed journals, with a focus on behavioral and neural approaches for measuring and understanding these basic cognitive processes.

Instructor(s): E. Vogel, E. Awh     Terms Offered: Winter Prerequisite(s): PQ: NSCI 20101 (Foundations of Neuroscience) is required for Neuroscience majors only. Equivalent Course(s): PSYC 23820, NSCI 21600

PSYC 33910. Hormones, Brains, and Behavior. 100 Units.

This is an advanced course in behavioral neuroscience, with the goal of understanding the complex interactions among the brain, the endocrine system, and behavior (Behavioral Endocrinology). Reproductive hormones, stress hormones and hormone-brain interactions over development will be emphasized. The class will cover multiple levels of analysis/explanation from molecular, to organismal, to evolutionary, and the material will be primary research articles drawn from studies in a broad range of organisms, including humans. The course format will consist of weekly lectures and student-led discussions. Prior coursework in neuroscience (at or beyond the level of PSYC 20300) and a strong background in biology are prerequisites.

Instructor(s): B. Prendergast     Terms Offered: Spring Prerequisite(s): Undergraduates may register with consent of instructor. Prerequisite of PSYC 20300 Biological Psychology, or equivalent. Equivalent Course(s): PSYC 23910

PSYC 34060. Understanding Practical Wisdom. 100 Units.

Thinking about the nature of wisdom goes back to the Greek philosophers and the classical religious sages, but the concept of wisdom has changed in many ways over the history of thought. While wisdom has received less scholarly attention in modern times, it has recently re-emerged in popular discourse with a growing recognition of its potential importance for addressing complex issues in many domains. But what is wisdom? It's often used with a meaning more akin to "smart" or "clever." Is it just vast knowledge? This course will examine the nature of wisdom-how it has been defined in philosophy and psychological science, how its meaning has changed, and what its essential components might be. We will discuss how current philosophical and psychological theories conceptualize wisdom and consider whether, and how, wisdom can be studied scientifically; that is, can wisdom be measured and experimentally manipulated to illuminate its underlying mechanisms and understand its functions? Finally, we will explore how concepts of wisdom can be applied in business, education, medicine, the law, and in the course of our everyday lives. Readings will be drawn from a wide array of disciplines including philosophy, classics, history, psychology, behavioral economics, medicine, and public policy. The course will include lectures by philosophers and psychologists. This course is offered in association with the Chicago Moral Philosophy Project and the Good Life program (the Hyde Park Institute).

Instructor(s): A. Henly; H. Nusbaum     Terms Offered: Spring Prerequisite(s): Third- or fourth-year standing. Equivalent Course(s): BPRO 24050, PSYC 24060, RLST 24055, CHDV 24050

PSYC 34133. Neuroscience of Seeing. 100 Units.

This course focuses on the neural basis of vision, in the context of the following two questions: 1. How does the brain transform visual stimuli into neuronal responses? 2. How does the brain use visual information to guide behavior? The course covers signal transformation throughout the visual pathway, from retina to thalamus to cortex, and includes biophysical, anatomical, and computational studies of the visual system, psychophysics, and quantitative models of visual processing. This course is designed as an advanced neuroscience course for undergraduate and graduate students. The students are expected to have a general background in neurophysiology and neuroanatomy.

Instructor(s): W. Wei, J. Maunsell, M. Sherman, S. Shevell     Terms Offered: Autumn Prerequisite(s): NSCI 20101 and NSCI 20111, or consent of instructor Equivalent Course(s): PSYC 24133, NSCI 22400, CPNS 34133, BIOS 24133, NURB 34133

PSYC 34810. Neuroeconomics. 100 Units.

In this seminar, we will review recent research spanning across the fields of neuroscience, psychology, and economics that inform our understanding of how the brain makes decisions. We will focus on the neural processes that give rise to choice behavior in different contexts. Topics include decisions that are based on learned rewards and punishments, decisions under risk and uncertainty, social preferences, and strategies in games.

Instructor(s): A. Bakkour     Terms Offered: Spring Prerequisite(s): courses in neuroscience, psychology and/or behavioral economics Note(s): Undergraduates with consent of instructor.

PSYC 35201. Communication in humans and non-humans. 100 Units.

This seminar will compare communication in humans and non-humans. Topics to be covered include the reliance of communication on more general cognitive processes, the learnability of communicative systems, referential intent, honest signaling, and deception. These issues will be explored through readings that cover recent work at the intersection of human and animal communication.

Instructor(s): J. Mateo Note(s): Not offered in 2023-2024 Equivalent Course(s): CHDV 35201

PSYC 36008. Principles and Methods of Measurement. 100 Units.

Accurate measurement of key theoretical constructs with known and consistent psychometric properties is one of the essential steps in quantitative social and behavioral research. However, measurement of phenomena that are not directly observable (such as psychological attributes, perceptions of organizational climate, or quality of services) is difficult. Much of the research in psychometrics has been developed in an attempt to properly define and quantify such phenomena. This course is designed to introduce students to the relevant concepts, principles, and methods underlying the construction and interpretation of tests or measures. It provides in-depth coverage of test reliability and validity, topics in test theory, and statistical procedures applicable to psychometric methods. Such understanding is essential for rigorous practice in measurement as well as for proper interpretation of research. The course is highly recommended for students who plan to pursue careers in academic research or applied practice involving the use or development of tests or measures in the social and behavioral sciences.

Instructor(s): Yanyan Sheng     Terms Offered: Spring Prerequisite(s): Course work or background experience in statistics through inferential statistics and linear regression. Equivalent Course(s): PSYC 28962, CHDV 26008, SOSC 36008, SOSC 26008, CHDV 36008

PSYC 36210-36211. Mathematical Methods for Biological Sciences I-II.

PSYC 36210. Mathematical Methods for Biological Sciences I. 100 Units.

This course builds on the introduction to modeling course biology students take in the first year (BIOS 20151 or 152). It begins with a review of one-variable ordinary differential equations as models for biological processes changing with time, and proceeds to develop basic dynamical systems theory. Analytic skills include stability analysis, phase portraits, limit cycles, and bifurcations. Linear algebra concepts are introduced and developed, and Fourier methods are applied to data analysis. The methods are applied to diverse areas of biology, such as ecology, neuroscience, regulatory networks, and molecular structure.The students learn to implement the models using Python in the Jupyter notebook platform.

Instructor(s): D. Kondrashov     Terms Offered: Autumn. L. Prerequisite(s): BIOS 20151 or BIOS 20152 or equivalent quantitative experience by consent of instructor, and three courses of a Biological Sciences Fundamentals Sequence or consent of the instructor. Equivalent Course(s): CPNS 31000, BIOS 26210

PSYC 36211. Mathematical Methods for Biological Sciences II. 100 Units.

This course is a continuation of BIOS 26210. The topics start with optimization problems, such as nonlinear least squares fitting, principal component analysis and sequence alignment. Stochastic models are introduced, such as Markov chains, birth-death processes, and diffusion processes, with applications including hidden Markov models, tumor population modeling, and networks of chemical reactions. In computer labs, students learn optimization methods and stochastic algorithms, e.g., Markov Chain, Monte Carlo, and Gillespie algorithm. Students complete an independent project on a topic of their interest.

Instructor(s): D. Kondrashov     Terms Offered: Winter. L. Prerequisite(s): BIOS 26210 or equivalent. Note(s): CB. Equivalent Course(s): BIOS 26211, CPNS 31100

PSYC 36455. Relationships and Health: The Need to Belong. 100 Units.

This seminar will explore the theory that the need to belong is a fundamental human motivation. In our discussions of relevant psychology journal articles, we will examine the connections between relationships and health, how the need to belong is related to empathy, reactions to rejection, and substitutes for belonging.

Instructor(s): Hamilton, Hannah     Terms Offered: Autumn Spring Equivalent Course(s): MAPS 26455, MAPS 36455, CHDV 36455

PSYC 36520. Mind, Brain and Meaning. 100 Units.

What is the relationship between physical processes in the brain and body and the processes of thought and consciousness that constitute our mental life? Philosophers and others have puzzled over this question for millennia. Many have concluded it to be intractable. In recent decades, the field of cognitive science--encompassing philosophy, psychology, neuroscience, computer science, linguistics, and other disciplines--has proposed a new form of answer. The driving idea is that the interaction of the mental and the physical may be understood via a third level of analysis: that of the computational. This course offers a critical introduction to the elements of this approach, and surveys some of the alternative models and theories that fall within it. Readings are drawn from a range of historical and contemporary sources in philosophy, psychology, linguistics, and computer science. (B) (II)

Instructor(s): Jason Bridges; Leslie Kay; Chris Kennedy     Terms Offered: Autumn Equivalent Course(s): NSCI 22520, COGS 20001, PHIL 36520, PHIL 26520, LING 26520, LING 36520, SIGN 26520, PSYC 26520

PSYC 37400. Long Term Memory. 100 Units.

This course surveys the scientific study of human memory, emphasizing both theory and applications. Lectures will cover current research and methods in cognitive psychology and cognitive neuroscience, as well as historical precursors and classic studies. Topics include consciousness and nonconscious processes, corresponding neural systems, and various phenomena such as amnesia, memory distortion, mnemonics, and metacognition.

Instructor(s): D. Gallo     Terms Offered: Spring

PSYC 37950. Evolution and Economics of Human Behavior. 100 Units.

This course explores how evolutionary biology and behavioral economics explain many different aspects of human behavior. Specific topics include evolutionary theory, natural and sexual selection, game theory, cost-benefit analyses of behavior from an evolutionary and a behavioral economics perspective, aggression, power and dominance, cooperation and competition, biological markets, parental investment, life history and risk-taking, love and mating, physical attractiveness and the market, emotion and motivation, sex and consumer behavior, cognitive biases in decision-making, and personality and psychopathology.

Instructor(s): D. Maestripieri     Terms Offered: Autumn Note(s): CHDV Distribution: Undergraduate subject area: A, Graduate distribution: 1 Equivalent Course(s): ECON 14810, CHDV 27950, CHDV 37950, PSYC 27950

PSYC 38780. Adolescent Development in Context. 100 Units.

This course focuses on developmental pathways from middle childhood through adolescence within the context of school, family, community, and culture. Because human development is an applied field, we will be paying special attention to how sociocultural and historical influences affect academic, socioemotional, and identity development in the context of real-world challenges and opportunities faced by adolescents. In addition to learning about developmental and sociocultural theories, students will apply research to policy and practice by creating resources geared toward youth, parents, or those who work with youth. By the end of this course sequence, students should be able to: 1. Describe and apply key theories of middle childhood and adolescent development; 2. Identify developmental opportunities and challenges during middle childhood and adolescence; 3. Discuss the role of identity development in constructing or authoring one's life story; 4. Reframe adolescent risk-taking as a form of creativity and individual expression; 5. Understand how relationships can influence positive youth development; and 6. Translate theory and research into developmentally appropriate and culturally sensitive resources for youth, families, and those who work with youth.

Terms Offered: TBD Equivalent Course(s): EDSO 68700, CHDV 48700, SSAD 68700, EDSO 28700

PSYC 38960. The Development of Communicative Competence. 100 Units.

This course examines the emergence of communicative skills in humans. We will focus on how children glean information about language structure and language use from their home environments. We will also discuss the proposed cognitive and evolutionary roots of communicative behaviors, with a focus on current gaps in our knowledge and possible pathways forward. The course will consider these issues from multiple perspectives including linguistics, psychology, and linguistic anthropology. We will also briefly cover a range of methods associated with these different areas of study. It is expected that, by the end of the course, you should be able to think and write critically about how human communication and human language are intertwined in both adults and children.

Instructor(s): M. Casillas     Terms Offered: Spring Note(s): Subject area: UG: B, C; Grad: 2 Equivalent Course(s): CHDV 38950, EDSO 38950, LING 38951

PSYC 40107. Behavioral Neuroscience. 100 Units.

This course provides an introduction to neuroethology, examining brain activity relative to behaviors and organisms evaluated from an adaptive and evolutionary perspective. It starts with a brief introduction to classical ethology, and then develops a series of example animal model systems. Both invertebrate and vertebrate models are considered although there is a bias towards the latter. Many of these are "champion" species. There is a heavier demand for reading original data papers than typical in introductory graduate level courses. An integral part of the course is a series of assignments where you develop grant proposals describing novel science experiments in the animal models, thereby challenging your knowledge of the material and teaching aspects of scientific writing. In recent years there has been more computational material presented. The course is not available to undergraduates without prior approval of the instructor.

Instructor(s): D. Margoliash     Terms Offered: Spring Note(s): The course is not available to undergraduates without prior approval of the instructor. Equivalent Course(s): CPNS 30107, NURB 30107

PSYC 40301. Topics in Psychology. 100 Units.

Current research in psychology.

Instructor(s): Staff     Terms Offered: Autumn Spring Winter

PSYC 40450-40451-40452. Topics in Cognition I-II-III.

Broadly speaking, this workshop will address fundamental topics in cognitive psychology such as attention, memory, learning, problem solving, and language. One unique aspect of this workshop is that we will not only explore topics central to the study of cognition, but we will also explore how the study of cognitive psychology can be used to enhance human potential and performance in a variety of contexts. These contexts range from an exploration of optimal teaching practices to enhance the acquisition of mathematical knowledge in the classroom, to issues regarding how individuals communicate best to foster the optimal exchange of information in, for instance, medical settings, to the optimal strategies older adults can use to help stave off the deleterious effects of aging on cognitive functioning and the performance of everyday activities.

PSYC 40450. Topics in Cognition I. 100 Units.

Discussion of current research in psychology.

Instructor(s): W. Bainbridge     Terms Offered: Autumn

PSYC 40451. Topics in Cognition II. 100 Units.

Instructor(s): W. Bainbridge     Terms Offered: Winter

PSYC 40452. Topics in Cognition III. 100 Units.

Instructor(s): W. Bainbridge     Terms Offered: Spring

PSYC 40460. Computation and the Identification of Cultural Patterns. 100 Units.

Culture is increasingly becoming digital, making it more and more necessary for those in both academia and industry to use computational strategies to effectively identify, understand, and (in the case of industry) capitalize on emerging cultural patterns. In this course, students will explore interdisciplinary approaches for defining and mobilizing the concept of "culture" in their computational analyses, drawing on relevant literature from the fields of Anthropology, Psychology and Sociology. Additionally, they will receive hands-on experience applying computational approaches to identify and analyze a wide range of cultural patterns using the Python programming language. For instance, students will learn to identify emerging social movements using social media data, predict the next fashion trends, and even decipher ancient symbols using archaeological databases.

Instructor(s): Clindaniel, Jon     Terms Offered: Autumn Winter Prerequisite(s): No previous coding experience required. A Python boot camp will be held at the beginning of the quarter to teach the coding skills necessary to succeed in the course. Open to Advanced Undergraduates with Instructor Permission. Equivalent Course(s): MACS 20400, MAPS 40401, MACS 40400, CHDV 40404

PSYC 40710. Early Childhood: Human Capital Development and Public Policy. 100 Units.

The goal of this course is to introduce students to the literature on early child development and explore how an understanding of core developmental concepts can inform social policies. Our substantive foci will be on early childhood poverty, the role of parenting and the home environment in shaping children's development, and the evidence base for intervention in early childhood for economically disadvantaged children. The course will cover evidence from neuroscience, psychology, economics, sociology, and public policy as it bears on these questions. In particular, we will explore how the principles of early childhood development can guide the design of policies and practices that enhance the healthy development of young children, particularly for those living in adverse circumstances, and thereby build a strong foundation for promoting equality of opportunity, reducing social class disparities in life outcomes, building human capital, fostering economic prosperity, and generating positive social change. In doing so, we will discuss the evidence on whether the contexts of children's development are amenable to public policy intervention and the costs and benefits of different policy approaches.

Instructor(s): Kalil, A     Terms Offered: Winter Equivalent Course(s): PPHA 40700, CHDV 40770

PSYC 40851-40852-40853. Topics in Developmental Psychology I-II-III.

Brown-bag discussion of current research in psychology.

PSYC 40851. Topics in Developmental Psychology I. 100 Units.

Instructor(s): A. Shaw     Terms Offered: Autumn

PSYC 40852. Topics in Developmental Psychology II. 100 Units.

Instructor(s): A. Shaw     Terms Offered: Winter

PSYC 40853. Topics in Developmental Psychology III. 100 Units.

Instructor(s): K. Kinzler     Terms Offered: Spring

PSYC 41135. Electrophysiological studies of hierarchical memory representations. 100 Units.

In this class we will examine the limits of an observer's ability to track items in dynamic visual displays, such as in a multiple object tracking paradigm. We will focus on behavioral and electrophysiological analyses of these tasks, with an eye towards characterizing the cognitive capacity limits and the neural signatures that track those limits.

Instructor(s): E. Awh     Terms Offered: Autumn Prerequisite(s): Instructor consent.

PSYC 41400. Evolutionary Cognitive Psychology. 100 Units.

PSYC 41901. Advanced Topics in Language, Culture and Thought. 100 Units.

This course examines more deeply topics discussed in CHDV 31901, Language, Culture, and Thought. Topical issues include the phylogenetic and ontogenetic emergence of language, the impact of language variation on thought, the influence of language advances in middle childhood (e.g., reported speech, narrative structure, metapragmatics, etc.) on cognitive growth (e.g., formal reasoning, theory of mind, etc.) especially as mediated through institutional structures and ideologies (e.g., education, standard language, etc.). Readings will include a mix of basic theory, contemporary literature reviews, and case studies.

Instructor(s): J. Lucy     Terms Offered: Spring Prerequisite(s): Permission of Instructor Note(s): CHDV Grad Distribution: 2, 3 Equivalent Course(s): CHDV 41900, ANTH 47605

PSYC 41920. The Evolution of Language. 100 Units.

This course is designed to review critically some of the literature on the phylogenetic emergence of Language, in order to determine which questions have been central to the subject matter, which ones have recurred the most, and to what extent the answers to these are now better informed. The class will also review new questions such as the following: What is the probable time of the emergence of modern language(s)? Should we speak of the emergence of Language or of languages, in the plural?

Instructor(s): Salikoko Mufwene     Terms Offered: Winter Equivalent Course(s): COGS 22007, LING 21920, CHSS 41920, CHDV 21920, LING 41920, CHDV 41920, EVOL 41920, ANTH 47305

PSYC 42100. Trial Research Seminar. 100 Units.

PSYC 42100 is required of first-year Psychology graduate students The purpose of this seminar is to assist students in formulating their trial research project.

Instructor(s): G. Norman     Terms Offered: Spring

PSYC 42350. Advanced Topics in Human Neuroimaging. 100 Units.

This course will discuss advanced topics in human neuroimaging, reviewing recent papers using state-of-the-art methods, including multi-voxel pattern analysis, Big Data, connectivity analyses, and inter-subject correlations. We will discuss how these new methods fit into the current landscape of human neuroscience and support new theoretical ideas, and also conduct tutorials so students can use these methods in their own analyses.

Instructor(s): W. Bainbridge, M. Rosenberg     Terms Offered: Winter Prerequisite(s): The course will be geared towards PhD students, but open to MA students and undergraduates who receive instructor permission to enroll. Equivalent Course(s): NSCI 23815

PSYC 43030. Introduction to Python Programming in the Behavioral Sciences. 100 Units.

This course introduces you to basic computer programming principles and their application to common problems in Psychology research such as creating simple experiments, data acquisition, and basic analysis. We will focus on the high-level programming language Python. Over a series of lectures and try-it-yourself sessions, you will learn to use Python to display stimuli and record responses, process, analyze, and plot data. The course is designed for students with little to no background in computer programming but wish to take advantage of the power it affords to ask research questions in the behavioral and biological sciences.

Instructor(s): A. Bakkour, J. Yu     Terms Offered: Autumn Prerequisite(s): Consent required for all but Psychology PhD students. Equivalent Course(s): PSYC 23030

PSYC 43760. Sensitive Periods: How the Timing of Experience Alters Its Effect. 100 Units.

Sensitive periods are defined as phases in life when experience has the most effect on a particular brain system. Typically occurring during development, experience during sensitive periods has long-term implications for sensory processing, affective development, cognitive processes, and production of complex learned behavior such as language. We will combine an investigation of biological underpinnings with behavioral consequences of sensitive periods and ask questions such as: How are sensitive periods defined during development? Are sensitive periods for a variety of behaviors different or the same? How does experience intersect with the brain to encode and modify a sensitive period? Can we re-open sensitive periods after their normal end - and do we want to?

Instructor(s): S. London     Terms Offered: Winter Equivalent Course(s): NURB 33760, CHDV 43760

PSYC 43780. Basics of conducting EEG and ERP research. 100 Units.

EEG recordings are a popular and long-standing approach to gather information about human brain activity that are used to address questions in many areas of Psychology. In this seminar, we will cover many of the basics of conducting human EEG research, including basic principles of recordings (e.g., detection and removal of artifacts, baseline correction, filtering and averaging) along with basic analytical approaches to measuring EEG (e.g., calculating and measuring ERPs; time-frequency analyses, etc). We will also cover research that has utilized EEG signals from multiple research domains, with the aim of giving the student exposure to a wide swath of well characterized neural tools from the existing literature. Throughout the course, we will emphasize how best to design experiments that can yield robust and interpretable data and avoid the common pitfalls in using this powerful approach.

Instructor(s): E. Vogel     Terms Offered: Spring

PSYC 43921. Current Topics in Working Memory. 100 Units.

This seminar will cover a broad range of topics in the literature on working memory.

Instructor(s): E. Awh     Terms Offered: Winter Prerequisite(s): We strongly advise students without a prior background in these areas to consider auditing our undergraduate course "Attention and working memory in the mind and brain."

PSYC 44000. Moral Psychology and the Anthropology of Morality. 100 Units.

Three types of questions about morality can be distinguished: (1) philosophical, (2) psychological, and (3) epidemiological. The philosophical question asks, whether and in what sense (if any) "goodness" or "rightness" are real or objective properties that particular actions possess in varying degrees. The psychological question asks, what are the mental states and processes associated with the human classification of actions are moral or immoral, ethical or unethical. The epidemiological question asks, what is the actual distribution of moral judgments across time (developmental time and historical time) and across space (for example, across cultures). In this seminar we will read classic and contemporary philosophical, psychological, and anthropological texts that address those questions.

Instructor(s): R. Shweder     Terms Offered: Autumn Prerequisite(s): Advanced undergraduates may enroll with permission of instructor Note(s): CHDV Distribution: B, C; 3 Equivalent Course(s): CHDV 45601

PSYC 44600. Topics in Social Psychology. 100 Units.

Discussion of current topics in Social Psychology.

Instructor(s): S. Oishi, Autumn; L. Emery, Winter; X. Bai, Spring     Terms Offered: Autumn Spring Winter

PSYC 45300. When Cultures Collide: The Multicultural Challenge in Liberal Democracies. 100 Units.

Coming to terms with diversity in an increasingly multicultural world has become one of the most pressing public policy projects for liberal democracies in the early 21st century. One way to come to terms with diversity is to try to understand the scope and limits of toleration for variety at different national sites where immigration from foreign lands has complicated the cultural landscape. This seminar examines a series of legal and moral questions about the proper response to norm conflict between mainstream populations and cultural minority groups (including old and new immigrants), with special reference to court cases that have arisen in the recent history of the United States.

Instructor(s): R. Shweder     Terms Offered: Winter Prerequisite(s): Undergraduates students: 4th year standing and instructor consent only Note(s): Subject area: Grad: 2, 3 Equivalent Course(s): GNSE 45600, HMRT 35600, ANTH 45600, KNOW 45699, CHDV 45699

PSYC 45500. Cognitive and Social Neuroscience of Aging. 100 Units.

As the baby boom generation ages, the rising prevalence of aging-related cognitive decline has become a major challenge for individuals, families and society. However, not all cognitive systems are negatively impacted by aging, and aging also causes complex social and emotional changes. How does aging affect our brains and our minds, and are these changes inevitable? This seminar provides an introduction to the scientific literature of the aging mind, focusing on both normal and pathological (e.g., Alzheimer's disease) changes in late adulthood. We will cover contemporary research from cognitive and social neuroscience perspectives. Topics include different psychological domains (e.g., attention, memory, metacognition, affective control) and applied issues (e.g., physical exercise, mental training, stereotype threat).

Instructor(s): D. Gallo     Terms Offered: Winter

PSYC 46050. Principles of Data Science and Engineering for Laboratory Research. 100 Units.

The quantity of data gathered from laboratory experiments is constantly increasing. This course will explore the latest concepts, techniques and best-practice to create efficient data analysis pipelines. We will focus on the python ecosystem. By the end of the course, you are expected to be able to apply appropriate tools to streamline your own data analysis.

Instructor(s): J. Yu     Terms Offered: Autumn Prerequisite(s): Familiarity with coding in python. Equivalent Course(s): NURB 36050, CPNS 36050

PSYC 46800. Relationship Science. 100 Units.

In 1999, Ellen Berscheid wrote that "relationships are both the foundation and the theme of the human condition." In this advanced graduate seminar, we will explore theory and research on the science of romantic relationships: what makes them work, why they can encounter challenges, and how they underlie who we are as humans. We will examine topics such as attachment, interdependence, love, self-growth, and diversity in the context of close relationships. By the end of the course, students will be knowledgeable about the state of relationship science research and able to generate original research on the topic.

Instructor(s): L. Emery     Terms Offered: Autumn

PSYC 47001-47002. Language in Culture I-II.

This two-quarter course presents the major issues in linguistics of anthropological interest. These courses must be taken in sequence.

PSYC 47001. Language In Culture I. 100 Units.

The first quarter of the two-quarter Language in Culture sequence introduces a number of analytic concepts developed out of the study of "language" and its limits. We begin with the study of "interaction order" in its multifunctional complexity, teasing out its constitution through the real-time unfolding of indexical (pragmatic) and reflexive (metapragmatic) signs/functions as coherent "text." We use this attention to the dialectics of indexicality and its various implications to investigate various problematics in the philosophy of language (reference, performativity), linguistics (poetics, grammatical sense, variation, register), and sociocultural anthropology (racialization, relativity, subjectivity/identity, temporality, institutionality).

Instructor(s): Constantine Nakassis Prerequisite(s): Consent of instructor for Undergrads Note(s): CHDV Distribution: 5* Equivalent Course(s): LING 31100, ANTH 37201, CHDV 37201

PSYC 47002. Language in Culture II. 100 Units.

This is the second part of a two-quarter sequence on the role of language in social life. Building on the first quarter's focus on the interaction order, this quarter explores how ideologies regiment and reflexively mediate between discursive/expressive practices of the interaction order and the wider organization of social life. How are people's ideas about ways of speaking and modes of expression shaped by their social positions and values? And how do their ideas shape interaction and vice versa? How is difference, in language and in social life, made - and unmade? How and why are some differences persuasive as the basis for action, while other differences are ignored or erased? The course proposes that ideologies are neither true nor false, they are positioned and partial visions of the world, relying on comparison and perspective; they exploit differences in expressive features - linguistic and otherwise - to construct convincing images of people, spaces and activities in sociopolitical processes.

Instructor(s): Susan Gal     Terms Offered: Winter Prerequisite(s): Language in Culture-1 Note(s): CHDV Distribution: 5* Equivalent Course(s): LING 31200, ANTH 37202, CHDV 37202

PSYC 48000. Proseminar in Psychology. 100 Units.

Required of first-year Department of Psychology graduate students. Department of Psychology faculty members present and discuss their research. This introduces new students to the range of research areas in the department.

Instructor(s): X. Bai     Terms Offered: Autumn

PSYC 48001-48002-48003. Mind and Biology Proseminar I-II-III.

Seminar series at the Institute for Mind and Biology meets three to four times per quarter. Sign up for three quarters; receive credit at the end of Spring Quarter.

PSYC 48001. Mind and Biology Proseminar I. 000 Units.

Students receive credit in spring quarter after attending 3 quarters of seminars.

Instructor(s): S. Shevell     Terms Offered: Autumn

PSYC 48002. Mind and Biology Proseminar 2. 000 Units.

Instructor(s): S. Shevell     Terms Offered: Winter

PSYC 48003. Mind and Biology Proseminar 3. 100 Units.

Instructor(s): S. Shevell     Terms Offered: Spring

PSYC 49700. Readings: Psychology. 100 Units.

PSYC 49800. Research: Psychology. 300.00 Units.

PSYC 70000. Advanced Study: Psychology. 300.00 Units.

Advanced Study: Psychology

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College of Science and Health > Academics > Psychology > Graduate Programs > Psychological Science (MA/PhD)

Psychological Science (MA/PhD)

Using science to understand the human experience.

DePaul’s Psychological Science MA/PhD program is a highly competitive program that trains students in the theories and methodologies that define the core scientific pillars of psychology: social, developmental, cognitive and neuroscience.

With an emphasis on critical and integrative thinking, our students will understand the psychological foundations of human thought, emotions, motivation and behavior while conducting innovative research on diverse topics within psychology. You will have the opportunity to develop research and statistical skills both inside the laboratory and out in the world developing scientific solutions to real-world problems. Our program will equip you with the skills and knowledge necessary for a career as a researcher, educator, and/or consultant in a variety of fields.

Get a closer look at what it’s like to be in the program. See our Program Highlights , Frequently Asked Questions , Program Faculty and Grad Student Bios.

For international students: this is a STEM-designated program , which can qualify you to extend your post-graduation stay in the United States.

Gain extensive research experience

Research is an integral part of your training and begins during your first year of the program. Prepare for work in a wide variety of scientific, academic and applied settings by gaining practical experience in centers and labs directed by Psychological Science faculty and by teaching your own course.

Application Deadlines

The deadline for fall admission is December 15.

Submit an online applications, GRE scores, transcripts, course history form, letters of recommendation and personal statement.

Required Courses

For the MA portion, you’ll take 12 courses and complete a thesis. For the PhD portion, you’ll take seven courses and complete a dissertation.

of Psychological Science graduates were employed, continuing their education or pursuing other goals within six months of graduation.

The reported median salary for Psychological Science alumni was $59,040.

Make contributions to the field with faculty mentors

Associate Professor Yan Li directs DePaul’s Social Development Lab, which addresses research questions about social development from middle childhood to adolescence. The goal of her team’s research is to understand the developmental processes and contribute to the promotion of well adjustment in children and adolescents.

“The Psychological Science program at DePaul gave me the independence and guidance I needed to successfully start my research career.”

Mark (MA ’10, PhD ’12)

Associate professor, department of social psychology, tilburg university, netherlands, alumni network.

You’ll join a network of psychology alumni working in corporate and nonprofit organizations as well as faculty and administrators at colleges across the country. You’ll also be part of a community of more than 201,000 DePaul alumni, the majority of whom live in the Chicago area.

Scholarships

Admitted Psychological Science MA/PhD students are funded with tuition waivers and research/teaching positions. Learn more about the financial aid and scholarship opportunities available to you.

Contact Information

For more information about applying, contact The Office of Graduate Admission for DePaul’s College of Science and Health at (773) 325-7315 or [email protected] .

Take the next step

We’ll send you information about the degree, admission requirements and upcoming info sessions. Let’s get started.

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College of Liberal Arts and Sciences

Graduate studies, graduate studies heading link copy link.

Welcome to our Graduate Studies page! Our four PhD programs train and equip our students to become leading researchers and scholars in the field of Psychology. With outstanding leadership and distinguished faculty, UIC Psychology has fostered an environment with diverse, equitable, and inclusive practices to support both collaborative and independent research amongst faculty and students to expand networks, scholarship, and create a sustainable environment where individuals from different orientations are valued and respected.

Please Note: We do not require the GRE for admission nor do we offer a terminal or standalone Master’s degree. Students who are admitted into a PhD program will complete a research apprenticeship during their first-year and along with one year of coursework in statistics. After completion of the first-year, students work towards and submit a Master’s thesis by the end of their second year to prepare them for further research and the required qualifying examinations to advance to PhD candidacy by the end of the third year.

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Quantitative core heading link copy link.

The Department of Psychology Quantitative Core  is staffed by two faculty members ( Ryne Estabrook & Alexander Demos) who primarily teach the Quantitative Course the Department, oversee the requirements for the Quantitative Minor, and run the Statistics and Methods Clinic. By doing original research on statistical applications and making inventive use of already-existing techniques, the Quantitative Core faculty teach students to be experts in a variety of analytical tools and advanced methodology. The core faculty have broad range of expertise in general/generalized mixed-effect modes (GLMM), structural equation modeling (SEM), longitudinal methods, time-series methods, dynamical systems theory methods (DST), and signal processing approaches.

Quantitative Core Required Sequence for the PhD in Psychology

PSCH 543: Research Design and Analysis I: 4 hours. Experimental design, advanced analysis of variance (ANOVA) and statistical analyses for experimental and quasi-experimental designs, interpretation and writing results in APA style, and statistical computing software. Offered every Fall.

PSCH 545: Research Design and Analysis II: 4 hours. Experimental design, and statistical analysis and APA reporting of the General and Generalized Linear Models (e.g., linear, multiple, hierarchical, mediated, moderated, and logistic regression). Course Information. Offered every Spring.

Quantitative Minor Courses after Required Core Sequence:

PSCH 542: Mixed-Effects Models : 3 hours. Statistical methods and practical issues relevant to general and generalized linear mixed effects models with special emphasis on common nested and crossed designs used in psychology. Offered most Fall semesters.

PSCH 544: Structural Equation Modeling for Latent Variables : 3 hours. Statistical methods and practical issues relevant to latent variable models with special emphasis on factor analysis and structural equation modeling. Offered most Spring semesters.

PSCH 547: Data Science for Psychological Science : 3 hours. Comprehensive overview of data science (data wrangling, machine learning, and deep learning) and its application to psychology. Offered every other year.

Addition classes offered by the Quantitative Core

PSCH 541: Statistical Programming in Psychology : 1 hours. An introduction to applications of statistical programming and computing in psychological research. Offered: TBA

PSCH 588: Current Topics in Quantitative Psychology : 1 hours. Discussion based course around the methods used in psychology journals where the data was collected and analyzed by psychologists. Offered: TBA

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Students may complete an optional minor in conjunction with their PhD program to diversify their knowledge and skills aside from their major area and to improve the quality of their scholarship and research. Exposure to a minor is not as extensive as the training in the student’s PhD program, but students are educated on the core literatures, theories, and research methods in their minor area.

There are three types of minors students will have the option to select from and complete. Students will consult with their advisor to construct programs individually tailored to their research interests and career goals.

Programmatic Minors

Programmatic minors are available as an option for each of the four PhD offerings.

• Brain and Cognitive Sciences
• Community and Applied Developmental Psychology
• Social and Personality

Student Designed Curriculum Minors

Students typically justify selection of this minor through a formal proposal to their advisor and major program that indicates how a particular sequence of courses will broaden their scholarly approach to psychology as well as their approach to research.

Special Topics Minor

The Department has three approved Special Topics Minors:

• Diversity Science: This minor is designed to provide students with some depth of training in questions of diversity, using both the expertise of faculty in the psychology department, as well as the vast resources available from the broader UIC community.
• Quantitative: The goal of the Quantitative Minor is to provide students with an extensive tool kit of quantitative skills.
• Qualitative and Mixed Methods: The goal of the Mixed Methods Minor is to provide students with an extensive tool kit of design and analysis skills.

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Teaching and research assistantships.

The Department of Psychology has made a commitment to support graduate students for at least the first academic year of their study at UIC, with support through the fourth academic year pending funding availability. Assistantships that are 25% – 67% time also include a tuition and fee waiver .

In return for working at UIC as a teaching or research assistant, the University will waive your tuition costs and some University fees. Research Assistantships are available but are dependent on funding sources specific to individual faculty members. Prospective students should consult with faculty members in whom they are interested to inquire about mechanisms of support.

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Program colloquia.

The intellectual life of the department is enhanced by weekly program colloquia among the faculty and graduate students. However, each program colloquia are open to all members of the Department.

During the colloquia, faculty and students present their latest research and discuss important scholarly topics in their field. Invited presenters from other UIC departments and Chicago-area universities also enrich the colloquia series. The department also sponsors a colloquium series with presentations by nationally renowned scholars from diverse specializations.

The Black Scholar Series

The Black Scholar Series in the Department of Psychology at UIC is supported by the OVPUAAP’s Student Success Innovation Fund and the College of Liberal Arts and Sciences. This series was created to support the development and increase visibility of Black Scholars in the field Psychology. Scholars are invited to UIC for a day of virtual engagement including a main lecture on the scholar’s work; an affinity session providing dedicated space for Black students to engage with the scholar; and a special session on a selected topic.

Statistics and Methods Clinic

The Department of Psychology currently has two faculty members ( Ryne Estabrook  &  Alexander Demos ) and one graduate TA ( Taylor Strickland ) who have dedicated time to assist in research design, statistical consulting, and help with the interpretation of results. Our goal is to help you do research!

We now have three avenues for help (see below for details).

• Zoom Statistics & Methods lab meetings in BSB 1076 (Tuesday, 11:00am – 11:50am). For Zoom office hours use: Lab Meetings
• Walk-in office hours for help with the TA in BSB 1015 (Thursday, 11:00am – 12:00pm). For Zoom office hours use: Walk-in office hours
• Private consultation with clinic faculty.

How to get Help: To help direct you to the appropriate avenue for help, we ask if you want to schedule lab meeting or consult with clinic faculty to first fill out a short  Qualtrics form  (Note: walk-in TA do not require the form). The clinic TA will review this form, and they will get back to you regarding the next steps. Our goal of this form is to make it easy to keep track of who and when we are assisting so we can spend less time documenting and more time helping you.

Walk-in hour with TA: Faculty and Grad students can come with questions related to implementation or standard questions about ANOVA/Regression. This is the time to say, “help my code won’t work” or “which contrast is the right one for this ANOVA”.

Details about the Lab Meeting: Faculty and Grad students can come and ask your design, programming, analysis questions, and all in the room can hear our discussion. All are welcome to attend each week and can just show up. For those who want to work on their data/project or suggest a specific topic, we ask you to fill out the Qualtrics form at least one week in advance to secure a spot (30 or 60 mins).

• Grad students : For example, time to work out an MA/Ph.D. design/analysis plan.
• Lab Directors : Bring your whole lab to discuss anything related to methods you might want a tutorial on.
• If no one signs up that week, we will still hold the meeting for walk-in questions (no sign up necessary) and feel free to bring friends to hear the discussion.

Details about Private Consultations: Assist in the design of new studies, consult on analysis plans of studies already completed, help with the response to reviewer methods/analysis comments, power analysis related questions, and other methods issues. These meetings will be up to 1 hour long, and if we go over, you will be asked to book the next available meeting time.

• Analysis help: Have the design ready (with all details and if you could visualize it before you arrive that would help).
• Interpretation/Code help : Have datasets loaded and code run (or marked where stuck) and ready to view.

Final Notes:

• Design Help : To quote Fisher, “To consult the statistician after an experiment is finished is often merely to ask him to conduct a post mortem examination. He can perhaps say what the experiment died of.” We want to save you grief, so come before you collect data.
• Milestones:   We will help you assess the methods you need for your questions. We can often direct you the resources you will need to learn, and the time it will take for your discussions with your committee.
• Code Help: Between us, we can help with R, OpenMx, Matlab, SPSS, and SAS. We will not code it for you, but we can help.

Other Useful Links:

• OpenMx designed in part by our own Dr. Ryne Estabrook
• JAMOVI Open Source GUI R-based program that has ANOVA, regression, mixed models, factor analysis, mediation, meta-analysis, power analysis, and other modules. It’s all “clickity-clickity”, but you might learn R by mistake.
• JASP  Open Source GUI stats program which lets you compare frequentist and Bayesian methods.
• UIC Graduate level ANOVA , Regression and mixed models course lectures on the web
• UIC Graduate regression , SEM and mixed models course lectures on the web
• Grad student-written R-webbook

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• Teaching Assistant Appointment Guidelines
• Forms and Documents
• Graduate College Resources

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	The Chicago School of Professional Psychology
	2022-2023 Academic Catalog and Student Handbook with Summer Addendum     2022-2023 Academic Catalog and Student Handbook with Summer Addendum [Archived Catalog] (opens a new window) Offices of Admission Toll Free: 800.721.8072 Email: The College of Undergraduate Studies Bachelor of Arts •  BA Criminology •  BA Psychology Bachelor of Science •  BS Business Psychology The College of Professional Psychology Certificate •  Certificate in Clinical Rotations for Clinical Psychopharmacology •  Certificate in Forensic Psychology - MA Non-Licensure Track to Licensure Bridge Master of Arts •  MA Counseling Psychology •  MA Forensic Psychology - Chicago •  MA Forensic Psychology - Los Angeles - Anaheim •  MA Forensic Psychology - Online •  MA Forensic Psychology - Washington D.C. •  MA Psychopharmacology Master of Science •  MS Clinical Psychopharmacology Education Specialist •  EdS School Psychology Doctor of Psychology •  PsyD Applied Clinical Psychology •  PsyD Clinical Forensic Psychology •  PsyD Clinical Psychology - Anaheim •  PsyD Clinical Psychology - Chicago •  PsyD Clinical Psychology - Dallas •  PsyD Clinical Psychology - Los Angeles •  PsyD Clinical Psychology - Washington D.C. •  PsyD Clinical Psychology - XULA •  PsyD School Psychology The College of Graduate and Professional Studies •  Certificate in Behavioral Economics •  Certificate in Organizational Leadership •  Child and Adolescent Psychology Certificate •  Crisis-Informed Care for a Diverse, Globalized World Certificate •  Graduate Certificate in Online Teaching and Learning •  Graduate Certificate in Social and Community Psychology •  Industrial and Organizational Psychology Generalist Certificate •  Instructional Design Certificate •  Post-Bachelor’s Certificate in Applied Behavior Analysis •  Post-Master’s Certificate in Applied Behavior Analysis •  Suicide and Cyberbullying Prevention Certificate •  MA Applied Behavior Analysis •  MA Behavioral Economics •  MA Clinical Mental Health Counseling - Chicago •  MA Clinical Mental Health Counseling - Dallas •  MA Clinical Mental Health Counseling - Online •  MA Clinical Mental Health Counseling - Washington D.C. •  MA Industrial and Organizational Psychology •  MA International Psychology •  MA Marriage, Couples, and Family Therapy •  MA Organizational Leadership •  MA Psychology Master of Public Health •  Master of Public Health •  MS Applied Behavior Analysis - Anaheim •  MS Applied Behavior Analysis - Chicago •  MS Applied Behavior Analysis - Dallas •  MS Applied Behavior Analysis - Los Angeles •  MS Applied Behavior Analysis - Online •  MS Applied Behavior Analysis - San Diego •  MS Applied Behavior Analysis - Washington, D.C. Doctor of Education •  EdD Educational Psychology and Technology Doctor of Philosophy •  PhD Applied Behavior Analysis •  PhD Behavior Analysis •  PhD Business Psychology: Consulting Track •  PhD Business Psychology: I/O Track •  PhD Counselor Education and Supervision •  PhD International Psychology •  PhD Organizational Leadership •  PsyD Marital and Family Therapy Dual Enrollment •  Dual Enrollment: Master of Health Services Administration and Master of Public Health Nursing and Health Care Administration •  Certificate in Vocational Nursing Associate of Applied Science •  AAS Nursing •  BS Healthcare Management •  BS Nursing (RN-BSN) Master of Health Services Administration •  Master of Health Services Administration •  MSN Nursing Education •  MSN Nursing Leadership and Administration Support LUC Directories KRONOS Timecard Employee Self-Service Password Self-service Academic Affairs Advancement Admission: Adult B.A. Admission: Grad/Prof Admission: International Admission: Undergrad Alumni Email Alumni Relations Arrupe College Bursar's Office Campus Ministry Career Centers Center for Student Assistance and Advocacy Colleges and Schools Commencement Conference Services Continuing Education Course Evaluations IDEA Cuneo Mansion & Gardens Dining Services Diversity and Inclusion Emeriti Faculty Caucus Enterprise Learning Hub Executive and Professional Education Faculty Activity System Financial Aid Human Resources IBHE Institutional Complaint System Information Technology Services Learning Portfolio Loyola Health App Loyola University Chicago Retiree Association (LUCRA) Madonna della Strada Chapel Media Relations Navigate Staff Office of First Year Experience Office of Institutional Effectiveness President's Office Rambler Buzz Registration and Records Residence Life Retreat & Ecology Campus Rome Center School of Environmental Sustainability Security/Police Staff Council Student Achievement Student Consumer Information Student Development Study Abroad Summer Sessions University Policies Writing Center Loyola University Chicago Department of psychology, applied social psychology phd. The Social Psychology PhD Track Coursework—(60 semester hours, 39 required + 21 electives) Master's thesis (including an oral presentation, if not already completed) Internship—teaching or field research (4 courses teaching or 1000 hours research) Doctoral Candidacy Exam (2 areas: Theory & Application, Methodology &, Statistics) Dissertation proposal defense Oral defense of the completed dissertation Core Courses: Research Methods (with a B or better), Social Psychology Theory, Applied Social, Statistics 482 and 491 (with a B or better), one General Experimental course (with a B or better grade), and one Developmental/Individual Differences course (with a B or better grade) Methodology Courses (at least six) Basic Social Psychology Courses (at least two) Applied Social Topics Courses (at least two) Electives (Seven or fewer, as needed to reach the minimum of 60 hours required for the degree) Independent Study: Readings or Research Course Seminars in Social Psychology PhD Learning Outcomes: Explain how classic and contemporary social psychological theory and research applies to human behavior in social settings Learn to conduct a literature review Evaluate the scientific rigor of research presented in social psychological journals and books Synthesize principles of basic and advanced research methods to produce independent, scholarly work Understand how to derive novel, previously untested hypotheses. Design and conduct basic and applied social psychology research Understand how to statistically analyze and interpret data collected in social psychology research Understand how to write up an academic research article Understand how to give a high quality professional presentation Apply ethical standards to evaluate psychological science and practice Apply knowledge of social psychology to scholarly and/or professional activities to promote positive social change Apply psychological content and skills to career goals Gain experience teaching undergraduate psychology classes Acquisition of research and publication skills that will allow students to pursue either an academic job or an applied job after completing the program Terminal Masters Program Core Courses: Research Methods (with a B or better), Social Psychology Theory, Applied Social, and Statistics 482 and 491 (with a B or better) Advanced Methods Courses (at least two) Applied Topics Courses (at least one) Basic Social Psychology (at least one) One Elective Course MA Learning Outcomes: Acquisition of research and publication skills that will allow students to pursue an applied job after completing the program Undergraduate Graduate/ Professional Adult Education Academic offerings at The Chicago School are reflective of the current and future integrated health needs of individuals, organizations, and communities. Learn More Behavioral Sciences Find the field that's right for you by exploring The Chicago School's areas of study: Psychology, Business, Counseling, Health, and Behavioral Sciences. Learn More The Chicago School’s programs are designed to satisfy the ever-shifting challenges of various fields and industries. Explore our extensive list of programs to find the degree that's right for you. Learn More Doctoral Degrees Master's Degrees Bachelor's Degrees Certificate Programs Continuing Education The Chicago School offers more than 40 academic programs culminating in a bachelor's, master's, or doctoral degree or professional certificate. Learn More The Proposed Illinois College of Osteopathic Medicine at The Chicago School will train exceptional healthcare leaders to leverage the interconnection of physical and mental health. Learn More Faculty at The Chicago School have trained, guided, and supported students for more than 40 years. 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Learn More Our President Board of Trustees The Chicago School’s president, executive cabinet, and board of trustees are all dedicated to bringing our institution’s extraordinary vision to life. Learn More Los Angeles Washington, D.C. Since our inception in the Windy City, The Chicago School has opened campuses in major metropolitan areas across the country. Explore our campuses and online learning opportunities. Learn More Support Services Office of the Registrar Global Impact Career Development Community Stories Student Campus Safety Events Calendar Attending The Chicago School means embarking on a life-changing experience that ties you closer to communities, impacts the world, and prepares you to succeed in your future endeavors. Learn More" The Centers and Institutes at The Chicago School empower you with resources and experiences to achieve your personal and professional goals. Learn More In addition to making a difference in the lives of students and alumni, careers at The Chicago School come with a host of professional benefits. Learn more {INSIGHT} Digital Magazine is an award-winning publication featuring the latest happenings from The Chicago School community. Learn More Request Info STUDENT PORTAL INSIGHT MAGAZINE Examine the psychological health and evidence-based best practices for the individuals, organizations, and communities in which you live and serve. The foundation of The Chicago School’s practitioner-scholar model of education, psychology programs represent our efforts to be the university of choice for students seeking to work in a mental health profession. Our faculty members actively participate in their fields, offering relevant, real-world training in their area of expertise. Examine the programs below to learn more about the wide range of disciplines within professional psychology. Applied Clinical Psychology Clinical psychology, clinical forensic psychology, clinical psychopharmacology, counseling psychology, educational psychology and technology, forensic psychology, general psychology, international psychology, school psychology, psy.d. applied clinical psychology, psy.d. clinical psychology - chicago, psy.d. clinical psychology – los angeles, psy.d. clinical psychology - dallas, psy.d. clinical psychology - anaheim, psy.d. clinical psychology - new orleans, psy.d. clinical psychology – washington, d.c., psy.d. clinical forensic psychology, m.s. clinical psychopharmacology, certificate in clinical rotations for clinical psychopharmacology, m.a. psychopharmacology, m.a. counseling psychology, graduate certificate in online teaching and learning, instructional design certificate, ed.d. educational psychology and technology, m.a. forensic psychology, certificate in forensic psychology - m.a. non-licensure track to licensure bridge, m.a. applied psychology, b.a. psychology, child and adolescent psychology certificate, suicide and cyberbullying prevention certificate, online graduate certificate in social and community psychology, ph.d. international psychology, m.a. international psychology, crisis-informed care for a diverse, globalized world certificate, ed.s. school psychology, psy.d. school psychology. It’s time to take the next step. Reach out or apply now. Orson Morrison, Psy.D. Request information. Program Areas Computational Cognitive Neuroscience Developmental Integrative Neuroscience Social Psychology About the Program Social psychology is the scientific study of how social environments shape our thinking, feeling, and behavior on one hand, and how our thinking, feeling, and behavior shape our social environments on the other hand. It is the scientific study of how the social world and psyche make each other up. At the University of Chicago, the faculty and students are committed to making scientific and practical contributions to society. The primary goal of the UChicago social psychology program is to address pressing societal issues using social psychological theorizing and methods. This makes the UChicago social psychology program distinct. Our inquiry is inspired by the real world. Our findings will inspire the solutions to real-world problems and enhance the well-being of the individual and society. The faculty and students will investigate a variety of topics including racism, police violence, mass incarceration, income inequality, achievement gaps, interpersonal and intergroup conflicts, self-regulation, social support, happiness, meaning in life, prosocial behavior, politics, morality, religion, globalization, immigration, climate changes, natural disasters, culture, and evolution. We are diverse in terms of personal and cultural backgrounds, theoretical orientations, and preferred methodologies, but united in our commitment to and belief in the benefits of social psychological research for the individual and society. The Chicago School of Social Psychology is the social psychology that matters! Meet our New Faculty Xeuchunzi Bai Research Interests:  Stereotypes, Diversity, Computational Social Psychology Read more about Xuechunzi Bai's research . Lydia Emery Research Interests: Close Relationships, Social Class, the Self Read more about Lydia Emery's research . Kyshia Henderson Research Interests: Racism, Social Stigma, History Read more about Kyshia Henderson's research . Shigehiro Oishi Research Interests: Culture, Social Ecology, Well-Being Read more about Shigehiro Oishi's research . A note for applicants interested in Social Psychology: X. Bai, J. Decety, L. Emery, K. Henderson, and S. Oishi are taking graduate students primarily through the social psychology program. Lin Bian Read more about Lin Bian's research . Jean Decety Read more about Jean Decety's research . Boaz Keysar Read more about Boaz Keysar's research . Katherine D. Kinzler Read more about Katherine Kinzler's research . Yuan Chang Leong Read more about YC Leong's research . Greg Norman Read more about Greg Norman's research . Alex Shaw Read more about Alex Shaw's research . The Program's Legacy The Social Psychology Program at The University of Chicago has a rich history that has always emphasized innovative conceptual analyses of complex social issues. The first course in Social Psychology (entitled "Contemporary Social Psychology") was taught at the University of Chicago by George Herbert Mead in 1900. The lead article in Volume 1, Number 1, of the Psychological Bulletin, which appeared in January 15, 1914, was entitled "The Chicago School" by William James, in which he reviewed the work of John Dewey, George Herbert Mead, James Rowland Angell, and A. W. Moore. In 1965, the first meeting of the Society of Experimental Social Psychology (SESP) was held at the University of Chicago, and SESP was hosted again by the Social Psychology Program at the University of Chicago in 2007. Over the years, the program has grown from a small university committee to an interdivisional graduate training program administered in the Department of Psychology. This Website Uses Cookies. This website uses cookies to improve user experience. By using our website you consent to all cookies in accordance with our Cookie Policy. Industrial-Organizational Psychology (Ph.D.) Academic Programs The industrial-organizational (I-O) psychology program at Illinois Tech is the oldest, most successful, and most respected program in the Chicago area. Through intensive training in research methods as well as experience in work settings, our Ph.D. program prepares you for a career in university teaching, industry, government, or consulting. You will acquire a strong theoretical and methodological background in various areas of I-O psychology as well as experience in work settings. Many students in the past have presented and published their work. Illinois Tech's I-O specialization track follows the Society for Industrial and Organizational Psychology Guidelines for Education and Training. These guidelines, approved by the American Psychological Association, help to ensure that our students receive the best possible training, covering areas of competence, using the best methods to develop that competence, and best curricula formats in which to teach those areas. I-O Psychology Newsletters Program Overview Illinois Tech's has the oldest, most successful, and most respected industrial-organizational (I-O) psychology program in the Chicago area. We offer a broad theoretical and methodological I-O background and will prepare you for a career in teaching, industry, government, or consulting. Career Opportunities Our Ph.D. program prepares you for a range of careers including: University teaching In addition, many past students have presented and published their work. A minimum of 96 credit hours beyond the bachelor’s degree is required for the Ph.D., which includes the following: M.S. thesis Comprehensive exam Dissertation and oral defense Internship in organizations Research training is also an important aspect of your education. At Illinois Tech you will be educated in the scientific process of psychological research. You will also complete six credit hours of internship, which is completed doing six months of part-time field work at one or two sites. You may choose to intern at a consulting firm or in the training division of human resources or personnel department of a major organization. The Chicago metropolitan area will provide you with ample choices for your internship experience. View Details Admission Requirements The Department of Psychology accepts Ph.D. applications for fall entrance only. Applications and supporting documents must be received by February 15. Minimum requirements for admission include: Bachelor's degree with 18 hours of coursework in psychology or a related field, including courses in statistics and research methods Minimum GPA of 3.2 Minimum GRE 302 (at least 150 in both Verbal and Quant), 3.5 Analytic Writing Three letters of recommendation (two of which are from academics) Professional statement Transcripts from all post-secondary institutions (uploaded directly into the online application system) Student Funding Scholarships The industrial-organizational psychology division awards one-year, partial-tuition scholarships to a number of students based on merit. Teaching Assistantships After the first year, students can apply for a teaching assistantship. TAs receive partial-tuition reimbursement and a monthly stipend, along with teaching experience. These positions are quarter time (10 hours per week). Graduate Assistantships The  Center for Research and Service  has many opportunities for students to work and gain experience. Project-based funding is available for students who work at the center. Fellowships The Arch Pounian Fellowship for Industrial-Organizational Psychology is awarded to one outstanding student each year with an excellent academic record, and who is highly engaged in presentations and publications. Continuing students are invited to apply each spring for the award of $5,000. The Phil S. and Harriett C. Shurrager Industrial-Organizational Psychology Endowed Fellowship funds one I-O graduate student each year and is selected by the program directors. Funding may also be found through faculty grants and, upon availability, the I-O program provides merit-based funding to students selected by the faculty. Featured Faculty Scott Morris Kristina N. Bauer "Some of the aspirations I had for later on in my career are happening sooner that I would have ever imagined. I wanted to work at a big company that had well-established HR practices to learn the ropes of organizational psychology and management practices at enterprise organizations. I feel super fortunate that I was able to do that at PepsiCo during my graduate studies. One of my longer-term goals was to expand that experience in a more specialized people science role where I would work alongside some of the best in my field in a purposeful, mission-driven organization. That is exactly what I found at Humu—it is truly my dream job." Caribay Garcia (Ph.D. I-O PSYC, '21) "I think the strength of an I-O degree at Illinois Tech is the diversity of academic and applied experience. Beyond the classroom, professors hold their own research labs, students are sent to the annual Society for Industrial and Organizational Psychology (SIOP) conference, and the program hosts a series of events to network with program alumni. It is really a great program that is based in the incredible city of Chicago where the opportunities for career development are endless." Melanie Standish (Ph.D. in Psychology with a Specialization in Industrial-Organizational Psychology student) Learn more... Preparation Timeline Sample Preparation Timeline Preparation FAQ Annual Admissions Webinar 2nd and 3rd Year of Undergraduate Studies, Including Summers: Start getting involved in research projects happening on your campus or through summer opportunities at your own or other institutions. Many labs have summer programs that you can apply to; it is worth seeking out these opportunities. Sometimes your school will even have money that you can apply for in order to support summer research opportunities. Summer and Fall (In the year preceding enrollment): Think carefully about whether or not you would like to apply to graduate school.  See our FAQs for some questions to ask  when trying to decide if graduate school in psychology is right for you. January - May (In the year preceding enrollment): Start identifying universities and programs you would like to apply to. Re-visit your long-term goals, and prioritize factors that are important to you (e.g., specific fields, particular faculty, geographical locations, small or large lab setting, etc.). Once you have identified some of these programs, you should begin reading relevant research by at least one more more faculty members in those programs and decide if their research interests fit with yours. June - July (In the year preceding enrollment): Begin drafting your candidate statement, which is one of the most important documents for your application to graduate school. Please see guidance on the candidate statement in our instructions on applying. August - September (In the year preceding enrollment): Continue working on your candidate statement, ensure that you have identified at least three strong, positive letter-of-recommendation writers, make sure your transcripts are error-free, and get the relevant test scores in hand. Begin to reach out to faculty that you would be interested in working with to check whether they will be accepting students in the upcoming admissions cycle and open a dialogue about your opportunities. September - November (In the year preceding enrollment): Now is the time to formally ask your list of letter of recommendation writers if they will submit a letter on your behalf by the December 5 deadline. Ask friends, the writing center, and whoever else you can to look over and edit your candidate statement to make it as strong and reflective of your research experience, research interests, and goals as possible. However, keep in mind that the statement should reflect your own work. December 5 (In the year preceding enrollment): Submit completed application materials. Send your letter of recommendation writers a note of thanks. Applicants who have been selected for interviews will be officially invited via email. A virtual interview day occurs the end of January. Typically two weeks after interviews, individuals to whom the department decided to award offers of admission are notified. Late February/Early March: Students who received offers of admission are usually invited to an in-person Visit Day. Events include information sessions, formal and informal time with your prospective advisors and lab-mates, student-only panels; and an informal departmental dinner with current students and faculty. USA-wide graduate school decision deadline. Optionally, let your recommenders know what school you chose, as they have been rooting for you and will be happy to hear where you'll matriculate. Two weeks before the start of the academic year: Accepted students are best situated if they are in town, have a place to live, and have sorted out some basic needs (e.g., groceries, transportation, internet, ID card, etc.). There are new student orientations offered the week before the school year starts. Late September/Early October: Congratulations on the start of your journey! This Website Uses Cookies. This website uses cookies to improve user experience. By using our website you consent to all cookies in accordance with our Cookie Policy. Graduate Study Interdisciplinary Studies Department Grants University Grants Mentored Teaching Student Life Admissions Process Financial Support Graduate Student Forms PHD Program Guide Graduate training in anthropology in governed by requirements set both by the Department and the University. However, the most critical mediating role in the implementation of these requirements and in the achievement of the goals of graduate training is the relationship of each student to their faculty advisors. Students with questions about program requirements and milestones should contact Americia Huckabee ( [email protected] ), Anthropology Student Affairs Administrator. Students may also contact Brett Baker ( [email protected] ), Associate Dean of Students in the Social Sciences, and Amanda Young ( [email protected] ), Director, Graduate Student Affairs in UChicagoGRAD.  The graduate program can be divided into five overall phases. The first phase is the initial year of study and involves introductory work. During the first year, all graduate students will be introduced to the Development of Social and Cultural Theory and to the scholarly interests of the faculty of the Department. They will also take courses in particular specialized areas of ethnography, archaeology, and theory, with a view to defining or refining their own research interests and preparation for their dissertation projects. Depending on their particular interests and in consultation with their first-year advisor, they may also take relevant courses in other departments, or special language training. The second phase of training is a continuation of the first, but is directed toward acquiring a deeper knowledge of the special area and theoretical topics on which a student’s research will be focused, as well as a broader anthropological understanding in preparation for the PhD Qualifying/Oral Examination and in completing a Master’s paper. At the end of the second phase students are expected to complete their Master’s Degree. The department requires a Master’s paper/degree as a prerequisite for admission to candidacy for the PhD. For students entering without a previous MA, the degree will be awarded upon completion of the Phase I (First-year) course requirements (9 courses) plus the acceptance of a written research paper. Work on this paper may begin during the summer following the student’s first year, but it will normally be completed under the supervision of a faculty member with whom the student registers for an MA. Preparation for the Qualifying Examination. Along with preparation of the MA paper, students begin preparing, in consultation with their advisory committee, a reading list covering the special theoretical and ethnographic areas that will be the foci of the Qualifying Examination. Ideally, the Examination takes place some time in the 3rd year. The third phase in a student’s graduate career may be considered a pre-research training period during which he/she will be putting the finishing touches on a dissertation proposal and grant applications, and will be developing the necessary advanced research skills. Continued study in a variety of areas in this and other departments may further extend the student’s knowledge and effectiveness as an anthropologist. Proposal Preparation Seminar. Anthropology 52200: Proposal Preparation is required of all students preparing for field research. Completion of the MA is a prerequisite for this course. Ideally, students should also have finished the Qualifying Exam, or at the very least, have their reading lists assembled and an exam date scheduled so that they have a firm grasp of the relevant bodies of literature necessary to develop the research question for their project. This course is typically taken in the third (or possibly the fourth) year. The fourth phase is dissertation research. For most anthropology dissertations, long term fieldwork is expected. But dissertation research may also involve research in a library, archive, or museum. Requirements for Dissertation Research. Although preparatory work on the dissertation (preliminary field trips, language study, exploration of archival sources, etc.) may have been undertaken earlier, Phase 4 research will not formally begin until the student has been admitted to candidacy for the PhD degree. Phase five is dissertation write-up. The production and interpretation of a body of research material is a continuous process, never so clearly marked as the traditional notions of “field research” and “write up” suggest. Even so, the actual writing of the dissertation is a distinct phase of the training process, in which analysis and presentation of the research material becomes the focus of each student’s attention. Residence in Chicago. Students are strongly urged to spend the write-up period in Chicago, unless otherwise agreed by your advisory committee. With each annual cohort dispersing in the research phase, returning students represent an important sub-community within the Department. Students reporting on their research can reinvigorate intellectual discourse in Haskell Hall. Reciprocally, their interaction with each other, as well as with the faculty and other students, can greatly facilitate and enrich the writing process. First year advisors are appointed at the beginning of the year in consultation with the interviewing committee. The second-year advisor is selected by the student and serves as the student’s mentor until such time as the student selects a formal committee chair. Each advanced student is advised by a committee that consists minimally of three members, at least two of whom, including the chair, must be active, current faculty of the Department. It is the student’s responsibility to seek out members for the committee and to secure their written consent. Committee Forms (obtainable in Haskell 119) and any correspondence regarding constitution of the advisory committee should be deposited with the Administrator for Student Affairs. If appropriate, additional committee members may serve as readers of proposals and theses.  The advisory committee chair (or first- or second-year advisor, or an agreed upon substitute) will advise you on your course registration, sign Plan of Study Forms, and keep a continuous record. Any changes in advisory committees (whether initiated by the student or by a faculty member) must be recorded by submission of additional Committee Forms available in Haskell 119. Changes of committee after admission to candidacy are generally undesirable, and will be permitted only under exceptional circumstances. Although the role of the advisory committee (or first- or second-year advisor) is central, a role may also be played by the Director of Graduate Studies, by other faculty, or by the Department Chair, who in addition to having final approval on various matters, is also directly available for consultation. Aside from the formal petitions and reviews variously specified in the Guidelines, issues may occasionally arise which students or advisors may wish to refer to the Committee on Graduate Affairs or the Chair. In any case where some special interpretation of Departmental or University guidelines may be required, it is a good idea to raise the matter in writing. Although we assume that most issues relating to your graduate education can and should be addressed through regular departmental channels, beginning normally with your advisor, we recognize the possibility that there may be certain kinds of problems, either of a personal or interpersonal nature, which can best be handled through some other means. If such problems or difficulties arise, you should feel free to speak with the Department Chair, members of your advisory committee, members of the Student-Faculty Liaison Committee, the Graduate Student Mentor, or anyone else in the departmental community in whom you have confidence. Outside the Department there are also both formal and informal channels through which to raise issues of this sort. The Division of the Social Sciences has established policy to assist students who are seeking resolution of difficult interpersonal conflicts through informal and formal grievance procedures. These procedures consider complaints about academic impropriety that arise as a result of the actions of a member of the faculty or administration, or a Department or Program committee, regarding academic matters; students interested in learning more about the Grievance Process can meet with the Dean of Students in the Social Sciences or with the Associate Director for Graduate Student Affairs in UChicagoGRAD, Students can also consult with the Student Ombudsperson , and the University Equal Opportunity Programs , including Title IX and Sexual Misconduct ; Discrimination and Discriminatory Harassment ; and Accessibility programs. Prior to admission to doctoral candidacy (i.e. before you begin field research), all doctoral students must meet the Departmental requirement of demonstrating competence in a language in which there is a substantial and relevant scholarly literature. Although you are encouraged to satisfy this requirement at an early point in your work by passing an examination in one of the customarily specified languages (e.g., French, German, Spanish, Russian), your advisory committee may require additional language training, depending on your research interests. To satisfy the Departmental Language requirement, you must receive a “High Pass” P*/P+ on a university administered language exam . (A grade of “Pass”/“P” will not suffice.) With similar concerns in mind, the advisory committees may in certain cases decide that a student’s career requires a demonstrated competence in some formal research method. Your academic record, including course grades, are an important basis for recommendations written to prospective funding agencies and employers. While arrangements to take Ps (“passing”) and Rs (“registered”) are sometimes appropriate, a record filled with these grades is not a useful indicator of the quality of work. We therefore encourage (and in the first year require) students to take courses for quality grades (A or B). More specifically, the program requires a total of 18 courses to be taken for quality grades prior to admission to candidacy: 9 in the first year (8 for grades of A or B and Intro to Chicago Anthropology which is taken for a P), and another 9 prior to the Proposal Hearing. Of the 18 courses, Intro to Chicago Anthropology and Proposal Prep are taken Pass/Fail. As a rule of thumb there should be no more than 2 more of the 18 courses taken for “P.” The Reading Course used for the MA paper should receive a grade of A or B subsequent to completion of the paper. The distribution of Quality Grades (for A or B) should be as follows: 8 courses in the first year MA Reading/Research course At least 5 more courses taken prior to admission to candidacy This totals 14 courses taken for quality grades; 10 of those must be in Anthropology (ANTH) For grades of “P”: Intro to Chicago Anthropology Proposal Prep No more than two others of the 18 It is advisable that, with the exception of the MA Reading/Research course, most of the other 12+ courses taken for grades of A or B be regular, substantive courses, not Reading/Research courses. Basic courses in French, Spanish or German taken for purposes of preparing for the language examination may not be used to meet the 18-course requirement. Once the 18-course requirement is met, students still in Research Residence must continue to register for at least one course per quarter for a grade of P, A/B, or (least preferably) R. Development of Social/Cultural Theory 1 & 2 (two-quarter double-course) (required of all students) Proposal Preparation (required of all students) Modes of Inquiry-1 and 2 ("1" required of Sociocultural/Linguistic anthropology students; "2" strongly recommended) Archaeological Theory & Method (double-course) (required of Archaeology students; part I required, parts 2 strongly recommended) Archaeological Data Sets or another approved statistics course (required of Archaeology students) Prompt completion of course work is indispensable if the instructor and Department are to be able to adequately evaluate student performance. Students should be aware that fellowship decisions, both within and outside the University, take a student’s ability to complete courses into account. The Office of the Dean of Students reserves the right to withhold stipend checks from students with excessive numbers of incomplete. Specific regulations regarding incompletes: Incomplete grades are NOT permitted in required courses (Development of Social/Cultural Theory; Anthropological Methods; Archaeological Theory and Method; Statistics/Archaeological Data Sets; Proposal Preparation; and Archaeological Research Design) In all other anthropology courses, you have one-year maximum to complete incomplete course requirements. Students with overdue incompletes will not be allowed to register until the course requirements are completed. First year students should make every effort to clear all incompletes prior to registering for the second year. Early in the spring quarter of each year, every student in the Department is asked to submit two academic progress reports. One is required by the Dean of Students; the other is intradepartmental and provides information for our Annual Review. In preparing these reports, you are encouraged to check that your departmental records are up to date. Every year, late in the spring quarter, the faculty reviews the progress of each student in the Department. We take into account the results of all examinations, reports on hearings, coursework, writing projects (including Master’s papers), and detailed faculty comment on all of these. It is in your interest to see that copies of papers and reprints of any publications are deposited in the departmental files. At the spring review, the faculty make recommendations concerning continuance in the program and University financial aid. A statement of the faculty evaluation is sent over the summer to each student in the program, with a copy placed in the departmental file. You are encouraged to discuss these with your advisor, or with the Department Chair, if there are issues that appear to need further clarification. Although the Department is required to make preliminary recommendations about continuation of fellowships early in the spring quarter, these recommendations are always contingent upon the outcome of the subsequent Annual Review. When students are not making satisfactory progress, they will be placed under Academic Probation within the department. Academic Probation is activated when: 2 or more incompletes have accumulated. The dissertation committee is not formed by the end of Fall Quarter of Year 3. The MA thesis is not approved by the end of Spring Quarter of Year 3. The qualifying exam has not been passed by the end of Fall Quarter of Year 4. A draft of the dissertation proposal has not been approved by the end of Fall Quarter of Year 5. When students fail to show adequate progress post-candidacy. Or by the failure to defend the dissertation within the 8-year deadline (extendable to 9 years by petition). Probation status means that registration for new courses must be approved by the main advisor or committee chair, as well as the DGS. Students who are placed on academic probation will receive a letter from the department that details the reason for the probation, a clear plan for lifting the probation, and clear deadlines for realizing this plan. The faculty advisor will also be alerted. In addition, the student must meet with the DGS once a month (in person, via skype/zoom, or by phone) until the status is cleared. Once a student has been placed on academic probation, there is a one‐quarter grace period for resolving the condition. Each student may be placed on academic probation only twice during their enrollment in the program. Incidents of probation are cumulative (i.e. missing two consecutive deadlines results in two separate incidents of academic probation). A third incidence of academic probation will result in a student’s removal from the program. This Website Uses Cookies. This website uses cookies to improve user experience. By using our website you consent to all cookies in accordance with our Cookie Policy. 478 IMAGES Psychology Top 20 Best Online PhD in Psychology Degree Programs The Chicago School of Professional Psychology Clinical Neuropsychology PhD Programs Rankings Best Psychology Schools in Illinois Fully Funded PhD Programs In Clinical Psychology USA COMMENTS Doctoral Admissions The PhD program in Psychology is not a clinical or counseling training program, and the program does not offer online or part-time study. Enrolled students in the Division of Social Sciences receive a financial package that includes tuition, the graduate student fee, student health insurance, as well as a stipend for living expenses. Clinical Psychology PhD Program To contact the PhD Program in Clinical Psychology, please email us at [email protected]. ... Suite 1100 Chicago, Illinois, 60611. Chicago Campus Map. Outpatient Clinic. Chicago Campus Map. 312-695-5060. Northwestern University Feinberg School of Medicine. Giving. Clinical Psychology: The Graduate School Degree Types: MA, PhD. The PhD Program in Clinical Psychology within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is one of only a handful of programs in the United States based in an academic medical center and housed in a psychiatry department. This unique setting provides opportunities for translational research and practice ... Department of Psychology > Academic Catalog Psychology-Business Joint PhD Program. The Joint Program in Psychology and Business was established in 2009, and is overseen jointly by the Behavioral Science dissertation area at Chicago Booth and the Department of Psychology. The aim of this program is to connect the large number of social, cognitive, and organizational psychologists at ... Graduate Study Graduate Study. For over a century, the Department of Psychology at the University of Chicago has been a leading center of scholarship, research and teaching in psychology and related fields. True to the Division's interdisciplinary nature, its faculty members reflect the contemporary state of the field by serving on more than one of the ... Clinical Psychology Program The clinical psychology program has been fully accredited by the American Psychological Association since 1959 (APA, Office of Program Consultation and Accreditation, 750 First Street NE, Washington, DC 20002-4242; 202.336.5979). This doctoral program receives many applications each year but only selects five to six full-time students. Clinical Psychology PhD The Clinical Psychology MA/PhD is a combined degree. The MA is non-terminal, and the program admits only students intending to earn the PhD. Classes are offered on the Lincoln Park Campus, and this program can be completed in five or six years. Get a closer look at what it's like to be in the program. See our Student Admission, Outcomes and ... Doctoral Curriculum Statistics Requirement: Three courses (these courses must be passed with a grade of B or better): Statistics 22000 or Business 41000 or equivalent approved by the Graduate Curriculum Committee. More advanced courses, for which these courses are prerequisites also fulfill this requirement. Psychology 37300: Experimental Design and Statistical ... Psy.D. Clinical Psychology in Chicago Completion of at least 18 credit hours of psychology, including one course in each of the following with a "B-" or better: Abnormal psychology; Lifespan (human development); Statistics. Send materials to: Admissions Operations c/o The Chicago School 203 N. LaSalle Street, Suite 1900 Chicago, IL 60601. Program Information: Psychology, Department of: Loyola University Chicago Practicum-Externship Experience: Supervised clinical experience is an integral part of the overall program. All clinical students must complete a minimum of 800 hours of pre-internship, or practicum/externship training, experience. This begins during the second year when students complete a two-semester psychotherapy practicum, which is based ... Psychology University of Chicago. 970 East 58th Street | Third Floor. Chicago, IL 60637. Prospective and Incoming Students : (773) 702-3760. Current Students : (773) 834-2093. Program: PsyD Clinical Psychology The Chicago School is an accredited psychology graduate school offering comprehensive business psychology, applied behavior analysis, school psychology, and other graduate programs. Javascript is currently not supported, or is disabled by this browser. MA and PhD in Psychology DePaul's Psychological Science MA/PhD program is a highly competitive program that trains students in the theories and methodologies that define the core scientific pillars of psychology: social, developmental, cognitive and neuroscience. With an emphasis on critical and integrative thinking, our students will understand the psychological ... Clinical The Clinical program has been APA accredited continuously since 1974.Questions regarding accreditation may be addressed to the Directors of Clinical Training, Margaret Wardle, PhD, ([email protected]). Further questions regarding the accreditation status of the Clinical Psychology Area may be directed in writing to the Office of Program Consultation ... Program Areas Developmental Psychology, Alex Shaw (Chair) Integrative Neuroscience, Sarah London (Chair) Social Psychology, Shigehiro Oishi (Chair) Consistent with the interdisciplinary traditions of the University of Chicago, many faculty members serve on more than one of the department's programs. Greg Norman serves as Director of Graduate Studies. Graduate Studies Our Clinical Psychology program is an APA-accredited doctoral training program. Our program espouses a mentorship model of training emphasizing intensive individual attention. ... Students may complete an optional minor in conjunction with their PhD program to diversify their knowledge and skills aside from their major area and to improve the ... Programs of Study Master of Science. • MSN Nursing Education. • MSN Nursing Leadership and Administration. Add to Portfolio (opens a new window) The Chicago School is an accredited psychology graduate school offering comprehensive business psychology, applied behavior analysis, school psychology, and other graduate programs. The Chicago School of Professional Psychology The Chicago School offers graduate and undergraduate degrees in psychology, counseling, and more online and in Chicago, California, Dallas, and Washington, D.C. ... The Chicago School's programs are designed to satisfy the ever-shifting challenges of various fields and industries. Explore our extensive list of programs to find the degree that ... Applied Social Psychology PhD The Social Psychology PhD Track. Students admitted to the social psychology PhD training track are normally expected to carry at least three courses in both the fall and spring semesters. Those on assistantships are restricted to three courses per regular semester and normally register for one course during the summer term. Psychology Programs The foundation of The Chicago School's practitioner-scholar model of education, psychology programs represent our efforts to be the university of choice for students seeking to work in a mental health profession. Our faculty members actively participate in their fields, offering relevant, real-world training in their area of expertise. Social Psychology In 1965, the first meeting of the Society of Experimental Social Psychology (SESP) was held at the University of Chicago, and SESP was hosted again by the Social Psychology Program at the University of Chicago in 2007. Over the years, the program has grown from a small university committee to an interdivisional graduate training program ... How To Apply How To Apply. Applications for Autumn 2024 are closed. Students apply to the Department of Psychology through the Dean of Students Office of the Division of the Social Sciences. For more information about the process and to access the online application, please visit Social Sciences Admissions. Applicants will be considered for admission only ... Industrial-Organizational Psychology (Ph.D.) The industrial-organizational (I-O) psychology program at Illinois Tech is the oldest, most successful, and most respected program in the Chicago area. Through intensive training in research methods as well as experience in work settings, our Ph.D. program prepares you for a career in university teaching, industry, government, or consulting. Department of Psychology Homepage Since its founding, the Department of Psychology has been renowned for scientific research and scholarship that cuts across traditional disciplinary boundaries. Today, this broad and integrative vision of psychological science is reflected in the diversity of laboratories and collaborations within the Department, as well as research initiatives that connect psychology to other areas of the ... Sample Preparation Timeline Many labs have summer programs that you can apply to; it is worth seeking out these opportunities. ... See our FAQs for some questions to ask when trying to decide if graduate school in psychology is right for you. ... The University of Chicago 5848 S. University Avenue Chicago, Illinois 60637 United States PHD Program Guide The graduate program can be divided into five overall phases. The first phase is the initial year of study and involves introductory work. ... Of the 18 courses, Intro to Chicago Anthropology and Proposal Prep are taken Pass/Fail. As a rule of thumb there should be no more than 2 more of the 18 courses taken for "P." The Reading Course used ... essay homework paper phd project resume review study thesis