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This lab asked depressed Ph.D. students what’s hardest—and what parts of grad school help them cope

• 15 Sep 2021
• By Katie Langin

When a 2018 study revealed that Ph.D. students suffer from depression at rates far higher than the general population , it sparked a landslide of concern about graduate student mental health, with some calling it a mental health crisis. The study highlighted a need to understand what aspects of graduate school affect depression, says Katelyn Cooper, an assistant professor at Arizona State University, Tempe, who studies student mental health.

So her lab dug into the issue by interviewing 50 life sciences Ph.D. students with depression about their experiences . Many students reported that research activities, which were relatively unstructured and provided little opportunity for positive feedback, tended to worsen their symptoms. Teaching, on the other hand, gave them a sense of purpose and accomplishment and helped them cope with depression, according to the study, published in this month’s issue of CBE—Life Sciences Education .

Science Careers spoke with Cooper and the lead author of the study—Logan Gin, a Ph.D. student in Cooper’s lab—about what their findings mean for grad students, principal investigators (PIs), and institutions, as well as their plans for future work. The interview was edited for clarity and brevity.

Q: Many of the problems students reported related to their research activities won’t, I imagine, come as a surprise to many readers. I’m curious what stands out to you. Did students tell you things you weren’t expecting?

Katelyn Cooper: One thing that surprised us was that there was so little positive talk about research. Teaching seems to be the only vehicle for that. Students seemed to really look to their teaching for positive feedback and to value themselves as a contributing member of society. For example, some students told us about the impact of a single undergraduate student, just by saying, “Oh my gosh, I totally understand the back of my shampoo bottle now because of what you taught me.” All undergrads should know the power they have in terms of providing positive reinforcement for their instructors.

Logan Gin: The environment of negative reinforcement around some of the students was, to me, really astonishing. Some PIs said negative things to students directly—for instance, telling them that their ideas are dumb. Other students said they overheard their PI criticize the work of other students, leaving them fearful of getting that kind of feedback themselves. That’s the kind of lab environment they’re in.

Q: As you see it, what findings should the academic community pay attention to?

KC: We saw over and over again that grad students perceive their research programs to have very little structure, and that that can be especially detrimental to individuals with depression. That’s something that PIs can think about in terms of structuring more meetings with students and making sure their students are able to outline concrete plans to move forward.

The point of grad school is often to grow and to become a better scientist. And with that I think a lot of people focus on negative reinforcement and what can be better. But we have to remember that positive reinforcement is really important for our students’ mental health.

Another aspect of grad school that many students had trouble with was failure. I don’t think we want to prevent our students from experiencing failure because that is very natural part of a career in science. But helping them cope with failure is important.

Social support and isolation were also a problem. And that’s even more the case right now during the pandemic. Making sure that students are connected with social groups, both within their lab and within their graduate program, can be incredibly protective of their mental health. This may not be something that PIs initially think about as part of their job. But small steps—for example, introducing students to a graduate coordinator or to somebody else in the lab with a strong social network—can be really impactful.

Q: Has your research on student mental health informed your approach to mentoring? Have you done anything differently because of what you’ve found?

K.C.: Yeah, absolutely. My research has definitely caused me to think more deeply about how to be a more inclusive mentor. For example, I just sent out an email to my lab, reminding everyone that we treat mental health the same way that we treat physical health—that if you are not having a good mental health day, you just need to send an email that says, “I can’t come in today.” And if you don’t feel comfortable saying, “I’m going to take a couple days for my mental health” then say it’s the stomach flu. You need to take the time to recover because research shows that if you come back too early, that’s going to be detrimental to your mental health. So that’s a big one.

I also try to make sure research experiences are structured—for example, making sure that I’m meeting with students consistently. Every student needs a different level of structure, and that’s important to pay attention to.

The final thing I try to do is to practice more of that positive reinforcement. And that’s not something that comes naturally to me; I’m the first person to point out a problem. I will say wonderful things about my grad students when I’m talking to other people, but I often forget to turn to them and tell them how highly I think of them. So that’s something I’ve definitely tried to practice more.

L.G.: As a student in the lab, I will just say that all three of those things have really helped me, as someone who is struggling with depression. For example, our lab attended a national meeting recently where another grad student and I gave talks. She took the time afterward to send individual emails and an email to the lab to congratulate everyone who presented. Now, I have that email in my inbox. So if I am feeling down, I can look at it and say, “Hey I did a good job in that instance.” I have something tangible, which makes me feel better when I’m not necessarily feeling too well.

Q: You mentioned earlier that students often struggle to deal with failure. What are some steps PIs can take to help with that?

K.C.: I think that’s the hardest aspect to deal with, frankly. One thing that we found was that it’s beneficial any time a PI is honest about their own failures. I think there’s a perception that PIs don’t go through that process of failing and trying again, and that they magically got to where they are by only succeeding. Students highlighted to us that anytime somebody did open up and share those stories with them, it helped them contextualize their own failure. And that’s important because, with depression, a relatively small failure can be perceived as much greater than it is.

L.G.: It’s not just the PI either. It can also help when more senior graduate students speak openly about some of their challenges, struggles, and experiences with scientific failure.

Q: Did you ask students whether they were open with their PI about their mental health?

K.C.: Those data aren’t in this paper, but we did ask that question and we are currently writing that up. We consistently saw that if students felt like they had a good relationship with their PI—that their PI wasn’t going to judge them—they were more likely to reveal their depression. And students who were open about their depression saw more support from their PI than students who did not reveal.

We found that the top two reasons students revealed their depression is either because it’s a preventative reveal—they perceive that their depression is eventually going to affect their work, so as a way to get ahead of the potential impact they come out to their PI and let them know that this is something they struggle with—and the other is more of a forced reveal where the depression is impacting their work in a way that they cannot hide it anymore. They may break down in a lab meeting or in the PI’s office, and it’s just so clear that something’s wrong that they have no choice to reveal with they’re going through.

We also saw instances where students acknowledged that there’s a stigma about mental health—based on comments made in the lab, they thought that revealing their mental health would be detrimental. Maybe their PI had made comments about people being weak if they have a mental health issue, or they would just draw from how the PI treated somebody else in the lab who was struggling with anxiety or depression. So they made a decision to not reveal because they felt that it would harm them—they might have responsibilities taken away or they might be taken less seriously.

Q: What are you planning next for this line of research?

K.C.: We are gearing up to do a national survey of graduate students to see whether these results hold true for students in different subdisciplines of science and students in different demographic groups. In our interviews, we saw hints that gender and race were aspects of student identity that intersected with their experience in the lab, which in turn affected their depression—but that’s something we were unable to explore in depth with the number of students in the study. With a national survey, we’re hoping to get a sense for just how generalizable this work might be and, for example, explore whether there may be specific aspects of research that are disproportionately difficult for women or gender nonbinary students with depression compared to men.

L.G.: We’re also interested in the role that mentorship and accommodation can play in some of these instances—whether university services or accommodations from a research mentor or a department can do anything to mitigate some of the challenges students experience.

K.C.: Exactly. A theme that we’ve seen in our work is that students with depression have to self-advocate: If they need something to change, they are the person who needs to figure out exactly what they need and tell their PI about it. And that can be very exhausting for students; it can worsen their mental health. So if we can take some of the burden off of students by putting in place support systems at the university level, that could make a difference.

About the author

Katie Langin

Katie Langin, Ph.D., is a reporter and editor at Science covering issues facing the scientific community and the environment. Her stories delve into policies that affect scientists, career choices by early career researchers, research on the scientific community, and other topics. She also edits personal essays by scientists and news stories about ecology and the environment.

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‘You have to suffer for your PhD’: poor mental health among doctoral researchers – new research

Lecturer in Social Sciences, University of Westminster

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Cassie Hazell has received funding from the Office for Students.

University of Westminster provides funding as a member of The Conversation UK.

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PhD students are the future of research, innovation and teaching at universities and beyond – but this future is at risk. There are already indications from previous research that there is a mental health crisis brewing among PhD researchers.

My colleagues and I studied the mental health of PhD researchers in the UK and discovered that, compared with working professionals, PhD students were more likely to meet the criteria for clinical levels of depression and anxiety. They were also more likely to have significantly more severe symptoms than the working-professional control group.

We surveyed 3,352 PhD students, as well as 1,256 working professionals who served as a matched comparison group . We used the questionnaires used by NHS mental health services to assess several mental health symptoms.

More than 40% of PhD students met the criteria for moderate to severe depression or anxiety. In contrast, 32% of working professionals met these criteria for depression, and 26% for anxiety.

The groups reported an equally high risk of suicide. Between 33% and 35% of both PhD students and working professionals met the criteria for “suicide risk”. The figures for suicide risk might be so high because of the high rates of depression found in our sample.

We also asked PhD students what they thought about their own and their peers’ mental health. More than 40% of PhD students believed that experiencing a mental health problem during your PhD is the norm. A similar number (41%) told us that most of their PhD colleagues had mental health problems.

Just over a third of PhD students had considered ending their studies altogether for mental health reasons.

There is clearly a high prevalence of mental health problems among PhD students, beyond those rates seen in the general public. Our results indicate a problem with the current system of PhD study – or perhaps with academic more widely. Academia notoriously encourages a culture of overwork and under-appreciation.

This mindset is present among PhD students. In our focus groups and surveys for other research , PhD students reported wearing their suffering as a badge of honour and a marker that they are working hard enough rather than too much. One student told us :

“There is a common belief … you have to suffer for the sake of your PhD, if you aren’t anxious or suffering from impostor syndrome, then you aren’t doing it "properly”.

We explored the potential risk factors that could lead to poor mental health among PhD students and the things that could protect their mental health.

Financial insecurity was one risk factor. Not all researchers receive funding to cover their course and personal expenses, and once their PhD is complete, there is no guarantee of a job. The number of people studying for a PhD is increasing without an equivalent increase in postdoctoral positions .

Another risk factor was conflict in their relationship with their academic supervisor . An analogy offered by one of our PhD student collaborators likened the academic supervisor to a “sword” that you can use to defeat the “PhD monster”. If your weapon is ineffective, then it makes tackling the monster a difficult – if not impossible – task. Supervisor difficulties can take many forms. These can include a supervisor being inaccessible, overly critical or lacking expertise.

A lack of interests or relationships outside PhD study, or the presence of stressors in students’ personal lives were also risk factors.

We have also found an association between poor mental health and high levels of perfectionism, impostor syndrome (feeling like you don’t belong or deserve to be studying for your PhD) and the sense of being isolated .

Better conversations

Doctoral research is not all doom and gloom. There are many students who find studying for a PhD to be both enjoyable and fulfilling , and there are many examples of cooperative and nurturing research environments across academia.

Studying for a PhD is an opportunity for researchers to spend several years learning and exploring a topic they are passionate about. It is a training programme intended to equip students with the skills and expertise to further the world’s knowledge. These examples of good practice provide opportunities for us to learn about what works well and disseminate them more widely.

The wellbeing and mental health of PhD students is a subject that we must continue to talk about and reflect on. However, these conversations need to happen in a way that considers the evidence, offers balance, and avoids perpetuating unhelpful myths.

Indeed, in our own study, we found that the percentage of PhD students who believed their peers had mental health problems and that poor mental health was the norm, exceeded the rates of students who actually met diagnostic criteria for a common mental health problem . That is, PhD students may be overestimating the already high number of their peers who experienced mental health problems.

We therefore need to be careful about the messages we put out on this topic, as we may inadvertently make the situation worse. If messages are too negative, we may add to the myth that all PhD students experience mental health problems and help maintain the toxicity of academic culture.

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Managing While and Post-PhD Depression And Anxiety: PhD Student Survival Guide

Embarking on a PhD journey can be as challenging mentally as it is academically. With rising concerns about depression among PhD students, it’s essential to proactively address this issue. How to you manage, and combat depression during and after your PhD journey?

In this post, we explore the practical strategies to combat depression while pursuing doctoral studies.

From engaging in enriching activities outside academia to finding supportive networks, we describe a variety of approaches to help maintain mental well-being, ensuring that the journey towards academic excellence doesn’t come at the cost of your mental health.

How To Manage While and Post-Phd Depression

Why PhD Students Are More Likely To Experience Depression Than Other Students

The journey of a PhD student is often romanticised as one of intellectual rigour and eventual triumph.

However, beneath this veneer lies a stark reality: PhD students are notably more susceptible to experiencing depression and anxiety.

This can be unfortunately, quite normal in many PhD students’ journey, for several reasons:

Grinding Away, Alone

Imagine being a graduate student, where your day-to-day life is deeply entrenched in research activities. The pressure to consistently produce results and maintain productivity can be overwhelming. 

For many, this translates into long hours of isolation, chipping away at one’s sense of wellbeing. The lack of social support, coupled with the solitary nature of research, often leads to feelings of isolation.

Mentors Not Helping Much

The relationship with a mentor can significantly affect depression levels among doctoral researchers. An overly critical mentor or one lacking in supportive guidance can exacerbate feelings of imposter syndrome.

Students often find themselves questioning their capabilities, feeling like they don’t belong in their research areas despite their achievements.

Nature Of Research Itself

Another critical factor is the nature of the research itself. Students in life sciences, for example, may deal with additional stressors unique to their field.

Specific aspects of research, such as the unpredictability of experiments or the ethical dilemmas inherent in some studies, can further contribute to anxiety and depression among PhD students.

Competition Within Grad School

Grad school’s competitive environment also plays a role. PhD students are constantly comparing their progress with peers, which can lead to a mental health crisis if they perceive themselves as falling behind.

This sense of constant competition, coupled with the fear of failure and the stigma around mental health, makes many hesitant to seek help for anxiety or depression.

How To Know If You Are Suffering From Depression While Studying PhD?

If there is one thing about depression, you often do not realise it creeping in. The unique pressures of grad school can subtly transform normal stress into something more insidious.

As a PhD student in academia, you’re often expected to maintain high productivity and engage deeply in your research activities. However, this intense focus can lead to isolation, a key factor contributing to depression and anxiety among doctoral students.

Changes in Emotional And Mental State

You might start noticing changes in your emotional and mental state. Feelings of imposter syndrome, where you constantly doubt your abilities despite evident successes, become frequent.

This is especially true in competitive environments like the Ivy League universities, where the bar is set high. These feelings are often exacerbated by the lack of positive reinforcement from mentors, making you feel like you don’t quite belong, no matter how hard you work.

Lack Of Pleasure From Previously Enjoyable Activities

In doctoral programs, the stressor of overwork is common, but when it leads to a consistent lack of interest or pleasure in activities you once enjoyed, it’s a red flag. This decline in enjoyment extends beyond one’s research and can pervade all aspects of life.

The high rates of depression among PhD students are alarming, yet many continue to suffer in silence, afraid to ask for help or reveal their depression due to the stigma associated with mental health issues in academia.

Losing Social Connections

Another sign is the deterioration of social connections. Graduate student mental health is significantly affected by social support and isolation.

You may find yourself withdrawing from friends and activities, preferring the solitude that ironically feeds into your sense of isolation.

Changes In Appetite And Weight

Changes in appetite and weight can be a significant indicator of depression. As they navigate the demanding PhD study, students might experience fluctuations in their eating habits.

Some may find themselves overeating as a coping mechanism, leading to weight gain. Others might lose their appetite altogether, resulting in noticeable weight loss.

These changes are not just about food; they reflect deeper emotional and mental states.

Such shifts in appetite and weight, especially if sudden or severe, warrant attention as they may signal underlying depression, a common issue in the high-stress environment of PhD studies.

Unhealthy Coping Mechanisms

PhD students grappling with depression often feel immense pressure to excel academically while battling isolation and imposter syndrome. Lacking adequate mental health support, some turn to unhealthy coping mechanisms like substance abuse. These may include:

• Overeating, 
• And many more.

These provide temporary relief from overwhelming stress and emotional turmoil. However, such methods can exacerbate their mental health issues, creating a vicious cycle of dependency and further detachment from healthier coping strategies and support systems.

It’s essential for PhD students experiencing depression to recognise these signs and seek professional help. Resources like the National Suicide Prevention Lifeline are very helpful in this regard.

Suicidal Thoughts Or Attempts

Suicidal thoughts or attempts may sound extreme, but they can happen in PhD studies. This is because of the high-pressure environment of PhD studies.

Doctoral students, often grappling with intense academic demands, social isolation, and imposter syndrome, can be susceptible to severe mental health crises.

When the burden becomes unbearable, some may experience thoughts of self-harm or suicide as a way to escape their distress. These thoughts are a stark indicator of deep psychological distress and should never be ignored.

It’s crucial for academic institutions and support networks to provide robust mental health resources and create an environment where students feel safe to seek help and discuss their struggles openly.

How To Prevent From Depression During And After Ph.D?

A PhD student’s experience is often marked by high rates of depression, a concern echoed in studies from universities like the University of California and Arizona State University. If you are embarking on a PhD journey, make sure you are aware of the issue, and develop strategies to cope with the stress, so you do not end up with depression. 

Engage With Activities Outside Academia

One effective strategy is engaging in activities outside academia. Diverse interests serve as a lifeline, breaking the monotony and stress of grad school. Some activities you can consider include:

• Social gatherings.

These activities provide a crucial balance. For instance, some students highlighted the positive impact of adopting a pet, which not only offered companionship but also a reason to step outside and engage with the world.

Seek A Supportive Mentor

The role of a supportive mentor cannot be overstated. A mentor who adopts a ‘yes and’ approach rather than being overly critical can significantly boost a doctoral researcher’s morale.

This positive reinforcement fosters a healthier research environment, essential for good mental health.

Stay Active Physically

Physical exercise is another key element. Regular exercise has been shown to help cope with symptoms of moderate to severe depression. It’s a natural stress reliever, improving mood and enhancing overall wellbeing. Any physical workout can work here, including:

• Brisk walking
• Swimming, or
• Gym sessions.

Seek Positive Environment

Importantly, the graduate program environment plays a critical role. Creating a community where students feel comfortable to reveal their depression or seek help is vital.

Whether it’s through formal support groups or informal peer networks, building a sense of belonging and understanding can mitigate feelings of isolation and imposter syndrome.

This may be important, especially in the earlier stage when you look and apply to universities study PhD . When possible, talk to past students and see how are the environment, and how supportive the university is.

Choose the right university with the right support ensures you keep depression at bay, and graduate on time too.

Remember You Have The Power

Lastly, acknowledging the power of choice is empowering. Understanding that continuing with a PhD is a choice, not an obligation. If things become too bad, there is always an option to seek a deferment, pause. You can also quit your studies too.

Work on fixing your mental state, and recover from depression first, before deciding again if you want to take on Ph.D studies again. There is no point continuing to push yourself, only to expose yourself to self-harm, and even suicide.

Wrapping Up: PhD Does Not Need To Ruin You

Combating depression during PhD studies requires a holistic approach. Engaging in diverse activities, seeking supportive mentors, staying physically active, choosing positive environments, and recognising one’s power to make choices are all crucial.

These strategies collectively contribute to a healthier mental state, reducing the risk of depression. Remember, prioritising your mental well-being is just as important as academic success. This helps to ensure you having a more fulfilling and sustainable journey through your PhD studies.

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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The clinical psychology doctoral program at American University aims to prepare students for licensure in many states. Graduating from an American Psychological Association (APA) accredited institution with a doctoral degree is often one of the main requirements for licensure in most states, and our program has been fully and continuously accredited by the APA since 1972. However, most states have other requirements for licensure (e.g., predoctoral internship, postdoctoral fellowship, particular scores on the EPPP licensing exam). This disclosure focuses solely on predoctoral courses needed to qualify for licensure as a psychologist. Graduates of AU’s clinical psychology program have successfully obtained licensure in many states.

The Clinical Psychology PhD program is committed to educating students in clinical science with rigorous training in both research and applied clinical work. Our program will provide you with the skills you need for a successful career in academia, research, or clinical practice. Fully accredited by the American Psychological Association Committee on Accreditation since 1972, our doctoral program reflects the scientist-practitioner model of training.

Excellence in Research and Clinical Training

The 72-credit PhD program is designed to provide students with a rigorous classroom education, innovative research opportunities, and exciting and diverse clinical experiences. With faculty guidance and mentorship, students complete a master's thesis, a doctoral dissertation, and one tool of research. Students engage in four year-long practicum experiences. In the first year, students learn humanistic and psychodynamic techniques in the American University Counseling Center. In later years, students learn and practice behavioral and cognitive techniques in the department's James J. Gray Psychotherapy Training Clinic and the Clinic for Youth Anxiety & Related Disorders. Additionally, students complete multiple externships in DC area hospitals, mental health centers, and counseling centers and a one-year internship.

This program takes five to six years of full-time study to complete. Part-time study is not available. See all degree requirements .

At AU, a mentorship model of training will allow you to work closely with a research supervisor throughout the program. You and this faculty mentor will collaborate on research projects and design your master's thesis and dissertation project. Our faculty members maintain productive research labs and mentor graduate students in research design and methodology. Faculty research interests include affective and motivational processes in depression, anxiety disorders (in children and adults), stress and emotion regulation, parenting, minority mental health, trichotillomania, cognitive assessment and therapy, smoking, borderline personality disorder, drug expectancies, personalization of psychotherapy. Faculty research programs offer a mix of applied and basic research opportunities.

Diverse Opportunities In The Nation's Capital

Home to numerous world-class research and clinical institutions, the DC area offers access to an extraordinary array of professional and intellectual opportunities. The clinical program at AU has fostered connections at a wide range of externship sites including the DC and Baltimore Veterans Affairs Medical Centers, National Institute of Health, Saint Elizabeth’s Hospital, National Children’s Medical Center, private practices, and college counseling centers at nearby universities. Many of our students make lasting connections in the DC area, and are well positioned to find post-doctoral employment in or around the city. There is a rich diversity in DC, so students work with individuals and families from many different backgrounds.

The PhD is your path to career success

At AU, we have a record of placing our clinical psychology PhDs in successful careers at respected institutions. Our students graduate fully prepared for careers in academia, research, and clinical settings. For example, graduates of our program hold tenure-track positions at St. John's University, Williams College, LaFayette College, the University of Cincinnati, and Goucher College.

We are proud of the research and clinical accomplishments of our students and alumni. AU PhDs have conducted research in prominent departments of psychiatry, including Brown University, Ohio State University, and the University of Virginia. Our alumni work in a variety of clinical settings in the DC area and across the country, including Johns Hopkins University, the National Institutes of Health, the New York Presbyterian-University Hospital of Columbia and Cornell, Chestnut Health System of Illinois, Children's National Medical Center, and the District of Columbia VA Medical Center.

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• Alice Coyne  was named the 2024 recipient of the  Society for the Advancement of Psychotherapy Early Career Award  in recognition of “accomplishment and achievement related to psychotherapy theory, practice, research, or training.”

AU’s Gray Psychotherapy Training Clinic Offers Low-Fee Psychotherapy

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I benefitted from being encouraged to pursue my goals — and work/life balance.

Mentored by Dr. David Haaga on treatment development and outcomes for trichotillomania, Martha externed at the DC VA, NIMH Psychiatry Consultation-Liason Service, the Behavior Therapy Center, and Johns Hopkins Medical Center. After a Southwest Consortium Doctoral Internship and post-doc at McLean Hospital/Harvard Medical School, she now serves as Director of Research at the OCD Institute, supported by an NIMH Career Development Award. 

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Depression Clinical & Research Program

• Visit our full website
• 877-552-5837

Contact Information

Depression Clinical & Research Program

1 Bowdoin Square, 6th Floor Boston , MA   02114

Phone: 617-726-8895

How to Make an Appointment

Call 617-726-8895 and select option 4 for an initial phone screen to determine whether this program is appropriate for you.

Because of high demand for our clinicians, treatment studies can provide an excellent option for prospective patients. If your case is appropriate, you will be matched to a provider based on your insurance and our provider availability. 

For information on participating in a research study, call 877-552-5837.

Explore This Program

Clinical care.

The clinical component of the Depression Clinical and Research Program (DCRP) delivers care outside of the research setting to people with depressive disorders. The program provides a number of different services, including:

• Patient evaluations and follow-up care
• One-time consultations for patients whose depression has failed to respond to multiple therapies
• Second opinions

The DCRP staff includes full-time psychiatrists, psychologists, research fellows, along with research coordinators, a program coordinator, a data analyst, a practice manager and a patient service coordinator.

Resilience Program at the DCRP

This program is designed to help young people—men and women (ages 14 to 30)—increase their resilience and develop better coping skills for managing stress.

Learn more about the Resilience Program

Insurances We Accept

The program does not accept all insurances, and the individual physicians vary in what insurance they accept. If your insurance is not accepted by the program, you may elect to self-pay if your insurance allows it. Medicare, MassHealth products, Health Safety Net, Harvard Pilgrim, United Health Care and some Tufts Health plans that subcontract (carve out) their mental health benefits do not allow this option. The program does not accept the Magellan carve-out.

Research at the DCRP

The DCRP conducts leading-edge research in the area of depression, with a focus on testing novel antidepressant treatments and developing new tools to understand the biological changes that occur in this condition. Our program is a leader worldwide in the study of unipolar depressive disorders. The DCRP’s research has informed clinical practice and contributed to the development of new standards of care for depression. DCRP researchers have received significant funding from both the National Institute of Mental Health and industry sponsors.

Areas of Research

• Psychotherapy studies: psychodynamic psychotherapy, cognitive behavioral therapy (CBT), stress reduction therapy, culturally-focused counseling and telepsychiatry
• Medication trials: antidepressants, atypical antipsychotics, naltrexone, acamprosate and ketamine, among others
• Population studies: college students, ethnic minority patients, patients with Parkinson’s disease and patients with nicotine dependence
• Non-medication treatment studies: including cranial electrical stimulation (CES), acupuncture, placebo, photobiomodulation and a medication management system
• Natural treatment studies: including omega-3 fatty acids, St John’s wort, S- adenosylmethionine (SAMe), maca root, vitamins and probiotics
• Non-treatment studies of various psychological and physical processes: stress and aging, visual memory and object recognition, responses to reward and punishment, speech patterns and fMRI

Active Studies

If any of these studies interest you, please call us at 877-552-5837 to learn more. All inquiries will be kept confidential.

• Neurobiological Underpinnings of Placebo Response in Major Depressive Disorder
• Adapted CBT for Depression in Patients with Moderate to Severe Traumatic Brain Injury
• Neuroimaging Studies of Reward Processing
• Augmentation versus Switch: Comparative Effectiveness Research Trial
• Xenon Inhalation Therapy for Major Depressive Disorder and Bipolar Disorder
• Mindfulness, Guided Imagery and Supportive Group Treatments to Improve Mood for Dementia Caregiver

The Depression Clinical and Research Program conducts ground-breaking studies in neuroscience, genetics, and the assessment of new and established treatments for mental health disorders. We are lead by a team of depression specialists.

David Mischoulon, MD, PhD

• Director, Depression Clinical and Research Program

Maurizio Fava, MD

• Psychiatrist-In-Chief, Department of Psychiatry
• Director, Division of Clinical Research, Mass General Research Institute; Executive Director, Clinical Trials Network & Institute
• Associate Dean for Clinical & Translational Research, Slater Family Professor of Psychiatry, Harvard Medical School

Andrew Nierenberg, MD

• Director, Dauten Family Center for Bipolar Treatment Innovation
• Associate Director, Depression Clinical and Research Program
• C0-Director, Center for Clinical Research Education

To learn more about the nature and treatment of depression, we suggest the following websites:

• Depression and Bipolar Support Alliance Offers information on mood disorders, local and national support groups, programs and publications, and relevant news and research updates.
• National Foundation for Depressive Illness Educational and advocacy site, providing information for patients and physicians referrals through a toll free telephone number.
• National Institute of Mental Health Depression NIMH site with thorough information on depression causes, symptoms and treatments. This site also features case studies, NIMH booklets and information on current NIMH studies.
• National Alliance for Mentally Ill (NAMI) Nonprofit, grassroots, self-help, support and advocacy organization of consumers, families and friends of people with severe mental illnesses.

Support Our Work

Depression can profoundly impact an individual's quality of life. Its impact on well-being is comparable to or greater than many chronic medical conditions. Depression is currently the leading cause of disability in developed countries and the fourth leading cause of disability worldwide. Projections estimate that depression will be the second leading cause of disability worldwide by 2020. The annual cost of depression in the U.S. alone is approximately $70-80 billion.

Depression has also been characterized by an increased risk of suicide, particularly in children and adolescents. In the last 50 years, the suicide rate has tripled for 15-19-year-olds and doubled for 10-14-year-olds. Currently, suicide ranks as the third leading cause of death in adolescents.

Funding for the Depression Clinical and Research Program

Each year, thousands of individuals struggling with depression will turn to the Depression Clinical and Research Program (DCRP) at Massachusetts General Hospital for therapies that offer hope and alleviate suffering. The DCRP relies on philanthropy to advance its mission of providing the highest-quality patient care and conducting state-of the-art scientific research to discover more effective and innovative depression therapies. Thanks to the generosity of individuals, foundations and private and public supporters, the DCRP remains passionately committed to generating new treatments and standards of care – not only for our patients, but also for the millions of people worldwide who suffer from this disorder. Philanthropy enables the DCRP to:

• Convert new discoveries about the biological basis of depression into clinical approaches
• Develop more effective medical and alternative therapies to treat depression
• Improve our ability to care for patients from high-risk or underserved populations

The DCRP is poised to make a profound impact on depression treatment, while also fostering a vital training ground for the next generation of leaders in the field.

Department of Psychiatry

For 80 years, Mass General's Psychiatry Department has provided the highest quality patient care through pioneering research.

Over 60 specialty psychiatry clinical and research programs

We provide care for patients of any age throughout the lifespan.

Patient & Family Resource Center

Resources for patients and families including educational programs and information about mental health issues from the Department of Psychiatry.

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Pioneering Psychiatry Research

The integration of patient care and clinical research has been a hallmark of the Department of Psychiatry for more than 30 years. Today, the department has the largest clinical research program in the hospital, with studies at the forefront of neuroscience, molecular biology and genetics.

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INFORMATION FOR

• Residents & Fellows
• Researchers

Yale Depression Research Program

Principal investigator.

Gerard Sanacora, MD, PhD

The Yale Depression Research Program is committed to advancing the treatment of unipolar depression by improving our ability to diagnose and treat mood disorders through a variety of research studies.

Who is eligible for research?

For most studies, men and women between 18 and 65 years of age who meet criteria for major depression and are free from recent drug and/or alcohol abuse are potentially eligible.

Evaluation Process

Potential subjects will be screened by phone to rule out any obvious exclusion criteria. Those who may be eligible for a study will be invited to our clinic for a comprehensive evaluation free of charge.

For more information about our clinic and current research studies, please call Jane Wanyiri at 203-764-9131.

Visit the Yale Depression Research Program's web site. >>

Current Studies

• Mental Health & Behavioral Research Ketamine for Adolescent Suicidality Principal Investigator: Michael Bloch
• Alzheimer's Disease, Mental Health & Behavioral Research Ketamine for the Treatment of Depression in Parkinson's Disease Principal Investigator: Sophie E Holmes
• Mental Health & Behavioral Research Imaging mGluR5 and synaptic density in psychiatric disorders Principal Investigator: Irina Esterlis
• Mental Health & Behavioral Research Imaging SV2A in mood disorders Principal Investigator: Irina Esterlis
• Diseases of the Nervous System, Mental Health & Behavioral Research Examination of Glutamate and mGluR5 in Psychiatric Disorders Principal Investigator: Irina Esterlis

Doctorate in Clinical Psychology

Our highly ranked program built on the scholar-practitioner model continues to set the pace for doctoral-level training.

What Can You Do With a PhD in Clinical Psychology?

A doctorate in clinical psychology can lead to rewarding careers doing consultation, evaluation or psychotherapy in clinics, hospitals or private practice. You can also pursue a career in academia, focusing on research and teaching.

Common career paths for those with a PhD in clinical psychology include:

• Private practice, seeing clients individually or in groups
• Hospitals and clinics, providing therapy to patients with a variety of mental health issues
• Academia, conducting important research and training for the next generation of psychologists
• Government, providing mental health services to veterans, prisoners or other populations
• Business, providing counseling to employees or conducting research on workplace issues

The job outlook for those with a PhD in clinical psychology is good. The Bureau of Labor Statistics projects that employment of psychologists will grow 8 percent from 2020 to 2030, faster than the average for all occupations. This growth is expected to be driven by the increasing demand for mental health services, as well as the aging population, who are more likely to experience mental health challenges.

Why Earn Your PhD in Clinical Psychology at Adelphi in New York on Long Island?

The Derner School of Psychology set the pace in clinical psychology training as the first university-based professional school, accredited by the American Psychological Association (APA) since 1957.

Our clinical psychology doctoral program will help you will pursue research and clinical training with faculty members who are known nationally and internationally for their expertise in a broad range of areas, including:

• Personality and interpersonal relations
• Psychopathology, especially anxiety, depression and trauma
• Psychodynamics—from classical to contemporary
• Psychotherapy integration, primarily cognitive behavioral, within a dynamic framework
• Cultural diversity and individual difference studies

Derner Clinical Psychology PhD students gain clinical experience primarily at Derner’s Center for Psychological Services , with locations on the Garden City campus and in Brooklyn. They also have the opportunity to train at the Derner Hempstead Child Clinic. In addition, students continue their externships and internships—including those at affiliated sites in the Derner Internship Consortium—on Long Island and in the New York City area.

Clinical Psychology Doctoral Program Accreditation Status

The Doctoral Program in Clinical Psychology at The Derner School of Psychology at Adelphi University is fully accredited by the American Psychological Association and has been continuously accredited since 04/01/1957 (American Psychological Association, Office of Program Consultation and Accreditation, Commission on Accreditation, 750 First Street, NE, Washington, DC 20002-4242; 202-336-5979; [email protected] ). Full information pertaining to the accreditation status of the Derner School of Psychology   PhD Program at Adelphi University is available at the APA’s website .

Student Admissions, Outcomes, and Other Data

Derner Consortium Internship

The Derner Internship Consortium was granted membership status in the  Association of Psychology Postdoctoral and Internship Centers (APPIC)  in November 2013, and participates in the APPIC-sponsored Match for all positions. It also became accredited by the  American Psychological Association Commission on Accreditation  (750 First St., NE, Washington, DC 20002-4242, telephone number 202-336-5979) in 2015. This consortium was created in order to support our doctoral students by providing additional internship training opportunities and addressing the gap in the number of training sites for students. Phase I of the Match is dedicated solely to Derner students applying through APPIC, and Phase II of the Match is opened up nationwide.

Psychology, at its heart, is about changing lives. That is the driving force of our work at Derner and has been since our inception.

Exceptional Hands-On Learning

As part of our practicum training , you will have the opportunity to gain clinical and research training in each of your four years of residence. The primary clinical training facility is the onsite Center for Psychological Services , under the supervision of the doctoral faculty. Then beginning in your second year, training is more extensive and includes externships in various off-campus inpatient and outpatient psychiatric settings in urban and suburban clinics in Manhattan and Long Island.

Our doctorate in clinical psychology students take advantage of a number of affiliated externships and internships on Long Island and throughout the New York Metro Area including the following hospital systems:

• Mount Sinai

The training and mentorship I received at Derner allowed me to shape my identity as a clinician and an academic. It has provided me with the skills I needed to pursue an independent career and pursue my professional goals. I am thankful for the continued support and guidance of my graduate mentor and the faculty at Derner.

Doctorate in Clinical Psychology Program Info

• Foundational academics in psychology, including advanced studies in diversity and difference
• Optional Child and Family Concentration
• Psychodynamics and psychoanalysis
• Cognitive theories and therapies
• Psychotherapy integration
• Cognitive and personality diagnostics
• Child and family theories and therapies
• Clinic and research labs
• Affiliated externships and internships

• Graduate Student Admissions

Application Requirements and Deadlines

The application deadline for fall admission to our clinical psychology doctoral program is December 1 .

Applicants for this program must have a completed undergraduate degree with prerequisite courses in:

• Introductory or general psychology
• Experimental psychology or research methods
• Abnormal psychology
• Developmental psychology

Applicants for this program should submit:

• Application submitted through PSYCAS and $60 Adelphi application fee
• Essay (please see prompt below)
• Letters of recommendation: two or three professional or academic references
• Official transcripts from all prior institutions
• TOEFL or IELTS scores for international candidates  if in the United States for less than three years
• GRE general exam scores required
• GRE Subject Test in Psychology is not required

Note that an interview may also be required.

PhD in Clinical Psychology Program Essay Prompt

In a statement of approximately 500-750 words (maximum 1,000 words) please address each prompt listed below within your essay.  

1.   Describe yourself in a way that would give us more of an opportunity to know you as a person.

2.   Why do you wish to study at the Derner School of Psychology?

3.   Please submit a brief statement describing how your personal and/or professional characteristics, experiences, and interests will advance our program’s deep commitment to diversity and social justice. You are invited to address whichever aspects of diversity or difference are most meaningful to you.  

4.   What are your career goals and reasons for undertaking doctoral studies?

Related Programs to Adelphi’s Doctorate in Clinical Psychology

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Depressed PhD student: what to do?

I'll try to keep this short (and I failed; feel free to skip to the last paragraph).

I moved halfway across the globe to pursue a PhD in the only topic that kind of interests me. I've been chronically depressed for basically as long as I can remember (which is a little different than clinical depression ), but it's hitting me extra hard now, because what I'm doing is no longer easy and I have no social life to fall back on (it was never much, but still much better than here).

I've been prescribed different kinds of antidepressants and I'm seeing a psychiatrist, but none of it seems to do anything. I'm alternating between periods of low productivity and extremely low productivity, where I can regularly not even bring myself to get out of bed and to the university, and I don't think my supervisor notices. In a previous bad period I did tell her and she responded pretty understanding, but all subsequent talks were just business-as-usual. This is probably mostly due to me because I've been dealing with this for a long time and since people don't like a downer and I don't like talking about it, the facade of acting like nothing is wrong has become my default behavior over the past 15+ years.

Now she wants me to finish some stuff that I should have done ages ago and isn't even that difficult, but I'm greatly struggling with it and have made virtually no progress over the past year. I should probably have written "I can't" rather than "I'm struggling", but that seems so stupid. I can read, I can write, I'm supposed to be pretty smart, I'm sure I seem relatively healthy to anyone who sees me, and it even feels to me that I could easily get back into it and make significant progress tomorrow because it's not that goddamn difficult. But I always feel that way, and it almost never happens. I guess I'm waiting for the day that it does (not a great plan, I know), but I'm afraid my supervisor's patience is rightfully going to run out when she really sees the lack or progress or learns how I spend most of my time. My career is pretty much all I have in life, so losing it would be very bad (although perhaps not undeserved).

I don't really know what to do any more. I already tried antidepressants, talking to a psychiatrist and my supervisor and none of it "helped". I'm not sure what kind of advice r/AskAcademia could give. I guess I'd like to hear what you would do if I were your PhD student, or perhaps some experiences from people in this situation...

Thanks for your time!

Edit: Thank you everybody for your time, advice and support! I'm sorry that for a lot of it I have responded somewhat negatively by giving reasons why it didn't or probably won't work for me, or with lame excuses for why I won't be able to do something. Please know that I really appreciate it nevertheless!

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• Tuition & Aid
• Application Info
• About Grad School
• EKU Main Site
• Doctor of Psychology – Psy.D

120 Credit Hours

Up To 33 Hours

Bring Compassion and Leadership to any Healthcare Team

Become a field leader and positively impact individuals and communities with EKU’s Doctor of Psychology (Psy.D.) degree. EKU’s respected program prepares clinical psychology practitioners to provide psychological services to a broad range of clients and in a variety of settings, as well as to be sophisticated consumers of research. Students will gain competence with and provide evidence-based, ethical clinical services for a broad spectrum of diverse clients and become a positive force in their communities and beyond.

Career Outlook

Employment of psychologists is projected to grow 6 percent from 2022 to 2032 .

–  U.S. Bureau of Labor Statistics

Career Info

Psychologists study cognitive, emotional, and social processes and behavior by observing, interpreting, and recording how people relate to one another and to their environments. They use their findings to help improve processes and behaviors.

> Learn More About Career Opportunities

EKU Career Services

The EKU Office of Academic and Career Services is a one-stop shop for all of your career and professional development needs.

Services include:

• Creating/Updating Your Resume and Cover Letter
• Interviewing Tips and Coaching
• Career Documents Review

Build a rewarding career and become a leader in the field of clinical psychology with training that allows you to apply your knowledge in a practical setting, working with diverse populations.

• Fully accredited, brick-and-mortar university
• Free textbooks for all students through EKU BookSmart
• No application fee
• Learn from award-winning faculty and recognized scholars
• Program commitment to diversity and social justice
• Special focus on preparing practitioners to work in rural communities
• Clinical training program with clinical practicum and internship experiences at its core

The Psy.D. program in Clinical Psychology at EKU is fully accredited  by the Commission of Accreditation of the American Psychological Association. We were awarded this status on April 5, 2020. Our next site visit will be held in 2029.

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

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002 Phone: (202) 336-5979 / Email: [email protected] Web:  https://www.accreditation.apa.org/

View the Student Admissions and Outcome Data PDF

Curriculum & Enrollment

EKU is dedicated to preparing the highest quality clinical psychologists for Kentucky and beyond. EKU’s curriculum blends academic and professional preparation through course topics such as statistics and research design, advanced developmental psychology, biological bases of behavior, and rural mental health.

Degree Requirements

A total of 120 credits are required to graduate.

View the doctor of psychology program degree requirements:

• EKU Academic Catalog

Please review the admissions requirements before applying for this or any program. If you have questions about the program or are planning to register for classes, please speak to the program advisor.

Students in the clinical program are required to complete 27 credit hours of practicum. Early practicum experiences will occur in the Department of Psychology Clinic. External field placements typically occur during the third and fourth years of the program. These external experiences will typically require the student to work two days at the site per week. 

Recent practicum sites include:

• EKU Psychology Clinic
• Bluegrass Health Psychology
• EKU Counseling Center Pathways, Inc.
• Eastern State Hospital
• New Vista Oakwood
• Heather Risk & Associates
• The Christ Hospital
• Federal Bureau of Prisons
• Lexington Forensic Psychiatry
• Lexington VA Healthcare System
• Morehead State University Counseling Center
• Baby Health, Inc.
• Louisville VA Medical Center
• Cincinnati VA Medical Center

All students must complete a year-long doctoral internship in professional psychology at an approved site during the final year of the program. Our students are completing internships all over the country, including: 

• Appalachian Psychology Internship/Woodland Centers (Gallipolis, OH)
• Orlando VA Medical Center (Orlando, FL)
• Cincinnati VA Medical Center (Cincinnati, OH)
• Virginia Beach City Public Schools (Virginia Beach, VA)
• Colorado Mental Health Institute at Pueblo (Pueblo, CO)
• Saint Elizabeths Hospital (Washington, DC)
• Federal Bureau of Prisons-Tallahassee (Tallahassee, FL)
• Jefferson County (KY) Internship Consortium (Louisville, KY)
• S. Medical Center for Federal Prisoners-Springfield (Springfield, MO)
• Lexington VA Health Care System (Lexington, KY)
• Louisiana State University Health Sciences Center (New Orleans, LA)
• SUNY Stone Brook Counseling Center (Stony Brook, NY)
• Purdue University Counseling Center (West Lafayette, IN)
• Kennedy Kreiger/Johns Hopkins Behavioral Psychology & Neuropsychology (Baltimore, MD)
• University of Texas Health Science Center at Tyler (Tyler, TX)
• Wilford Hall Ambulatory Surgical Center/Lackland Air Force Base (San Antonio, TX)
• Central Arkansas Veterans Healthcare System (North Little Rock, AR)
• University of Kentucky Counseling Center (Lexington, KY)
• Florida State Hospital (Chattahoochee, FL)
• Federal Medical Center – Lexington (Lexington, KY)
• Ball State University Counseling Center (Muncie, IN)
• Federal Correctional Complex – Allenwood (White Deer, PA)

Transfer Credits

Students may transfer up to 12 hours of credit from accredited institutions.

Previously earned credits must be reviewed upon admittance to EKU for appropriate articulation.

Sample Courses

PSY 766 Forensic Psychology Review the roles of clinical psychologists in the legal system, focusing on principles of forensic mental health assessment, procedures of civil and criminal forensic psychological assessment, expert testimony, and forensic report writing.

PSY 818 Psychology of Addictions This course is designed to provide an overview of the assessment, diagnosis, theory, and treatment of substance-related and addictive disorders.

PSY 869 Psychology of Trauma Explores the psychological impact of various types of trauma. Introduces key elements of trauma research and practice, including assessment, diagnosis, theoretical models, and intervention.

PSY 871 Group and Family Therapy Theory and techniques of group and family therapy. Emphasis will be placed on developing and applying intervention skills.

Admission Requirements

A minimum of five undergraduate courses in psychology: general psychology, statistics, and experimental psychology are required, as well as two other courses acceptable to the departmental admissions committee. Applicants are required to submit academic transcripts for any undergraduate and graduate work, and the GRE score report. Candidates are encouraged to complete the GRE Psychology Subject Test if Psychology was not their major as an undergraduate. Please note that GRE scores and GPA may be used to narrow the applicant pool. Candidates with a GPA of 3.0 or higher and GRE scores at the 50th percentile or higher will be competitive. Admission is limited to available space. Meeting the minimum requirements, therefore, does not guarantee admission.

Applicants must submit a cover letter, expressing their interest in the program (1-2 typewritten, double spaced pages). In addition, applicants must respond to the following six, brief (no more than 500 words), essay prompts:

• Tell me about the types of extra-curricular activities you are involved in. Please include any leadership roles, volunteer work, or team membership. How has this shaped your interest in serving others?
• Our program heavily emphasizes multiculturalism and social justice, including rural culture. What experiences and perspectives would you bring to the program in this regard? What is something you learned about yourself from at least one of these experiences?
• Please tell us about any life experience you have had exposure to that would be beneficial to your work in this career field (co-op, internship, shadowing, or work experience).
• If you have had any research experience in your undergraduate or graduate studies, briefly describe your involvement in it.
• What gives you meaning and purpose? How might this be relevant in your decision to pursue clinical psychology?
• How do you balance demands on your time, responsibilities, and self-care?

Applicants must arrange for submission of three letters of recommendation from individuals familiar with your abilities relevant to graduate-level study in psychology, with at least one from psychology faculty. Applicants must also submit a curriculum vitae.

Applications are completed online and must be received by December 1. Top applicants will be invited for an interview. Notification regarding admission normally will be made in February or March.

• “I can confidently say that — as someone who doesn’t even live in the United States — EKU’s online program has been extremely accommodating and flexible. I can discuss advising appointments over email, and I can have my textbooks shipped to my address overseas.” – Sydney Garner Lewis
• “The EKU faculty were great and were able to answer all my questions.” – EKU Online Homeland Security student Dane Haukedahl
• “I chose EKU because I am a unique student with unique needs, and EKU provides an avenue for students like me to succeed.” – EKU Online Psychology student Jason Tate

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Active funding opportunity

Nsf 24-588: nsf epscor graduate fellowship program (egfp), program solicitation, document information, document history.

• Posted: July 3, 2024

Program Solicitation NSF 24-588

Full Proposal Deadline(s) (due by 5 p.m. submitting organization's local time):

October 02, 2024

June 02, 2025

June 01, 2026

Important Information And Revision Notes

The NSF EPSCoR Graduate Fellowship Program (EGFP) is a new three-year pilot program that responds directly to input from recent studies and legislation, including the Envisioning the Future of NSF EPSCoR report and the CHIPS and Science Act (Public Law 117-167) . The EGFP is intended to advance graduate talent recruitment, development, and retention at graduate institutions in the eligible EPSCoR states and territories , hereafter referred to as EPSCoR jurisdictions. Through the EGFP's investments, NSF intends to help build additional capacity for science, technology, engineering, and mathematics (STEM) research and in turn promote innovation and economic growth in EPSCoR jurisdictions and across the Nation.

EGFP is designed to enhance the STEM research capacity and competitiveness of EPSCoR jurisdictions by providing funding to graduate degree-awarding institutions that will allow them to recruit NSF EPSCoR Graduate Fellows. Awardee institutions will select fellowship recipients, the NSF EPSCoR Graduate Fellows, from the pool of exceptional talent who received Honorable Mention from the NSF Graduate Research Fellowship Program (GRFP) no more than three years prior to the proposal due date. NSF will provide the mechanism for awardee institutions to connect with GRFP Honorable Mention recipients through the NSF Education and Training Application (ETAP) system .

Any proposal submitted in response to this solicitation should be submitted in accordance with the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. The NSF PAPPG is regularly revised and it is the responsibility of the proposer to ensure that the proposal meets the requirements specified in this solicitation and the applicable version of the PAPPG. Submitting a proposal prior to a specified deadline does not negate this requirement.

Summary Of Program Requirements

General information.

Program Title:

NSF EPSCoR Graduate Fellowship Program (EGFP)

The NSF EPSCoR Graduate Fellowship Program (EGFP) provides an opportunity for applicants who received the distinction of GRFP Honorable Mention no more than three years before the proposal due date to be named NSF EPSCoR Graduate Fellows and obtain financial support for their graduate education at an institution in an EPSCoR jurisdiction. EGFP aims to enhance the capacity and competitiveness of EPSCoR jurisdictions by providing funding to graduate degree-awarding institutions to support NSF EPSCoR Graduate Fellows as they pursue graduate degrees in the disciplines specified by the NSF Directorates and Office that are participating in the EGFP funding program. Fellows may pursue degrees in field that differ from the field or sub-field of study that the GRFP Honorable Mention recipients previously listed in their GRFP application. EGFP awards will be made to institutions in EPSCoR jurisdictions. Awards will provide three years of stipend and associated cost-of-education allowance for each NSF EPSCoR Graduate Fellow. Stipends must be budgeted at the level of $37,000 per year per Fellow and cost-of-education allowances must be budgeted at the level of $16,000 per year per Fellow. A total of three years of support must be budgeted per Fellow. Each Fellow must be given up to five years to utilize the support. Awardees will administer the awards such that the Fellows receive the full stipend amount and the institution retains the full cost-of-education allowance during the three years that each Fellow receives support. All submissions must request support for a minimum of three Fellows.

Broadening Participation In STEM:

NSF recognizes the unique lived experiences of individuals from communities that are underrepresented and/or under-served in science, technology, engineering, and mathematics (STEM) and the barriers to inclusion and access to STEM education and careers. NSF highly encourages the leadership, partnership, and contributions in all NSF opportunities of individuals who are members of such communities supported by NSF. This includes leading and designing STEM research and education proposals for funding; serving as peer reviewers, advisory committee members, and/or committee of visitor members; and serving as NSF leadership, program, and/or administrative staff. NSF also highly encourages demographically diverse institutions of higher education (IHEs) to lead, partner, and contribute to NSF opportunities on behalf of their research and education communities. NSF expects that all individuals, including those who are members of groups that are underrepresented and/or under-served in STEM, are treated equitably and inclusively in the Foundation's proposal and award process.

NSF encourages IHEs that enroll, educate, graduate, and employ individuals who are members of groups underrepresented and/or under-served in STEM education programs and careers to lead, partner, and contribute to NSF opportunities, including leading and designing STEM research and education proposals for funding. Such IHEs include, but may not be limited to, community colleges and two-year institutions, mission-based institutions such as Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), women's colleges, and institutions that primarily serve persons with disabilities, as well as institutions defined by enrollment such as Predominantly Undergraduate Institutions (PUIs), Minority-Serving Institutions (MSIs), and Hispanic Serving Institutions (HSIs).

"Broadening participation in STEM" is the comprehensive phrase used by NSF to refer to the Foundation's goal of increasing the representation and diversity of individuals, organizations, and geographic regions that contribute to STEM teaching, research, and innovation. To broaden participation in STEM, it is necessary to address issues of equity, inclusion, and access in STEM education, training, and careers. Whereas all NSF programs might support broadening participation components, some programs primarily focus on supporting broadening participation research and projects. Examples can be found on the NSF Broadening Participation in STEM website.

Cognizant Program Officer(s):

Please note that the following information is current at the time of publishing. See program website for any updates to the points of contact.

• EGFP: Program Contact, telephone: (703) 292-2440, email: [email protected]
• Narcrisha S. Norman, telephone: (703) 292-7965, email: [email protected]
• Rebecca Shearman, telephone: (703) 292-7403, email: [email protected]
• Jeanne R. Small, telephone: (703) 292-8623, email: [email protected]
• 47.041 --- Engineering
• 47.049 --- Mathematical and Physical Sciences
• 47.050 --- Geosciences
• 47.070 --- Computer and Information Science and Engineering
• 47.074 --- Biological Sciences
• 47.075 --- Social Behavioral and Economic Sciences
• 47.076 --- STEM Education
• 47.083 --- Office of Integrative Activities (OIA)
• 47.084 --- NSF Technology, Innovation and Partnerships

Award Information

Anticipated Type of Award: Continuing Grant

Estimated Number of Awards: 5 to 35

Anticipated Funding Amount: $17,000,000

Proposals must request at least the amount of funding required to support three Fellows over three years ($477,000 total). It is anticipated that no proposals will request support for more than 20 Fellows over three years ($3,180,000 total). It is also anticipated that the average award size will allow five Fellows to be supported for three years ($795,000 total).

Number of awards and award sizes are subject to the availability of funds and quality of proposals submitted.

Eligibility Information

Who May Submit Proposals:

Proposals may only be submitted by the following: Institutions of Higher Education (IHEs) that are accredited, have a campus located in an eligible EPSCoR jurisdiction at the time of proposal submission, and offer at least one master's and/or doctoral degree in a STEM discipline aligned with the topical focus area(s) described in this solicitation.

Who May Serve as PI:

As of the submission deadline, PIs, co-PIs, or other Senior/Key personnel must hold primary, full-time, paid, and continuing appointments at an institution that is eligible to submit in response to this solicitation (see above), with exceptions granted for family or medical leave, as determined by the submitting institution. Individuals holding term-limited appointments are not eligible.

Limit on Number of Proposals per Organization: 1

Each submitting organization is limited to one proposal per annual competition. Potential PIs are advised to contact their institutional office of research (or equivalent) regarding processes used to select proposals for submission. Institutions interested in supporting Fellows in multiple topical focus areas must submit a single proposal that addresses all topical areas of interest.

Limit on Number of Proposals per PI or co-PI: 1

An individual must not participate as PI, Co-PI, or Senior/Key Personnel on more than one proposal submitted for the same deadline.

Proposal Preparation and Submission Instructions

A. proposal preparation instructions.

• Letters of Intent: Not required
• Preliminary Proposal Submission: Not required
• Full Proposals submitted via Research.gov: NSF Proposal and Award Policies and Procedures Guide (PAPPG) guidelines apply. The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .
• Full Proposals submitted via Grants.gov: NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov guidelines apply (Note: The NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ).

B. Budgetary Information

C. due dates, proposal review information criteria.

Merit Review Criteria:

National Science Board approved criteria. Additional merit review criteria apply. Please see the full text of this solicitation for further information.

Award Administration Information

Award Conditions:

Standard NSF award conditions apply.

Reporting Requirements:

Standard NSF reporting requirements apply.

I. Introduction

In 1950, Congress established NSF, five years after Vannevar Bush sent a report titled Science – the Endless Frontier to President Harry S. Truman outlining a plan to create a new agency that would contribute to the development of the Nation's scientific talent ( https://www.nsf.gov/about/history/EndlessFrontier_w.pdf ). Bush's report created a blueprint for U.S. scientific research. He made the point that" There are talented individuals in every segment of the population ". Bush further wrote that " ... it is recommended that provision be made for... graduate fellowships... ". These words are reminders that investments in transformative science and people with high potential are key for keeping the U.S. strong and competitive.

The NSF Graduate Research Fellowship Program (GRFP) acted on Bush's report and became NSF's first program. Since its inception, GRFP has received applications each year from exceptionally talented individuals who have the potential to make strong positive contributions to the U.S. STEM enterprise. Only a small subset of applicants are offered an NSF Graduate Research Fellowship every year. An additional elite group of applicants receive the distinction of being named an NSF Graduate Research Fellowship Honorable Mention in recognition of their outstanding achievements and potential for future contributions in STEM. GRFP Awardees and Honorable Mentions together represent some of the nation's most promising STEM talent. Unfortunately, due to funding limitations, NSF has been unable to provide GRFP Honorable Mentions with financial support for graduate school.

The EPSCoR Graduate Fellowship Program (EGFP) aims to enhance the STEM capacity and competitiveness of EPSCoR jurisdictions by providing graduate degree-granting institutions with funding that can be used to provide fellowships to students who received a GRFP Honorable Mention. The EGFP program specifically seeks to empower IHEs from EPSCoR jurisdictions to attract and retain extremely high-quality graduate students.

This program is an opportunity for GRFP applicants who received the distinction of GRFP Honorable Mention to obtain financial support for their graduate education in STEM disciplines, including the discipline of STEM education research, at an institution in an EPSCoR jurisdiction. Eligible students must have received a GRFP Honorable Mention no more than three years prior to the deadline date for submission of proposals to the EGFP. Students who receive support through this program are known as NSF EPSCoR Graduate Fellows, and are referred to as Fellows for the remainder of this solicitation.

EGFP awards are made to institutions to support graduate students in specific fields of study. Institutions that receive funding through this program will be eligible to recruit and support meritorious GRFP Honorable Mentions to attend their institutions and pursue a graduate degree. Support from the EGFP program is only available for those fields specified by the NSF Directorates and Office participating in the EGFP. Students must be recruited for and pursue degrees in the field(s) addressed in each EGFP proposal.

As authorized in the CHIPS and Science Act (Sections 10325, 10387, 10383, and 10393), the EGFP program will help NSF to increase its investments in EPSCoR jurisdictions, while growing STEM talent and providing an opportunity to support the development of a ready workforce in critical and emerging technologies. EGFP investments in the future STEM workforce are intended to build capacity for STEM research in EPSCoR jurisdictions, which in turn is intended to promote innovation and economic growth in EPSCoR jurisdictions and across the Nation.

II. Program Description

STEM Topics and Areas Eligible for Consideration

The following NSF Directorates and Office are participating in this solicitation:

• Directorate for Biological Sciences (BIO)
• Directorate for Computer and Information Science and Engineering (CISE)
• Directorate for Engineering (ENG)
• Directorate for Geosciences (GEO)
• Directorate for Mathematical and Physical Sciences (MPS)
• Directorate for Social, Behavioral, and Economic Sciences (SBE)
• Directorate for STEM Education (EDU)
• Directorate for Technology, Innovation and Partnerships (TIP)
• Office of Integrative Activities (OIA)

Each participating Directorate and Office has identified specific topics or areas that align with their unique goals and the programs they support. These topics or areas may differ from the field or sub-field the Honorable Mention recipients previously listed in their GRFP applications.

The topics and area that will be considered for funding by each of the participating Directorates and Office are described below.

Directorate for Biological Sciences (BIO) : BIO will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Biological Sciences with an emphasis on proposals that combine biology and artificial intelligence, that advance the bioeconomy, and/or create solutions for a resilient planet. More information about BIO is available on the NSF.gov website. https://www.nsf.gov/dir/index.jsp?org=BIO .

Directorate for Computer and Information Science and Engineering (CISE) : CISE will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Computer and Information Science and Engineering. More information about CISE is available on the NSF.gov website. https://new.nsf.gov/cise .

Directorate for Engineering (ENG) : ENG will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Engineering. More information about ENG is available on the NSF.gov website. https://www.nsf.gov/dir/index.jsp?org=ENG .

Directorate for Geosciences (GEO) : GEO will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Geosciences. More information about GEO is available on the NSF.gov website. https://new.nsf.gov/about/directorates-offices#geo .

Directorate for Mathematical and Physical Sciences (MPS) : MPS will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Mathematical and Physical Sciences. More information about MPS is available on the NSF.gov website. https://www.nsf.gov/dir/index.jsp?org=MPS .

Directorate for Social, Behavioral, and Economic Sciences (SBE) : SBE will consider proposals that engage Fellows in any field or fields of study supported by the Directorate for Social, Behavioral, and Economic Sciences. More information about SBE is available on the NSF.gov website. https://new.nsf.gov/sbe .

Directorate for STEM Education (EDU) : EDU will consider proposals that provide support for graduate students pursuing a master's or doctoral degree in STEM education. This includes degrees offered within STEM disciplines that involve discipline-based education research. More information about EDU is available on the NSF.gov website. https://new.nsf.gov/edu .

Directorate for Technology, Innovation and Partnerships (TIP) : TIP will consider proposals that engage Fellows in graduate curricula designed in collaboration with non-academic employers to address skills gaps in the ten key technology areas that are described in Sec. 10387 of the CHIPS and Science Act and correspondingly the focus of the Directorate. NSF recognizes that each of these key technology areas spans multiple fields of study and expects graduate program offerings to demonstrate such multi-disciplinary training. Graduate programs eligible for support must incorporate experiential learning and problem-solving components beyond traditional research activities typically expected of graduate programs in STEM fields. Industry- and policy-based experiential learning opportunities are strongly preferred. Proposals considered for funding by TIP must indicate how specific non-academic employers have been engaged in the development or modification of relevant graduate curricula. More information about TIP is available on the NSF.gov website. https://new.nsf.gov/tip/latest .

Office of Integrative Activities (OIA) : The Established Program to Stimulate Competitive Research (EPSCoR) in OIA will consider proposals that provide support for graduate students pursuing a master's or doctoral degree in a STEM discipline aligned with an EPSCoR Research Infrastructure Improvement (RII) award within the jurisdiction. These submissions should focus on leveraging existing NSF EPSCoR RII investments to improve research, education, broadening participation, and economic development in the jurisdiction. Proposals should identify graduate student experiences that synergize with the currently funded RII project(s) in ways that engage in academic, government, and private sector partners, as appropriate. Currently funded RII projects may be found on NSF's website at this link , by exploring the websites of EPSCoR jurisdictions , or by contacting an NSF EPSCoR RII Program Director .

Institutional Responsibilities

Proposing institutions must be prepared to provide NSF EPSCoR Graduate Fellows with a high-quality graduate experience in the discipline(s) in which each Fellow will pursue a graduate degree. Institutions must provide clear evidence of an existing graduate program in the discipline(s) relevant to the proposal. Only proposals focusing on one or more of the topics or areas described above will be considered for funding. Other proposals will be returned without review. See the Full Proposal Preparation Instructions section for more information about the expected contents of a proposal.

Institutions receiving awards through this solicitation will be required to use the NSF Education and Training Application (ETAP) system to recruit prospective Fellows. Institutions may recruit potential Fellows from the pool of highly qualified individuals who received Honorable Mention recognition from the NSF GRFP no more than three years prior to the proposal submission deadline.

NSF conducts ongoing program monitoring and evaluation to determine how effective its programs are at achieving their goals. Proposing institutions must present a plan for ensuring that all project participants, including employees of the proposing institution, as well as supported Fellows, will comply with NSF's requests for information related to program-level evaluation, including requests to participate in surveys, interviews, and other methods for collecting evaluation data. Prospective Fellows offered funding through this program must be informed of and agree to this obligation prior to receiving support.

Proposing institutions should note that for this solicitation, a graduate student Mentoring Plan, prepared in accordance with the guidance contained in the PAPPG, must be included in the Other Supplementary Documents section of the proposal. In submission of each annual and final annual project report, the PI or co-PI is certifying that every graduate student receiving substantial support through this program had an Individual Development Plan (IDP) during the reporting period. NSF defines "substantial support" as support provided to an individual that is equal to one person month or more during the annual reporting period for the NSF award. Other requirements in the PAPPG that apply to all NSF research proposals and awards apply to EGFP proposals and awards.

Fellow Responsibilities

Prospective Fellows will connect with institutions offering fellowships via the NSF Education and Training Application (ETAP) system. In addition to completing an ETAP application, Fellows will also be required to submit any additional documentation required by the institution(s) offering fellowships to be considered for support. Prospective Fellows must have received the distinction of Honorable Mention from the NSF GRFP program no more than three years prior to the deadline date for the institution's proposal to the EGFP program. Fellows can apply to graduate programs that differ from those listed as field or sub-field in their previous GRFP application. To be eligible for ongoing support, fellowship recipients must be enrolled full-time in an eligible master's or doctoral degree-granting program and make ongoing satisfactory progress toward completion of their graduate degree. Fellows must remain enrolled in a degree program in the same discipline as when they were admitted by institution. Full-time enrollment must be certified by the awardee institution's registrar (or equivalent). Fellowships are granted by the institution and not portable to another institution. If a Fellow transfers to another institution, the Fellow will forfeit continued access to the fellowship.

III. Award Information

$17,000,000 available annually. Number of awards is approximate and subject to the availability of funds and quality of the proposals submitted.

IV. Eligibility Information

Additional Eligibility Info:

A proposing institution must provide clear evidence of an existing graduate program in the discipline(s) relevant to the proposal. All proposals must include a Letter of Collaboration from the submitting institution's Graduate School Dean, or from a person with similar responsibility and authority for the graduate programs that are relevant to the proposal.

V. Proposal Preparation And Submission Instructions

Full Proposal Preparation Instructions : Proposers may opt to submit proposals in response to this Program Solicitation via Research.gov or Grants.gov.

• Full Proposals submitted via Research.gov: Proposals submitted in response to this program solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Proposal and Award Policies and Procedures Guide (PAPPG). The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg . Paper copies of the PAPPG may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] . The Prepare New Proposal setup will prompt you for the program solicitation number.
• Full proposals submitted via Grants.gov: Proposals submitted in response to this program solicitation via Grants.gov should be prepared and submitted in accordance with the NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov . The complete text of the NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: ( https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ). To obtain copies of the Application Guide and Application Forms Package, click on the Apply tab on the Grants.gov site, then click on the Apply Step 1: Download a Grant Application Package and Application Instructions link and enter the funding opportunity number, (the program solicitation number without the NSF prefix) and press the Download Package button. Paper copies of the Grants.gov Application Guide also may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

See PAPPG Chapter II.D.2 for guidance on the required sections of a full research proposal submitted to NSF. Please note that the proposal preparation instructions provided in this program solicitation may deviate from the PAPPG instructions.

The following instructions are specific to proposals submitted to the EPSCoR Graduate Fellowship Program and supplement the NSF PAPPG.

• Separately submitted collaborative proposals will not be accepted and will be returned without review.
• Proposals that do not contain all items described below will be returned without review.

The following information is in addition to the guidance provided by the NSF PAPPG, which applies to all proposals submitted to NSF.

Cover Sheet: For planning purposes, use March 15 of the upcoming year as the award start date.

Project Summary: (1-page limit): The first sentence of the Project Summary should clearly identify the NSF Directorate(s) or Office that provides funding for research in the disciplinary area and topic that are the focus of the proposal and the number of graduate students for whom Fellowships will be provided. In the case that the proposal focuses on areas that are associated with more than one NSF Directorate or Office, the number of graduate students should be disaggregated by Directorate or Office. The remainder of the Project Summary should describe the proposed project. See the NSF PAPPG for additional instructions. The summary should be written in a manner that will be informative to STEM professionals working in related fields and understandable to a scientifically literate lay reader.

Project Description: The Project Description may not exceed 15 pages, including tables and illustrations.

Each proposal should provide an overview of the educational ecosystem represented by the proposing institution. This may include topics such as size, setting, areas of emphasis, number of undergraduate and graduate degree programs, collaborations with other educational institutions, connections to businesses and industry, or other topics that the proposal authors feel are relevant.

Each proposal must explicitly identify the STEM or STEM education research area(s) for which Fellows are sought, and the number of students for whom Fellowships will be provided (disaggregated by research area as appropriate).

For each relevant discipline, the proposal must provide credible evidence that the institution has the capacity to serve the number of students for whom support is requested. In addition, the institution must demonstrate in the proposal that they have the capability to provide students with a high-quality graduate experience. This means that, at a minimum, the graduate program(s) for which students are sought:

• already exists;
• is supported by a sufficient number of faculty who are willing to advise the students;
• possesses or has access to the facilities and tools necessary to support high-quality research and mentoring in the relevant disciplines;
• is within an institution that has a track record of effectively recruiting, retaining, and graduating STEM or STEM education graduate students and supporting them in finding employment after graduation;
• is within an institution that has demonstrable experience on-boarding new STEM or STEM education research graduate students and promoting their sense of belonging by providing an introduction to the local community, ensuring awareness and access to resources available at the school, and facilitating peer mentoring and support among graduate students; and
• is within an institution that has experience providing professional development for STEM or STEM education graduate students and mentoring them to successful completion of the graduate degrees.

Most of the project description portion of the proposal should focus on providing a complete description of the characteristics of the graduate program that selected Fellows will experience, from matriculation through graduation. Alignment of the graduate program with one or more of those specified by the Directorates/Office collaborating to issue this solicitation must be clearly articulated. Discussion of the topics shown as bullet points in the preceding paragraph must be included. Additionally, each proposal should describe compelling characteristics of the relevant graduate degree program that can be highlighted as evidence of quality. Each proposal should also summarize what constitutes "satisfactory progress" toward completion of a STEM or STEM education research graduate degree in the relevant discipline(s) and describe how students are guided to make continuous satisfactory progress throughout their graduate program. The process by which students who are not making satisfactory progress are notified, given opportunities to improve, and, if no improvement occurs, are dismissed from the program(s) should be addressed.

Additional information may also be included as deemed appropriate in judging the overall potential of the institution to provide Fellows with a high-quality graduate experience. For example, proposals may include information about services and other resources offered to graduate students by relevant departments and/or colleges (or equivalent) and the institution. Proposal authors are encouraged to review the information in Section VI of this Solicitation (NSF Proposal Processing and Review Criteria), including the additional solicitation-specific review criteria.

The proposal must include a commitment to collaborate with NSF to prepare and disseminate institutional graduate admission resources via the NSF Education and Training Application (ETAP) system. A description of the process by which prospective Fellows' information submitted via ETAP will be reviewed, the additional application materials that will be requested from the prospective Fellows, and the process for making final decisions regarding which applicants will be offered fellowships, must be included. Proposing institutions are strongly encouraged to make the application process as simple and straightforward as possible for prospective Fellows because these individuals have already been pre-screened and received an Honorable Mention as a result of the NSF GRFP application and review process.

Other Supplementary Documents: All proposals must include the following two items, which must be uploaded into the Other Supplementary Documents section of the proposal:

• a Letter of Collaboration from the submitting institution's Graduate School Dean, or from a person with similar responsibility and authority for the graduate programs that are relevant to the proposal; and
• a graduate student Mentoring Plan applicable to all Fellows at the proposing institution. Proposers should follow the instruction for preparing and submitting a Mentoring Plan contained within the PAPPG.

Cost Sharing:

Inclusion of voluntary committed cost sharing is prohibited.

Other Budgetary Limitations:

Awards will support up to three years of stipends and associated cost-of-education allowances for Fellows. Stipends should be budgeted at the level of $37,000 per student per year and cost-of-education allowances should be budgeted at the level of $16,000 per student per fellowship year. The cost-of-education allowance provides payment in lieu of tuition and mandatory fees to the institution. A total of three years of support must be budgeted per student. Each student must be given up to five years to utilize the support. Both stipends and cost-of-education allowances must be listed as Participant Support Costs in the NSF proposal budget.

During the years in which students are receiving fellowship support, the institution is required to exempt Fellows from paying tuition and fees normally charged to students of similar academic standing, unless such charges are optional or are refundable (i.e., the institution is responsible for tuition and required fees in excess of the cost-of-education allowance). Acceptance of fellowship funds by the awardee institution indicates acceptance of and adherence to these and other terms and conditions as specified in this solicitation and the PAPPG. The cost-of-education allowance is provided to institutions in lieu of tuition and mandatory fees and it can be used for any purpose that the institution would normally use the revenue it collects via tuition and fees.

Each proposal should develop a three-year budget for the project in which all the funds requested are evenly distributed across the three project years. If the project is on track, the funding requested will be provided to each awardee institution as continuing grant increments during the three project years. The institution can use all the funding for Fellows during those years, or, if one or more Fellows chooses to defer their fellowship, the institution may request one or more no-cost extensions, as necessary, to allow each Fellow up to five years to utilize their three years of fellowship funding. All Fellows' requests for deferral must be approved by the institution. Awardee institutions' requests for no-cost extensions must be documented and approved as described in the PAPPG.

To reiterate, each Fellow will receive up to three years of support and that support may be utilized at any time during a five-year period. A Fellow's cost-of-education allowance, which is to be used at the discretion of the institution, can only be charged to the award during the same year that the Fellow receives a stipend.

Fellows receiving fellowship support must have full access to all resources and other benefits available at the institution to other graduate students supported at the "full-time" support level (normally 20 hours per week average expected commitment) as research or teaching assistants. Once a Fellow matriculates at an institution in a discipline supported by the institution's EGFP award, the Fellow cannot change their field of study to pursue a degree for which the institution has not received EGFP support.

If, for any reason, a supported Fellow leaves an institution, the institution should contact the cognizant NSF program officer. The potential next steps are: (1) the awardee institution recruits a new Fellow; or (2) NSF reduces the value of any upcoming continuing grant increments to reflect the reduction in number of Fellows supported by the institution and/or arranges for the return of some portion of the funds previously provided to the institution by NSF. If the institution receives permission from NSF to recruit a new Fellow and does not have sufficient funds remaining to provide a full three years of support to the incoming Fellow, they may request a supplement to their award. The availability of supplements is dependent upon the availability of funds at NSF. No commitments of NSF-provided funding should be made to incoming replacement Fellows beyond what the host institution is able to provide with the funds remaining in the project budget (including awarded supplements) at the time the commitment is being made. New Fellows must have received Honorable Mention from the NSF GRFP no more than three years prior to the date of submission of the institution's EGFP proposal. New Fellows must connect with the institution via NSF's ETAP system.

Support for no fewer than three Fellows can be requested in any proposal. This requirement does not apply to supplement requests.

D. Research.gov/Grants.gov Requirements

For Proposals Submitted Via Research.gov:

To prepare and submit a proposal via Research.gov, see detailed technical instructions available at: https://www.research.gov/research-portal/appmanager/base/desktop?_nfpb=true&_pageLabel=research_node_display&_nodePath=/researchGov/Service/Desktop/ProposalPreparationandSubmission.html . For Research.gov user support, call the Research.gov Help Desk at 1-800-381-1532 or e-mail [email protected] . The Research.gov Help Desk answers general technical questions related to the use of the Research.gov system. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this funding opportunity.

For Proposals Submitted Via Grants.gov:

Before using Grants.gov for the first time, each organization must register to create an institutional profile. Once registered, the applicant's organization can then apply for any federal grant on the Grants.gov website. Comprehensive information about using Grants.gov is available on the Grants.gov Applicant Resources webpage: https://www.grants.gov/applicants . In addition, the NSF Grants.gov Application Guide (see link in Section V.A) provides instructions regarding the technical preparation of proposals via Grants.gov. For Grants.gov user support, contact the Grants.gov Contact Center at 1-800-518-4726 or by email: [email protected] . The Grants.gov Contact Center answers general technical questions related to the use of Grants.gov. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this solicitation. Submitting the Proposal: Once all documents have been completed, the Authorized Organizational Representative (AOR) must submit the application to Grants.gov and verify the desired funding opportunity and agency to which the application is submitted. The AOR must then sign and submit the application to Grants.gov. The completed application will be transferred to Research.gov for further processing. The NSF Grants.gov Proposal Processing in Research.gov informational page provides submission guidance to applicants and links to helpful resources including the NSF Grants.gov Application Guide , Grants.gov Proposal Processing in Research.gov how-to guide , and Grants.gov Submitted Proposals Frequently Asked Questions . Grants.gov proposals must pass all NSF pre-check and post-check validations in order to be accepted by Research.gov at NSF. When submitting via Grants.gov, NSF strongly recommends applicants initiate proposal submission at least five business days in advance of a deadline to allow adequate time to address NSF compliance errors and resubmissions by 5:00 p.m. submitting organization's local time on the deadline. Please note that some errors cannot be corrected in Grants.gov. Once a proposal passes pre-checks but fails any post-check, an applicant can only correct and submit the in-progress proposal in Research.gov.

Proposers that submitted via Research.gov may use Research.gov to verify the status of their submission to NSF. For proposers that submitted via Grants.gov, until an application has been received and validated by NSF, the Authorized Organizational Representative may check the status of an application on Grants.gov. After proposers have received an e-mail notification from NSF, Research.gov should be used to check the status of an application.

VI. NSF Proposal Processing And Review Procedures

Proposals received by NSF are assigned to the appropriate NSF program for acknowledgement and, if they meet NSF requirements, for review. All proposals are carefully reviewed by a scientist, engineer, or educator serving as an NSF Program Officer, and usually by three to ten other persons outside NSF either as ad hoc reviewers, panelists, or both, who are experts in the particular fields represented by the proposal. These reviewers are selected by Program Officers charged with oversight of the review process. Proposers are invited to suggest names of persons they believe are especially well qualified to review the proposal and/or persons they would prefer not review the proposal. These suggestions may serve as one source in the reviewer selection process at the Program Officer's discretion. Submission of such names, however, is optional. Care is taken to ensure that reviewers have no conflicts of interest with the proposal. In addition, Program Officers may obtain comments from site visits before recommending final action on proposals. Senior NSF staff further review recommendations for awards. A flowchart that depicts the entire NSF proposal and award process (and associated timeline) is included in PAPPG Exhibit III-1.

A comprehensive description of the Foundation's merit review process is available on the NSF website at: https://www.nsf.gov/bfa/dias/policy/merit_review/ .

Proposers should also be aware of core strategies that are essential to the fulfillment of NSF's mission, as articulated in Leading the World in Discovery and Innovation, STEM Talent Development and the Delivery of Benefits from Research - NSF Strategic Plan for Fiscal Years (FY) 2022 - 2026 . These strategies are integrated in the program planning and implementation process, of which proposal review is one part. NSF's mission is particularly well-implemented through the integration of research and education and broadening participation in NSF programs, projects, and activities.

One of the strategic objectives in support of NSF's mission is to foster integration of research and education through the programs, projects, and activities it supports at academic and research institutions. These institutions must recruit, train, and prepare a diverse STEM workforce to advance the frontiers of science and participate in the U.S. technology-based economy. NSF's contribution to the national innovation ecosystem is to provide cutting-edge research under the guidance of the Nation's most creative scientists and engineers. NSF also supports development of a strong science, technology, engineering, and mathematics (STEM) workforce by investing in building the knowledge that informs improvements in STEM teaching and learning.

NSF's mission calls for the broadening of opportunities and expanding participation of groups, institutions, and geographic regions that are underrepresented in STEM disciplines, which is essential to the health and vitality of science and engineering. NSF is committed to this principle of diversity and deems it central to the programs, projects, and activities it considers and supports.

A. Merit Review Principles and Criteria

The National Science Foundation strives to invest in a robust and diverse portfolio of projects that creates new knowledge and enables breakthroughs in understanding across all areas of science and engineering research and education. To identify which projects to support, NSF relies on a merit review process that incorporates consideration of both the technical aspects of a proposed project and its potential to contribute more broadly to advancing NSF's mission "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense; and for other purposes." NSF makes every effort to conduct a fair, competitive, transparent merit review process for the selection of projects.

1. Merit Review Principles

These principles are to be given due diligence by PIs and organizations when preparing proposals and managing projects, by reviewers when reading and evaluating proposals, and by NSF program staff when determining whether or not to recommend proposals for funding and while overseeing awards. Given that NSF is the primary federal agency charged with nurturing and supporting excellence in basic research and education, the following three principles apply:

• All NSF projects should be of the highest quality and have the potential to advance, if not transform, the frontiers of knowledge.
• NSF projects, in the aggregate, should contribute more broadly to achieving societal goals. These "Broader Impacts" may be accomplished through the research itself, through activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. The project activities may be based on previously established and/or innovative methods and approaches, but in either case must be well justified.
• Meaningful assessment and evaluation of NSF funded projects should be based on appropriate metrics, keeping in mind the likely correlation between the effect of broader impacts and the resources provided to implement projects. If the size of the activity is limited, evaluation of that activity in isolation is not likely to be meaningful. Thus, assessing the effectiveness of these activities may best be done at a higher, more aggregated, level than the individual project.

With respect to the third principle, even if assessment of Broader Impacts outcomes for particular projects is done at an aggregated level, PIs are expected to be accountable for carrying out the activities described in the funded project. Thus, individual projects should include clearly stated goals, specific descriptions of the activities that the PI intends to do, and a plan in place to document the outputs of those activities.

These three merit review principles provide the basis for the merit review criteria, as well as a context within which the users of the criteria can better understand their intent.

2. Merit Review Criteria

All NSF proposals are evaluated through use of the two National Science Board approved merit review criteria. In some instances, however, NSF will employ additional criteria as required to highlight the specific objectives of certain programs and activities.

The two merit review criteria are listed below. Both criteria are to be given full consideration during the review and decision-making processes; each criterion is necessary but neither, by itself, is sufficient. Therefore, proposers must fully address both criteria. (PAPPG Chapter II.D.2.d(i). contains additional information for use by proposers in development of the Project Description section of the proposal). Reviewers are strongly encouraged to review the criteria, including PAPPG Chapter II.D.2.d(i), prior to the review of a proposal.

When evaluating NSF proposals, reviewers will be asked to consider what the proposers want to do, why they want to do it, how they plan to do it, how they will know if they succeed, and what benefits could accrue if the project is successful. These issues apply both to the technical aspects of the proposal and the way in which the project may make broader contributions. To that end, reviewers will be asked to evaluate all proposals against two criteria:

• Intellectual Merit: The Intellectual Merit criterion encompasses the potential to advance knowledge; and
• Broader Impacts: The Broader Impacts criterion encompasses the potential to benefit society and contribute to the achievement of specific, desired societal outcomes.

The following elements should be considered in the review for both criteria:

• Advance knowledge and understanding within its own field or across different fields (Intellectual Merit); and
• Benefit society or advance desired societal outcomes (Broader Impacts)?
• To what extent do the proposed activities suggest and explore creative, original, or potentially transformative concepts?
• Is the plan for carrying out the proposed activities well-reasoned, well-organized, and based on a sound rationale? Does the plan incorporate a mechanism to assess success?
• How well qualified is the individual, team, or organization to conduct the proposed activities?
• Are there adequate resources available to the PI (either at the home organization or through collaborations) to carry out the proposed activities?

Broader impacts may be accomplished through the research itself, through the activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. NSF values the advancement of scientific knowledge and activities that contribute to achievement of societally relevant outcomes. Such outcomes include, but are not limited to: full participation of women, persons with disabilities, and other underrepresented groups in science, technology, engineering, and mathematics (STEM); improved STEM education and educator development at any level; increased public scientific literacy and public engagement with science and technology; improved well-being of individuals in society; development of a diverse, globally competitive STEM workforce; increased partnerships between academia, industry, and others; improved national security; increased economic competitiveness of the United States; and enhanced infrastructure for research and education.

Proposers are reminded that reviewers will also be asked to review the Data Management and Sharing Plan and the Mentoring Plan, as appropriate.

Additional Solicitation Specific Review Criteria

In addition to the standard NSF Intellectual Merit and Broader Impacts Criteria, reviewers will be required to carefully consider the extent to which the following aspects are addressed in proposals:

• The capacity and exemplary characteristics of existing graduate education and research programs in the discipline(s) relevant to the proposed project at the proposing institution.
• The effectiveness of graduate education and mentoring programs in the relevant discipline(s) at the proposing institution in retaining students to degree completion and preparing them for success in their future careers.
• The extent to which the proposed project will enhance the capacity for research and/or contribute to innovation in the EPSCoR jurisdiction.

B. Review and Selection Process

Proposals submitted in response to this program solicitation will be reviewed by Ad hoc Review and/or Panel Review.

Reviewers will be asked to evaluate proposals using two National Science Board approved merit review criteria and, if applicable, additional program specific criteria. A summary rating and accompanying narrative will generally be completed and submitted by each reviewer and/or panel. The Program Officer assigned to manage the proposal's review will consider the advice of reviewers and will formulate a recommendation.

After scientific, technical and programmatic review and consideration of appropriate factors, the NSF Program Officer recommends to the cognizant Division Director whether the proposal should be declined or recommended for award. NSF strives to be able to tell proposers whether their proposals have been declined or recommended for funding within six months. Large or particularly complex proposals or proposals from new recipients may require additional review and processing time. The time interval begins on the deadline or target date, or receipt date, whichever is later. The interval ends when the Division Director acts upon the Program Officer's recommendation.

After programmatic approval has been obtained, the proposals recommended for funding will be forwarded to the Division of Grants and Agreements or the Division of Acquisition and Cooperative Support for review of business, financial, and policy implications. After an administrative review has occurred, Grants and Agreements Officers perform the processing and issuance of a grant or other agreement. Proposers are cautioned that only a Grants and Agreements Officer may make commitments, obligations or awards on behalf of NSF or authorize the expenditure of funds. No commitment on the part of NSF should be inferred from technical or budgetary discussions with a NSF Program Officer. A Principal Investigator or organization that makes financial or personnel commitments in the absence of a grant or cooperative agreement signed by the NSF Grants and Agreements Officer does so at their own risk.

Once an award or declination decision has been made, Principal Investigators are provided feedback about their proposals. In all cases, reviews are treated as confidential documents. Verbatim copies of reviews, excluding the names of the reviewers or any reviewer-identifying information, are sent to the Principal Investigator/Project Director by the Program Officer. In addition, the proposer will receive an explanation of the decision to award or decline funding.

VII. Award Administration Information

A. notification of the award.

Notification of the award is made to the submitting organization by an NSF Grants and Agreements Officer. Organizations whose proposals are declined will be advised as promptly as possible by the cognizant NSF Program administering the program. Verbatim copies of reviews, not including the identity of the reviewer, will be provided automatically to the Principal Investigator. (See Section VI.B. for additional information on the review process.)

B. Award Conditions

An NSF award consists of: (1) the award notice, which includes any special provisions applicable to the award and any numbered amendments thereto; (2) the budget, which indicates the amounts, by categories of expense, on which NSF has based its support (or otherwise communicates any specific approvals or disapprovals of proposed expenditures); (3) the proposal referenced in the award notice; (4) the applicable award conditions, such as Grant General Conditions (GC-1)*; or Research Terms and Conditions* and (5) any announcement or other NSF issuance that may be incorporated by reference in the award notice. Cooperative agreements also are administered in accordance with NSF Cooperative Agreement Financial and Administrative Terms and Conditions (CA-FATC) and the applicable Programmatic Terms and Conditions. NSF awards are electronically signed by an NSF Grants and Agreements Officer and transmitted electronically to the organization via e-mail.

*These documents may be accessed electronically on NSF's Website at https://www.nsf.gov/awards/managing/award_conditions.jsp?org=NSF . Paper copies may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

More comprehensive information on NSF Award Conditions and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

Administrative and National Policy Requirements

Build America, Buy America

As expressed in Executive Order 14005, Ensuring the Future is Made in All of America by All of America's Workers (86 FR 7475), it is the policy of the executive branch to use terms and conditions of Federal financial assistance awards to maximize, consistent with law, the use of goods, products, and materials produced in, and services offered in, the United States.

Consistent with the requirements of the Build America, Buy America Act (Pub. L. 117-58, Division G, Title IX, Subtitle A, November 15, 2021), no funding made available through this funding opportunity may be obligated for infrastructure projects under an award unless all iron, steel, manufactured products, and construction materials used in the project are produced in the United States. For additional information, visit NSF's Build America, Buy America webpage.

C. Reporting Requirements

For all multi-year grants (including both standard and continuing grants), the Principal Investigator must submit an annual project report to the cognizant Program Officer no later than 90 days prior to the end of the current budget period. (Some programs or awards require submission of more frequent project reports). No later than 120 days following expiration of a grant, the PI also is required to submit a final annual project report, and a project outcomes report for the general public.

Failure to provide the required annual or final annual project reports, or the project outcomes report, will delay NSF review and processing of any future funding increments as well as any pending proposals for all identified PIs and co-PIs on a given award. PIs should examine the formats of the required reports in advance to assure availability of required data.

PIs are required to use NSF's electronic project-reporting system, available through Research.gov, for preparation and submission of annual and final annual project reports. Such reports provide information on accomplishments, project participants (individual and organizational), publications, and other specific products and impacts of the project. Submission of the report via Research.gov constitutes certification by the PI that the contents of the report are accurate and complete. The project outcomes report also must be prepared and submitted using Research.gov. This report serves as a brief summary, prepared specifically for the public, of the nature and outcomes of the project. This report will be posted on the NSF website exactly as it is submitted by the PI.

More comprehensive information on NSF Reporting Requirements and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

VIII. Agency Contacts

Please note that the program contact information is current at the time of publishing. See program website for any updates to the points of contact.

General inquiries regarding this program should be made to:

For questions related to the use of NSF systems contact:

• NSF Help Desk: 1-800-381-1532
• Research.gov Help Desk e-mail: [email protected]

For questions relating to Grants.gov contact:

• Grants.gov Contact Center: If the Authorized Organizational Representatives (AOR) has not received a confirmation message from Grants.gov within 48 hours of submission of application, please contact via telephone: 1-800-518-4726; e-mail: [email protected] .

IX. Other Information

The NSF website provides the most comprehensive source of information on NSF Directorates (including contact information), programs and funding opportunities. Use of this website by potential proposers is strongly encouraged. In addition, "NSF Update" is an information-delivery system designed to keep potential proposers and other interested parties apprised of new NSF funding opportunities and publications, important changes in proposal and award policies and procedures, and upcoming NSF Grants Conferences . Subscribers are informed through e-mail or the user's Web browser each time new publications are issued that match their identified interests. "NSF Update" also is available on NSF's website .

Grants.gov provides an additional electronic capability to search for Federal government-wide grant opportunities. NSF funding opportunities may be accessed via this mechanism. Further information on Grants.gov may be obtained at https://www.grants.gov .

About The National Science Foundation

The National Science Foundation (NSF) is an independent Federal agency created by the National Science Foundation Act of 1950, as amended (42 USC 1861-75). The Act states the purpose of the NSF is "to promote the progress of science; [and] to advance the national health, prosperity, and welfare by supporting research and education in all fields of science and engineering."

NSF funds research and education in most fields of science and engineering. It does this through grants and cooperative agreements to more than 2,000 colleges, universities, K-12 school systems, businesses, informal science organizations and other research organizations throughout the US. The Foundation accounts for about one-fourth of Federal support to academic institutions for basic research.

NSF receives approximately 55,000 proposals each year for research, education and training projects, of which approximately 11,000 are funded. In addition, the Foundation receives several thousand applications for graduate and postdoctoral fellowships. The agency operates no laboratories itself but does support National Research Centers, user facilities, certain oceanographic vessels and Arctic and Antarctic research stations. The Foundation also supports cooperative research between universities and industry, US participation in international scientific and engineering efforts, and educational activities at every academic level.

Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding for special assistance or equipment to enable persons with disabilities to work on NSF-supported projects. See the NSF Proposal & Award Policies & Procedures Guide Chapter II.F.7 for instructions regarding preparation of these types of proposals.

The National Science Foundation has Telephonic Device for the Deaf (TDD) and Federal Information Relay Service (FIRS) capabilities that enable individuals with hearing impairments to communicate with the Foundation about NSF programs, employment or general information. TDD may be accessed at (703) 292-5090 and (800) 281-8749, FIRS at (800) 877-8339.

The National Science Foundation Information Center may be reached at (703) 292-5111.

The National Science Foundation promotes and advances scientific progress in the United States by competitively awarding grants and cooperative agreements for research and education in the sciences, mathematics, and engineering. To get the latest information about program deadlines, to download copies of NSF publications, and to access abstracts of awards, visit the NSF Website at . 2415 Eisenhower Avenue, Alexandria, VA 22314 (NSF Information Center) (703) 292-5111 (703) 292-5090 Send an e-mail to: or telephone: (703) 292-8134 (703) 292-5111 Privacy Act And Public Burden Statements The information requested on proposal forms and project reports is solicited under the authority of the National Science Foundation Act of 1950, as amended. The information on proposal forms will be used in connection with the selection of qualified proposals; and project reports submitted by proposers will be used for program evaluation and reporting within the Executive Branch and to Congress. The information requested may be disclosed to qualified reviewers and staff assistants as part of the proposal review process; to proposer institutions/grantees to provide or obtain data regarding the proposal review process, award decisions, or the administration of awards; to government contractors, experts, volunteers and researchers and educators as necessary to complete assigned work; to other government agencies or other entities needing information regarding proposers or nominees as part of a joint application review process, or in order to coordinate programs or policy; and to another Federal agency, court, or party in a court or Federal administrative proceeding if the government is a party. Information about Principal Investigators may be added to the Reviewer file and used to select potential candidates to serve as peer reviewers or advisory committee members. See System of Record Notices , NSF-50 , "Principal Investigator/Proposal File and Associated Records," and NSF-51 , "Reviewer/Proposal File and Associated Records." Submission of the information is voluntary. Failure to provide full and complete information, however, may reduce the possibility of receiving an award. An agency may not conduct or sponsor, and a person is not required to respond to, an information collection unless it displays a valid Office of Management and Budget (OMB) control number. The OMB control number for this collection is 3145-0058. Public reporting burden for this collection of information is estimated to average 120 hours per response, including the time for reviewing instructions. Send comments regarding the burden estimate and any other aspect of this collection of information, including suggestions for reducing this burden, to: Suzanne H. Plimpton Reports Clearance Officer Policy Office, Division of Institution and Award Support Office of Budget, Finance, and Award Management National Science Foundation Alexandria, VA 22314 Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript. View all journals Explore content About the journal Publish with us Sign up for alerts CAREER NEWS 14 December 2021 Depression and anxiety ‘the norm’ for UK PhD students Chris Woolston 0 Chris Woolston is a freelance writer in Billings, Montana. You can also search for this author in PubMed   Google Scholar PhD students in the United Kingdom are more likely than other educated members of the general public to report symptoms of depression or anxiety, according to a survey. Access options Access Nature and 54 other Nature Portfolio journals Get Nature+, our best-value online-access subscription 24,99 € / 30 days cancel any time Subscribe to this journal Receive 51 print issues and online access 185,98 € per year only 3,65 € per issue Rent or buy this article Prices vary by article type Prices may be subject to local taxes which are calculated during checkout doi: https://doi.org/10.1038/d41586-021-03761-3 Hazell, C. M. et al. Humanit. Soc. Sci. Commun. 8 , 305 (2021). Article   Google Scholar   Levecque, K., Anseel, F., de Beuckelaer, A., van der Heyden, J. & Gisle, L. Res. Pol. 46 , 868–879 (2017). Article   PubMed   Google Scholar   Satinsky, E. N. et al. Sci. Rep. 11 , 14370 (2021). 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Quick links Explore articles by subject Guide to authors Editorial policies Did Trump go to Wharton School of Economics? A look at his education Former President Donald Trump and Vice President Kamala Harris clashed during Tuesday’s debate, with an early focus on Trump’s Wharton School credentials and economic policies . Harris sharply criticized Trump’s plan, arguing it could worsen the deficit and lead to inflation and recession. “What the Wharton School said is Donald Trump’s plan would actually explode the deficit,” Harris said. She also mentioned that financial experts, including Goldman Sachs and Nobel Laureates , have viewed Trump’s proposals unfavorably. Trump: I went to the Wharton school of finance and many of those professors the top professors think my plan is a brilliant plan. It's a great plan pic.twitter.com/kQSAxqnkmG — Acyn (@Acyn) September 11, 2024 Trump countered by highlighting his credentials from the Wharton School of Finance. “I went to the Wharton School of Finance, and many top professors there think my plan is brilliant. It’s a great plan,” he said. Trump’s connection to Wharton has been a significant part of his public persona. He started his college education at Fordham University in the Bronx in 1964 but transferred to Wharton two years later. He graduated with a Bachelor of Science in Economics in May 1968. Despite this, Trump has not released records detailing his admission process or academic performance. James Nolan, a former admissions officer at the University of Pennsylvania, suggested that his family’s status and connections might have influenced Trump’s admission. Nolan noted that transfer students generally had a higher acceptance rate. While specific acceptance rates for Penn in the 1960s are not available, they were “slightly greater than 40%” in the 1980s, according to the university’s website . Today, Penn’s acceptance rate is just 7%, according to U.S. News & World Report. More: Presidential debate fact check: Keeping an eye on claims from Trump, Harris Jeremy Yurow is a politics reporting fellow based in Hawaii for the USA TODAY Network. You can reach him at [email protected] or on X, formerly Twitter @JeremyYurow 123 IMAGES The Depression Cure: The 6-Step Program to Beat Depression without Managing While and Post-PhD Depression And Anxiety: PhD Student 7 Reasons Why Your PhD Is Causing Stress And Depression قیمت و خرید کتاب The Depression Cure: The 6-Step Program to Beat 5 Steps For PhDs To Control Depression During a Job Search Managing While and Post-PhD Depression And Anxiety: PhD Student VIDEO [FREE] XXXTENTACION Type Beat 24/7 live Ocean wave sounds for deep sleep Fall Asleep Fast Beautiful Morning Piano Music with Sound of Nature. Healing for Stress and Anxiety Suffering from Depression; PhD Abroad; Success COMMENTS This lab asked depressed Ph.D. students what's hardest—and ... When a 2018 study revealed that Ph.D. students suffer from depression at rates far higher than the general population, it sparked a landslide of concern about graduate student mental health, with some calling it a mental health crisis.The study highlighted a need to understand what aspects of graduate school affect depression, says Katelyn Cooper, an assistant professor at Arizona State ... The mental health of PhD researchers demands urgent attention At that time, 29% of 5,700 respondents listed their mental health as an area of concern — and just under half of those had sought help for anxiety or depression caused by their PhD study. Things ... 'You have to suffer for your PhD': poor mental health among doctoral More than 40% of PhD students met the criteria for moderate to severe depression or anxiety. In contrast, 32% of working professionals met these criteria for depression, and 26% for anxiety. The ... Managing While and Post-PhD Depression And Anxiety: PhD Student How To Manage While and Post-Phd Depression. Steps. Notes. Engage With Activities Outside Academia. - Participate in sports, arts, or social gatherings. - Temporarily remove the weight of your studies from your mind. Seek A Supportive Mentor. - Find a mentor who is encouraging and positive. - Look for a 'yes and' approach to boost ... Yale Depression Research Program Operated jointly by the Yale University School of Medicine Department of Psychiatry and Connecticut Mental Health Center, the Yale Depression Research Program has, for over 30 years, been committed to advancing the treatment of depression. By engaging in studies that seek to elucidate the underlying neurobiology of depression, we are striving ... How PhD students and other academics are fighting the mental-health The end result is that students and academics are much more likely to experience depression and anxiety than is the general population. ... PhD students compete in a team-building relay race at a ... Systematic review and meta-analysis of depression, anxiety, and Mental health problems among graduate students in doctoral degree programs have received increasing attention 1,2,3,4.Ph.D. students (and students completing equivalent degrees, such as the Sc.D ... CDASR The Center for Depression, Anxiety and Stress Research embraces a multi-disciplinary approach to improve our understanding of the psychological, environmental, and neurobiological factors associated with affective disorders. Depression, anxiety and related disorders are major public health problems. In the United States, one out of every five ... PhD in Clinical Psychology The 72-credit PhD program is designed to provide students with a rigorous classroom education, innovative research opportunities, and exciting and diverse clinical experiences. With faculty guidance and mentorship, students complete a master's thesis, a doctoral dissertation, and one tool of research. Students engage in four year-long practicum ... PhDepression: Examining How Graduate Research and Teaching Affect Graduate students are far more likely to report experiencing depression compared with the general population (Evans et al., 2018; Barreira et al., 2020). Specifically, a recent study of mas-ter's and PhD students in programs across the world, spanning a variety of disciplines, found that 39% of graduate students Systematic review and meta-analysis of depression, anxiety, and Clinically significant symptoms of depression and anxiety are pervasive among graduate students in doctoral degree programs, but these are understudied relative to other trainee populations. Structural and clinical interventions to systematically monitor and promote the mental health and wellbeing of Ph.D. students are urgently needed. Depression Clinical & Research Program The Depression Clinical and Research Program, led by David Mischoulon, MD, PhD, seeks to develop effective treatments for depression. The program is committed to providing excellent care to patients in need, along with conducting groundbreaking research in the field of depression. Yale Depression Research Program < Psychiatry Diseases of the Nervous System, Mental Health & Behavioral ResearchExamination of Glutamate and mGluR5 in Psychiatric DisordersPrincipal Investigator: Irina Esterlis. Show More. Principal Investigator Gerard Sanacora, MD, PhD MissionThe Yale Depression Research Program is committed to advancing the treatment of unipolar depression. Depression & Anxiety Center Research Research. We are committed to conducting research to advance the treatment of depression, anxiety, and mood disorders, using a variety of innovative techniques, including brain imaging. We often seek participants for our studies. Our main areas of scientific focus are as follows: Discovering brain circuit abnormalities specific to discrete mood ... Clinical Psychology PHD Programs Our clinical psychology doctoral program will help you will pursue research and clinical training with faculty members who are known nationally and internationally for their expertise in a broad range of areas, including: Personality and interpersonal relations. Psychopathology, especially anxiety, depression and trauma. Depressed PhD student: what to do? : r/AskAcademia Depression, stress, and anxiety are part of the process, and nearly everyone getting a PhD goes through them for at least part of the time they are getting their degree. ... As someone else pointed out, the majority of people going through a PhD program experience real bouts of depression/anxiety. I don't think it should have to be that way ... Prevalence and associated factors of depression and anxiety among A PhD candidate was 2.4 times more likely to develop psychiatric health problems than someone in the general population with a bachelor's degree. 3 Bernstein reported that 42% of PhD students in science and 48% of PhD students in engineering at the University of California were depressed on the Center for Epidemiologic Studies Depression ... Doctoral researchers' mental health and PhD training satisfaction When exploring predictors of depression, anxiety, and burnout, we identified low satisfaction with PhD training as the most prominent predictor for poor mental health, suggesting a link between ... PhD Burnout: Managing Energy, Stress, Anxiety & Your Mental Health Sadly, none of this is unusual. As this survey shows, depression is common for PhD students and of note: at higher levels than for working professionals. All of these feelings can be connected to academic burnout. The World Health Organisation classifies burnout as a syndrome with symptoms of: - Feelings of energy depletion or exhaustion; Loss of Identity: Surviving Post-PhD Depression by Amy Gaeta Chronicle of higher education, 55 (24), B12-B16. Amy Gaeta. Dr. Amy Gaeta (she/they) is a scholar and poet of disability, gender, and technology. She is an incoming postdoc in the English Department at the University of Wisconsin-Madison where she is developing her first scholarly monograph. Broadly, her work focuses on questions about desire ... Post-Grad Depression: Signs, Causes, and Coping Tips A few ways post-grad depression might show up in your life: Guilt, shame, or self-loathing. You may regret how you spent your time at college, wishing you'd studied harder or spent more time ... Doctor of Psychology A total of 120 credits are required to graduate. View the doctor of psychology program degree requirements: Doctor of Psychology - Psy.D; EKU Academic Catalog; Please review the admissions requirements before applying for this or any program. If you have questions about the program or are planning to register for classes, please speak to the ... NSF 24-591: NSF Graduate Research Fellowship Program (GRFP) Eligible applicants: 1) current undergraduates or Bachelor's degree holders never enrolled in a degree-granting graduate program, who will be prepared to attend graduate school in fall of the award year; 2) current graduate students with no more than one academic year completed according to institution's academic calendar of any degree-granting ... More than one-third of graduate students report being depressed PhD and master's students worldwide report rates of depression and anxiety that are six times higher than those in the general public (T. M. Evans et al. Nature Biotech. 36, 282-284; 2018).The ... NSF 24-588: NSF EPSCoR Graduate Fellowship Program (EGFP) Full Proposal Deadline(s) (due by 5 p.m. submitting organization's local time): October 02, 2024. June 02, 2025. June 01, 2026. Important Information And Revision Notes. The NSF EPSCoR Graduate Fellowship Program (EGFP) is a new three-year pilot program that responds directly to input from recent studies and legislation, including the Envisioning the Future of NSF EPSCoR report and the CHIPS ... Press Release: Tropical Depression Bebinca (14W) Passes Guam; Guam Tropical Depression Bebinca (14W) is 20 miles west-southwest of Guam, moving northwest at 13mph. A tropical storm warning remains in effect for Guam, Rota, Tinian and Saipan. Tropical storm conditions, including winds at least 39 mph, are expected through the rest of the morning, then may slowly decrease this evening. Depression and anxiety 'the norm' for UK PhD students In the same analysis, published in Scientific Reports in July 2021, 17% of more than 15,600 PhD students across 9 studies were estimated to have anxiety. Rates of anxiety and depression varied ... Did Donald Trump go to Wharton? Inside his education Former President Donald Trump and Vice President Kamala Harris clashed during Tuesday's debate, with an early focus on Trump's Wharton School credentials and economic policies.. Harris sharply ... essay homework paper phd project resume review study thesis