boston university clinical psychology phd application

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UMass Boston

• Clinical Psychology PhD

Acquire the skills and training necessary to become a compassionate clinical psychologist.

Accredited by the Commission on Accreditation of the American Psychological Association since 1993, UMass Boston’s program in clinical psychology is based on a scientist-practitioner-activist model. The program prepares clinical psychologists who have an excellent foundation in psychological science and can translate their basic knowledge into practical applications to meet the mental health needs of children, adolescents, and adults from diverse sociocultural groups. Graduates of the program have the requisite skills to advance understanding of key human problems through research, scholarly activities, clinical practice, teaching, professional service, advocacy, and activism.

In this program, you will:

• Develop a solid foundation in clinical psychology theories and research methodologies, enabling you to provide effective treatments for a wide range of mental health concerns
• Acquire advanced clinical skills through supervised practicum and internship experiences
• Cultivate professional competence and ethical decision-making, integrating scientific knowledge, critical thinking, and empathy to promote the well-being and resilience of clients
• Contribute to the field of clinical psychology through research, advocacy, and leadership

Info Sessions

Join UMass Boston Clinical Psychology PhD faculty and staff for an informal one-hour, online info session! Meet the current program director, faculty and student representatives. Learn more about the Clinical Psychology PhD program and bring questions you may have about the programs and/or application process.

Attend an Info Session    --> Start Your Application

Plan Your Education

How to apply.

We review applications comprehensively—looking across all aspects of the application for each applicant rather than having specific cutoff criteria in any one particular area. We no longer accept GRE scores as part of our admissions criteria.

Applicants must meet   general graduate admission requirements in addition to the following program-specific requirements:

• Prerequisites. A minimum of 6 courses in psychology or a closely related social science field. A course in statistics is required before students enroll in our program, but it is not required at the time of application.
• Background. Highly qualified applicants who have a demonstrated commitment to a career serving the needs of minority and urban populations will be given priority. In keeping with the mission of the university and the particular emphases in the program, individuals from diverse racial, ethnic, and minority backgrounds are strongly encouraged to apply.
• Research Fit. An important criterion for admission to the clinical psychology program is the fit between student clinical and research interests and the interests of the program’s faculty. We require each applicant to list the faculty research mentors whose team(s) they want to be considered for based on shared research interests. The research mentor works closely with the student, helping to plan course work and select practicum opportunities as well as guiding the student’s research training.
• Describe your personal, academic, and professional experiences and strengths that have led to your interest in clinical psychology and have prepared you for the challenges of graduate school and a career in clinical psychology.
• Describe your interest in clinical psychology and how the UMass Boston Clinical Psychology Program, specifically, will contribute to advancing your academic, career, and personal goals.
• Describe the research that you are interested in pursuing as a graduate student in the Clinical Psychology Program at UMass Boston.
• Curriculim Vitae (CV). Please provide as part of your application.
• Letters of Recommendation. You will also be asked to provide three letters of recommendation within the GradCAS portal.
• A list of all undergraduate psychology courses and any graduate psychology courses that you have taken at any time, the institutions at which you took them, and the grades you received for each course.
• A grade point average for your undergraduate psychology courses (and only these courses).
• Course name and grade of any statistics class that you have taken, as well as the institution, semester, and year you took it. (You will still be considered even if you have not taken a statistics class. This question is to help us track who will need to take a statistics class before matriculation.)
• A 2-3 sentence summary of your research and clinical interests.
• The name(s) of the faculty member(s) with whom you would like to work and a sentence or two describing your interest and match for the specific faculty member. Visit our faculty mentors page for an updated list of faculty mentors and their interests.
• Agreement with our ethics policy related to trainees who experience conflicts working with diverse clients (you must agree to our policy for your application to be reviewed further).
• Any notes or comments to the committee to expand or explain any aspect of your application that needs clarification.

Interview Policy

The Clinical Psychology Program receives approximately 600 applications a year. From this applicant pool, we undertake an extensive review of applications and invite approximately 40 finalists for a day-long campus visit and interviews.

The Admissions Committee schedules interviews for all finalists once all applications have been reviewed. Interviews are an important part of the application process. Interviews are usually held in February, and applicants are notified of an invitation to interview in late January or early February.

Unfortunately, due to the size of our applicant pool, our policy is that clinical faculty do not conduct interviews with applicants who have not undergone our review process and have not been invited for an interview. We appreciate your interest in our program.

Deadlines & Cost

Students are admitted to the Clinical Psychology Program to work toward the PhD degree only; the program does not offer a terminal master's degree. Applications are due in the Graduate Admissions Office by December 1 for enrollment the following September. There are no spring semester admissions in the Clinical Psychology Program. The program expects to admit six to eight students each year.

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: See Bursar's website . Traditionally, we have been able to waive tuition and provide a stipend for students through at least the first four years and, for most, the duration of their on-campus years.

Core Courses (33 Credits)

• PSYCLN 601 - Assessment and Testing I 4 Credit(s)
• PSYCLN 610 - Culture and Mental Health ; 3 Credit(s)
• PSYCLN 613 - Lifespan Psychopathology 3 Credit(s)
• PSYCLN 620 - Intervention Strategies 3 Credit(s)
• PSYCLN 641 - Cognitive and Affective Bases of Behavior: Life Span Development I 3 Credit(s)
• PSYCLN 642 - Social and Cultural Bases of Behavior: Life Span Development II 3 Credit(s)
• PSYCLN 650 - Clinical Psychology Proseminar I 1 Credit(s)
• PSYCLN 651 - Clinical Psychology Proseminar II 1 Credit(s)
• PSYCLN 660 - Physiological Psychology 3 Credit(s)
• PSYCLN 670 - Advanced Statistics 3 Credit(s)
• PSYCLN 675 - Research Methods and Ethics in Clinical Psychology 3 Credit(s)
• PSYCLN 680 - History and Systems 3 Credit(s)

Required Practicum Courses (24 Credits)

• PSYCLN 785 - Practicum and Ethics I 6 Credit(s)
• PSYCLN 786 - Practicum and Ethics II 6 Credit(s)
• PSYCLN 787 - Practicum III& 6 Credit(s)
• PSYCLN 788 - Practicum IV 6 Credit(s)

Elective Practicum Courses and Training (4 or More Credits)

• PSYCLN 690 - Introduction to Clinical Outreach and Intervention Practicum 2-3 Credit(s)
• PSYCLN 692 - Clinical Research Practicum II 1 Credit(s)
• PSYCLN 781 - Assessment Practicum I 1-4 Credit(s)
• PSYCLN 782 - Assessment Practicum II 1-4 Credit(s)
• PSYCLN 783 - Advanced Clinical Research Practicum I 1 Credit(s)
• PSYCLN 784 - Advanced Clinical Research Practicum II 1 Credit(s)
• PSYCLN 791 - Advanced Clinical Outreach, Intervention, and Consultation Practicum I 1-4 Credit(s)
• PSYCLN 792 - Advanced Clinical Outreach, Intervention, and Consultation Practicum II 1-4 Credit(s)
• PSYCLN 893 - Advanced Community Practicum I 1 Credit(s)
• PSYCLN 894 - Advanced Community Practicum II 1 Credit(s)

Master’s Research Courses (6 Credits)

• PSYCLN 698 - Master’s Research 3 Credit(s)
• PSYCLN 699 - Master’s Research Seminar 3 Credit(s)

Teaching Seminar (3 Credits)

• PSYCLN 891 - Teaching Seminar 3 Credit(s)

Elective Distribution Courses (12 Credits)

Complete four courses.

One course from must be taken from each of the four groups below.

Students may also enroll in additional non-required courses offered through other UMass Boston departments (e.g. language, psychotherapy, statistics, etc.) that may enhance their professional development.

Group 1: Therapy Approaches

• PSYCLN 721 - Child Therapy 3 Credit(s)
• PSYCLN 726 - Cognitive Behavioral Theory and Therapy 3 Credit(s)
• PSYCLN 727 - Emotion-Focused Psychotherapy 3 Credit(s)

Group 2: Assessment

• PSYCLN 701 - Neuropsychological Assessment 3 Credit(s)
• PSYCLN 710 - Child Assessment 3 Credit(s)

Group 3: Advanced Methods and Analysis

• PSYCLN 770 - Advanced Statistics II - Latent Variable Modeling 3 Credit(s)
• PSYCLN 775 - Qualitative Methods in Clinical Psychology 3 Credit(s)

Group 4: Diversity

• PSYCLN 745- Psychology and Activism for Social Justice 3 Credit(s)
• PSYCLN 879 - Advanced Community Psychology 3 Credit(s)

Graduation Criteria

Complete a minimum of 82 credits from at least 22 courses including twelve core courses, four required practicum courses, four elective practicum credits, two Master’s research courses, one teaching seminar, and four elective distribution courses.

The program requires a minimum of five years of full-time graduate study that includes three years of residency at UMass Boston, and the completion of an APA accredited internship prior to awarding the doctoral degree. Students are required to complete all coursework and to have completed their dissertation proposal prior to applying for an APA accredited internship.

Doctoral candidacy: Passage of a written qualifying exam. Master’s thesis: Complete an empirical master’s thesis. May be waived if successfully completed at another university. Dissertation: Compose and defend an empirical dissertation. Teaching experience: Students must teach in their fourth year of study. Practica: Students must complete two year-long, part-time practica in their second and third year of study. Internship: Students must complete a one-year, full-time APA accredited internship.

Statute of limitations: Eight years.

Contact & Faculty Mentors

Assistant Director Brooke Craveiro [email protected] (617)287-6340

The Clinical Psychology PhD Program at UMass Boston uses a clinical research apprenticeship model. Each first-year graduate student apprentices with a clinical faculty member who will serve as research mentor and advisor to the graduate student. For more information, please reference our summary of Clinical Psychology PhD 2024-2025 Faculty Mentors .

Psychology Department

Learn more about UMass Boston's Psychology department, our research, and our faculty.

Explore the Clinical Psychology PhD Program

Mission statement.

(Revised Spring 2017)

Accredited by the Commission on Accreditation of the American Psychological Association since 1993, University of Massachusetts Boston’s (UMass Boston) program in clinical psychology is based on a scientist-practitioner-activist model. The program prepares clinical psychologists who have an excellent foundation in psychological science and can translate their basic knowledge into practical applications to meet the mental health needs of children, adolescents, and adults from diverse sociocultural groups. Graduates of the program have the requisite skills to advance understanding of key human problems through research, scholarly activities, clinical practice, teaching, professional service, advocacy, and activism.

Our clinical psychology training model is biopsychosocial in its scientific orientation, and places special emphasis on the roles of culture and context in understanding the complexities of multiple dimensions of human behavior and functioning. This emphasis includes, but is not limited to, bringing to the study of clinical psychology an understanding of social justice, equity, oppression, systems of privilege and marginalization, procedural and relational justice, and epistemological and methodological marginalization. This includes a commitment to training a diverse workforce of scientist-practitioner-activist clinical psychologists. Among the many skills students learn in our program, we aim to develop within them a lifelong commitment to using clinical psychology to serve the general population and to meet the needs of marginalized individuals and communities by being culturally humble and responsive researchers, mentors, clinicians, supervisors, teachers, leaders, advocates, activists, and community members. The training in our program results from an affirmative commitment by both faculty and students to engage in ongoing personal reflection and reflection upon the practices in our field—to increase our self-awareness and guide thoughtful psychological practice and relevant social justice actions.

Our educational mission is to train scientist-practitioner-activist clinical psychologists who will:

• Engage in social science research, critical scholarly inquiry, and educational activities including scholarly analysis that specifically address social and structural inequities affecting psychosocial health and functioning, including but not limited to inequities based on social class, race, ethnicity, sexual orientation, gender identity, gender, disability, age, language, citizenship, immigration status, and religion.
• Provide affirming and empowering evidence-based clinical services to people across sociocultural groups and statuses.
• Serve as leaders, role models, and change-makers to promote social justice within their organizations, the profession of psychology, and other contexts. We aim to foster students’ capacity to serve as advocates and activists.
• Apply their developed awareness of how the field of clinical psychology is socially situated, reflect critically on the practices and purposes of our field, and understand how it can privilege or marginalize certain identities and lived experiences, treatment and assessment practices, and epistemological and philosophical positions.

Learning Objectives

To achieve these long term goals for our graduates, we have the following Learning Objectives for their time within our program. Our Learning Objectives line up with the longer term goals for our graduates related to Research (1), Practice (2), and Activism (3) above. The fourth aim above reflects our overall approach to how we approach all aspects of our training. It focuses on applying a reflective practice in critical social justice theory across all aspects of the work. In this way, it does not have specific learning objectives associated with it, but rather it serves as the lens through which we view research, practice, and activism.

Goal 1: To produce graduates who engage in clinical psychology research, critical scholarly inquiry and analysis, and educational activities that specifically address social and structural inequities affecting psychosocial health and functioning.

Objectives for Goal 1:

To provide students with:

• 1.1 Foundational knowledge in the science of psychology with specific attention to training in addressing social and structural inequalities with appropriate conceptual, methodological, and culturally sensitive skills.
• 1.2 The basic skills necessary to become critical consumers of the existing research literature, identifying gaps in the literature and developing the skills to design and implement rigorous research projects.
• 1.3 The skills necessary to evaluate research critically in relation to issues of contextual and cultural diversity and to design and conduct research that helps advance the field in understanding and attending to these issues.

Goal 2: To produce graduates who are knowledgeable about and skilled at providing affirming and empowering evidence-based clinical services to people across sociocultural groups and statuses.

Objectives for Goal 2:

• 2.1. Didactic and clinical training needed to become proficient in testing and assessment theory and practice that is both informed by scientific knowledge and is culturally responsive.
• 2.2 Didactic and clinical training needed to become proficient in a continuum of intervention skills in a manner that is culturally informed and responsive, guided by scientific knowledge, and that considers individual assessment performance in the context of developmental and broader systemic factors.
• 2.3 Introductory level knowledge of competencies in supervision and consultation skills, through exposure to the literature on best practices supervision.
• 2.4 Didactic knowledge and skills to understand, recognize, and address the contextual factors, positionality, and power dynamics inherent in co-constructed therapeutic relationships and embedded in clinical settings.

Goal 3: To produce graduates who have the awareness, knowledge, and skills to serve as leaders, role models, and change-makers to promote social justice within their organizations, the profession of psychology, and other contexts. We aim to foster students’ capacity to serve as advocates and activists.

Objectives for Goal 3:

• 3.1 Didactic experiences to provide foundational awareness, knowledge, and skills to engage in activism within clinical practice and research activities.
• 3.2 Training aimed at fostering growth to apply activist-informed awareness, knowledge, and skills across professional contexts.

Program Description

Our program coursework and training experiences emphasize:

• A biopsychosocial approach. Students learn to conceptualize and treat problems in living by considering not only problem behavior and mental disorders but also by considering the person within their physical, psychological, developmental, and social contexts. Research training gives students skills for analyzing problems from a variety of theoretical perspectives.
• Assessment and psychotherapy skills. The program trains students in a broad range of assessment and intervention skills that enable them to promote healthy adaptation, prevent the development of individual and social problems, and treat problem behavior and mental disorders. We teach students to critically reflect upon our field's use of assessments and clinical approaches and guide students to utilize or create culturally responsive, equitable approaches to serve all their clients.
• Sociocultural context. Within a broad understanding of sociocultural factors, our coursework highlights systemic oppression and privilege, power dynamics, and social and cultural approaches to clinical psychology. We emphasize the ways in which these factors affect individual development across the lifespan, relational interactions, and social groups and dynamics for all people-with a particular emphasis on how marginalized and disadvantaged individuals and groups are impacted. As a foundation for developing this understanding, and the ability to apply it to psychological activities, students reflect upon their own personal cultural situations and positionalities to better understand the experiences of others. They examine and develop skills regarding how to best advocate for their professional values in diverse and complex settings.
• Developmental phenomena in typical and atypical pathways. In our program, students learn about the range of lifespan developmental trajectories from infancy through adulthood. This focus helps to elucidate the ways in which relationships and other environmental factors can support or hinder adaptive or maladaptive development, with the recognition that behaviors which are adaptive in one context may be maladaptive in another. Consistent with our biopsychosocial orientation, students embrace the complexity of developmental processes by taking into consideration the dynamic and transactional interplay of physiological, genetic, social, cognitive, emotional, and cultural influences across time.
• Skills toward practice. Students have the opportunity to take coursework and engage in supervised pre-doctoral clinical training experiences that can be used towards attaining licensure in Massachusetts and many other states.

Program Policies

Policy Statement for Clinical Training

Program Policies Related to Trainees Who Experience Conflicts Working with Diverse Clients (Adapted from the Sample APA Policy Recommendations) (see Handbook)

As articulated in our program policy statement, we are committed to a training process that ensures that graduate students develop the knowledge, skills, and attitudes to work effectively with members of the public who embody intersecting demographics, attitudes, beliefs, and values. In our Counseling Center practica and in the training we provide in our other on- and off-campus practicum courses we are committed to providing an inclusive and welcoming environment for all members of our community. Consistent with this principle, the Counseling Center policy and our policy for on campus practicum experiences require that trainers and trainees do not discriminate on the basis of age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, or socioeconomic status in the services provided at the training clinic or practicum site.

In some cases, tensions may arise for a student due to differences in beliefs or values with clients. Because the students will have to navigate these sorts of clinical situations in their future practice careers, the program has a responsibility to prepare students to do so in a safe and ethical manner. The program will respectfully work with students as they learn how to effectively practice with a broad range of clients. Thus, students should expect to be assigned clients that may present challenges for them at some point in training.

If trainees do not feel comfortable or capable of providing competent services to a client because it conflicts with the trainee's beliefs or values, it is the trainee's responsibility to bring this issue to the attention of his/her supervisor. Because client welfare and safety are always the first priority, decisions about client assignment and reassignment are the responsibility of the faculty/supervisors.

Other Policies

You may view our mental health policy as well as our other policies in the clinical handbook.

College of Liberal Arts

Learn more about the faculty, research, and programs that make up our College of Liberal Arts.

Student Handbook

Download the Clinical Psychology PhD Handbook .

Student Admissions, Outcomes & Data

Download documentation on our student admissions, outcomes, and other data.

Accreditation Questions

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 202.336.5979 [email protected]

Secondary Menu

• Clinical Psychology

The Clinical Psychology Program at Duke University is a Ph.D. program for students seeking excellence in academic, scientific, and clinical training.

This program is accredited by the American Psychological Association (APA) and by the Psychological Clinical Science Accreditation System (PCSAS). Our program has a strong history of training based on the scientist/practitioner (Boulder) model and more recently has adopted a clinical science model of training in which the science of psychology and its clinical application are mutually interdependent and mutually evolving.

The Graduate Program in Clinical Psychology at Duke University has been accredited by the American Psychological Association Commission on Accreditation since 1948.

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 First Street NE Washington, DC 20002-4242 Telephone: (202) 336-5979   Email:  [email protected]   Web:  www.apa.org/ed/accreditation

Questions about the Duke clinical program itself should be directed to Director of Clinical Training - Moria Smoski, PhD,  [email protected] , (919) 684-6717

Additional Information

The Clinical Psychology Program at Duke University is a Ph.D. program for students seeking excellence in academic, scientific, and clinical training. This program is fully accredited by the American Psychological Association (APA) and by the Psychological Clinical Science Accreditation System (PCSAS). Our program has a strong history of scientist practitioner (Boulder) model and more recently has adopted a clinical science model of training in which the science of psychology and its clinical application are mutually interdependent and mutually evolving. That is, our program is designed to train clinical scientists who are capable of functioning successfully in academic, research, clinical, and community settings. Within this multifaceted training framework, we seek to develop students who are interested in careers in which the science of psychology is applied to address public health issues related to mental and physical diseases both nationally and internationally. The program is not appropriate for students interested solely in clinical practice and not in research. Rather, we strive for excellence in both the science and practice of clinical psychology.

At Duke, graduate training in clinical psychology emphasizes three domains of knowledge: adult clinical, child clinical, and health psychology. The expertise of the faculty, drawn from the Department of Psychology and Neuroscience and the Department of Psychiatry and Behavioral Sciences in the Duke University Medical Center, extends to a large number of interdisciplinary problems involving human behavioral and physical adaptation in its varying social contexts. Duke University’s Clinical Psychology Program is annually ranked among the top clinical psychology programs in the United States. Duke’s doctoral program in Clinical Psychology is a member of The Academy of Psychological Clinical Science, which is a coalition of doctoral training programs that share a common goal of producing and applying scientific knowledge to the understanding, assessment, and amelioration of human problems.

Specific interests include intervention and prevention methods across the life course for such phenomena as aggression and antisocial behavior, depression, personality disorders, eating disorders and obesity, substance abuse, HIVAIDS, cardiovascular disease, and chronic pain. Our faculty also study behavioral cardiology, behavioral medicine, global mental health, reducing disparities in minority mental and physical health services, assessment and intervention in pediatric psychology, and gene-environment interaction.

Clinical program faculty are also actively involved in University Institutes, including the Duke Institute for Brain Sciences (DIBS) , Social Science Research Institute (SSRI) , and Duke Global Health Institute (DGHI) .

Each year the Department admits 2-5 clinical graduate students, which will result in approximately 25 students being advised by our faculty at one time. As of August, 2023, our faculty advise a total of 23 students receiving clinical training, (8 males and 15 females, 6 of whom are from underrepresented racial/ethnic groups).

In accordance with American Psychological Association requirements, a more complete description of the clinical program's goals, clinical training resources, and special requirements can be found in the on-line Clinical Graduate Student Handbook.

The Duke Psychology Clinic has been providing psychological services to the Triangle community for over twenty years and is committed to working with adults who are seeking services for a range of psychological and adjustment difficulties. As part of the Department of Psychology and Neuroscience at Duke University , the Clinic functions as a training center for the Ph.D. program in clinical psychology. Psychotherapy is provided by advanced graduate students who are supervised by experienced clinicians. With our commitment to training and intensive supervision, the Clinic is dedicated to providing high-quality care to our clients.

The Duke Psychology Clinic offers short- and long-term individual psychotherapy for adults seeking treatment for a range of psychological difficulties. The Clinic treats a wide-range of presenting concerns, including depression, anxiety, inattentiveness/hyperactivity, self-esteem, eating concerns, relationship difficulties, adjustment, and coping with stressors. In addition, the Clinic has a long-standing reputation in the community for effectively assisting individuals who have experienced traumatic events. Therapeutic work is individually-focused and clinicians work with their supervisors to tailor treatment to the needs of each client. The treatment approach utilized integrates principles from a range of evidence-based treatments in order to best address the client’s presenting concerns, including cognitive-behavioral, psychodynamic, and interpersonal approaches.

• Respected community reputation in the treatment of mental health concerns

• Affordable session fees

• Convenient location and flexible hours

• Assessment to further tailor treatment

• Availability of long-term treatment 
• Enthusiastic therapists receiving supervision from experienced clinicians

Obtaining Services

Services are available to individuals throughout the community. Those seeking services or who would like to make a referral should begin by calling a Clinic Coordinator, (919) 660-5771. Because the Clinic is a training center, utmost care is taken to ensure we can provide appropriate services; clients in crisis or in need of a higher level of care are typically referred to a more suitable clinic.

The Clinic is located in Suite 312 of the Psychology/Sociology building on Duke's West Campus .

During the academic year, clinic hours are 9a.m. to 7 p.m. Monday through Thursday, and 9 a.m. to 3 p.m. on Fridays. Hours are slightly abbreviated during the summer months.

Timothy Strauman, Ph.D. Director, Duke Psychology Clinic Professor, Department of Psychology & Neuroscience Licensed Psychologist

David Rabiner, Ph.D. Research Professor, Department of Psychology and Neuroscience Licensed Psychologist & Supervisor

Moria Smoski, Ph.D. Director of Clinical Training, Department of Psychology and Neuroscience Associate Professor, Department of Psychiatry and Behavioral Sciences Licensed Psychologist

Rachel Guetta Graduate Student, Department of Psychology and Neuroscience Clinic Coordinator

Current Practicum Supervisors

• David Rabiner 
• Melanie Bonner 
• Sarah Cook 
• Geraldine Dawson 
• Christian Mauro 
• Rhonda Merwin 
• Zach Rosenthal
• Moria Smoski
• Tamara Somers
• Rebecca Shelby 
• Julia Woodward
• Nancy Zucker
• Naomi Davis 
• John Mitchell 
• Julia Schacter  
• Sarah O’Rourke 
• Kyla Blalock 
• Nicole Heilbron 
• David Goldston 
• Jill Howard  
• Adrienne Inscoe
• Ashley Hill

Practicum descriptions

Internships:.

• Alpert Medical School of Brown University
• Baylor College of Medicine/Texas Children's Hospital
• Cambridge Hospital, Harvard University, Cambridge, MA
• Central Regional Hospital, Butner, NC
• Children’s Hospital, Boston, Harvard University, Boston, MA
• Children’s Hospital of Philadelphia, University of Pennsylvania, Philadelphia, PA
• Children's Hospital at Stanford / Children's Health Council
• Clarke Institute (Center for Addiction and Mental Health), Toronto, Ontario
• Dartmouth-Hitchcock Medical Center, Lebanon, NH
• Duke University Medical Center, Durham, NC
• Emory, Atlanta, GA
• Indiana University School of Medicine, Indianapolis, IN
• McLean Hospital, Harvard University, Belmont, MA
• Medical University of South Carolina (Charleston Consortium), Charleston, SC
• Miami/Dade County Department of Human Services, Miami, FL
• Miami Veterans Administration Health Care System, Miami, FL
• Montefiore Medical Center, Bronx, NY
• MUSC/Charleston Consortium Internship
• Nationwide Children’s Hospital, Columbus, OH
• New York Univesity/Bellevue Hospital
• North Florida/South Georgia Veterans Administration Medical Center, Gainesville, FL
• Rush University Medical Center
• University of Arizona College of Medicine, Tucson, AZ
• University of California-Los Angeles
• University of California-San Diego/Veterans Affairs, San Diego, CA
• University of California-San Francisco, San Francisco, CA
• University of Colorado Health Center, Boulder, CO
• University of Florida Health Science Center, Gainesville, FL
• University of Kansas Medical School
• University of Michigan/Rackham Institute
• University of Mississippi Medical/VA Jackson
• University of New Mexico Health Science Center
• University of North Carolina Medical School, Chapel Hill, NC
• University of Pennsylvania, Department of Psychiatry
• University of Texas Health Science Center - Houston
• University of Washington School of Medicine, Seattle, WA
• University of Wisconsin Medical Center, Madison, WI
• Veterans Administration Medical Center, Durham, NC
• Veterans Administration Maryland Health Care System/Univ. of Maryland School of Medicine, Baltimore, MD
• Veterans Administration Medical Center, Northport, NY
• Veterans Administration Palo Alto Health Care System, Palo Alto, CA
• Veterans Administration Medical Center, Salem, VA
• Veterans Administration Puget Sound-American Lake, Tacoma, WA
• Virginia Treatment Center for Children, Virginia Commonwealth Univ., Richmond, VA
• Western Psychiatric Institute and Clinic, University of Pittsburgh, Pittsburgh, PA

NOTE: Our program has made the GRE General Test  optional  for admission to the fall 2024 class. You may submit scores if you have them, and they will be considered by the admissions committee. Applications without GRE scores will be given equal consideration. 

Each year we receive between 350 and 400 completed applications for admission to our clinical psychology program. A variety of bases for admission are utilized, although some common themes emerge. In our search for qualified graduate students, we look for the potential to conduct original research, to engage in scholarship, to work effectively with others, including future clients, and to have an impact on the broader field of clinical psychology. We seek applicants who are interested both in research and in clinical practice. It is important for applicants to consider and to articulate potential matches with the research interests of one or more potential faculty mentors. While an undergraduate integrative psychology major is not required, most of our students were psychology majors, and most had post-baccalaureate research experience in psychology prior to application. Every year about 20 applicants are contacted for virtual interviews with our faculty. Interviews are required for clinical applicants. Interviews take place in late January - early February with invitations extended a few weeks prior to interviews.

All students accepted into the program are guaranteed five years of stipend support, as well as full tuition. Stipends may be based on fellowships, research or teaching assistant positions, or, for more senior students, their own external research support.

Applicants: Please see our Departmental Application FAQ .

Our program follows a mentorship model in which students are admitted to work with specific faculty members for their research training. 

Admitting students for the fall 2024 class

• David Goldston (Need to type in name on application)
• Timothy Strauman

Not admitting students for the fall 2024 class

• Gary Bennett
• Melanie Bonner
• Ernestine Briggs-King
• Karen Appleyard Carmody
• Scott Compton
• Francis Keefe
• Terrie Moffitt

Students and faculty in the Clinical Psychology Program established the Anti-Racism Community (ARC) in July 2020 as a response to the murders of George Floyd and Breonna Taylor, the rampant police brutality at subsequent nationwide protests, and the preceding 401-year legacy of anti-Black racism in the United States. The mission of the ARC is to:

• Establish an anti-racist culture in all activities conducted by students, faculty, and staff
• Acknowledge the impact of centuries of systemic and individual racism at the national, statewide, and university levels, and
• Take all possible corrective action to eliminate these effects on our program

ARC members meet monthly to provide general updates and make requests for assistance in completing tasks. Currently, members of the ARC are organized into three Pillars. Members are welcome to join one or more Pillar based on their interests. Each Pillar meets separately to coordinate and work on their specific goals and actions. The goals of the three Pillars are to

Pillar 1 : Enhance recruitment and retention of BIPOC faculty, students, and staff that reflect national demographics

Pillar 2 : Ensure all academic activities reflect anti-racism as a core value of the program

Pillar 3 : Elevate multicultural awareness as a core competency of clinical training and professional development for all faculty, students, and staff

The ARC is an action-oriented community. Below are a few of the actions taken by the ARC since its inception:

• Creation of the Clinical Science Anti-Racism Series , a set of presentations and discussions on the ways clinical practice, research, and professional issues is informed by anti-racist approaches
• Launch an annual  Virtual Office Hours program , an opportunity for individuals underrepresented in psychology to receive individualized feedback on their applications to PhD programs in psychology
• Hosted a weekly writing group for faculty, post-docs, and graduate students, especially those from underrepresented communities and those looking to promote diversity, equity, and inclusion within our department
• Establishment of Peer Multicultural Consultation Team , a monthly meeting during which students seek culturally-informed perspectives from other students on diverse patients
• Evaluation of all P&N undergraduate syllabi for content that supports inclusion, reduction of "hidden curriculum" elements, and anti-racist principles. Provided feedback to the P&N Faculty with resources for improving DEI principles in syllabi
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Clinical Psychology PhD

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Boston University Master’s in Clinical Psychology

Clinical Psychology is a concentration offered under the clinical, counseling and applied psychology major at Boston University. We’ve pulled together some essential information you should know about the master’s degree program in clinical psychology, including how many students graduate each year, the ethnic diversity of these students, whether or not the degree is offered online, and more.

You can jump to any section of this page using the links below:

• Graduate Cost
• Online Learning
• Student Diversity
• Related Majors

Featured Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

MA in Clinical Mental Health Counseling

Become a champion of change and take your first step toward licensure as a clinical mental health counselor with this specialized and CACREP-accredited online clinical counseling master's from Southern New Hampshire University.

MS in Psychology

Our Master of Science in Psychology program is designed to extend your knowledge and discipline in psychology, preparing you for a wide variety of professions and contexts.

How Much Does a Master’s in Clinical Psychology from Boston U Cost?

Boston u graduate tuition and fees.

Part-time graduates at Boston U paid an average of $1,777 per credit hour in 2019-2020. This tuition was the same for both in-state and out-of-state students. The average full-time tuition and fees for graduate students are shown in the table below.

Does Boston U Offer an Online Master’s in Clinical Psychology?

Online degrees for the Boston U clinical psychology master’s degree program are not available at this time. To see if the school offers distance learning options in other areas, visit the Boston U Online Learning page.

Boston U Master’s Student Diversity for Clinical Psychology

Male-to-female ratio.

About 96.8% of the students who received their Master’s in clinical psychology in 2019-2020 were women. This is higher than the nationwide number of 80.1%.

Racial-Ethnic Diversity

Of those graduates who received a master’s degree in clinical psychology at Boston U in 2019-2020, 22.6% were racial-ethnic minorities*. This is lower than the nationwide number of 33%.

Majors Related to a Master’s in Clinical Psychology From Boston U

You may also be interested in one of these majors related to clinical psychology.

View All Clinical Psychology Related Majors >

*The racial-ethnic minorities count is calculated by taking the total number of students and subtracting white students, international students, and students whose race/ethnicity was unknown. This number is then divided by the total number of students at the school to obtain the racial-ethnic minorities percentage.

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• O*NET Online

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Mental Health Counseling & Behavioral Medicine Program

Master of arts, ma in mental health counseling and behavioral medicine, full-time | in-person, boston university medical campus.

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Clinical Training

Our two-year, 60-credit counseling program offers unparalleled clinical training opportunities in and around greater Boston, including placements at the Veterans Affairs, Boston Medical Center, college counseling centers, trauma counseling and refugee centers, integrated primary care, emergency departments, forensic settings, and prisons. Treatment centers for substance use and eating disorders, inpatient settings, and clinical research teams, to name a few. Students complete a semester-long practicum and a year-long internship as part of their clinical training. They also receive rigorous training in mental health assessment and diagnosis, counseling theory and application, and are exposed to a wide array of client populations and career paths. Our passionate and caring faculty and staff deliver a counseling curriculum that incorporates coursework in behavioral medicine, neuroscience, and psychopharmacology.

Program Outcomes

Each year, graduates of the MHCBM Program are exceptionally well-prepared for employment in mental health counseling positions across the United States and internationally. The following outcomes attest to their success:

• 92.3% completion rate (Class of 2021, 2022, & 2023)
• 100% pass rate on credentialing exams
• 100% worked in mental health counseling positions with 6 months after graduation

Career Paths

We work closely with students to ensure that they meet requirements for licensure in states all across the country. Graduates of our mental health counseling program have secured a wide range of positions, such as:

• Trauma counseling
• Counseling in an integrated care setting
• Counseling individuals seeking to make health-related lifestyle changes
• School-based counseling for children and adolescents
• Counseling children and adults in a day treatment/partial hospital program
• Counseling sexual offenders in a corrections prison system
• Substance use counseling
• Private practice counseling
• Member of a clinical research team
• Director of an eating disorders residential facility
• Clinician in a college counseling center

We work hard to remain connected to our alumni and facilitate connections and networking between current students and alumni through LinkedIn and in-person events. Alumni offer advice about licensure in other states, the licensing exam, and pursuing other educational opportunities. Many of our alumni are in supervisory and/or administrative positions and often hire graduates from our program.

Since its inception, the MHCBM Program at Boston University Chobanian & Avedisian School of Medicine has educated and trained hundreds of mental health counselors with a core academic and clinical curriculum aligned with professional standards recommended by the American Mental Health Counselors Association ( AMHCA ) and American Counseling Association ( ACA ).

The mission of the MHCBM Program is to educate and train future clinical mental health counselors to help enhance the health and wellness of individuals with diverse identities and backgrounds. The Program’s curriculum emphasizes best practices for counseling approaches across behavioral healthcare and integrated care settings that serve varied cultural and clinical populations and promote healthcare equity. Accredited by the Council for Accreditation of Counseling & Related Educational Programs ( CACREP ), the Program places great value on excellence, diversity, integrity, social justice, advocacy, collegiality, equity of opportunity, and transdisciplinary collaboration.

The MHCBM Program’s objectives are to:

• Instill in students the knowledge, skills, attitudes, and values that uniquely embody clinical mental health counselors
• Educate and train students of varied backgrounds, identities, and experiences as part of a vibrant learning environment that reflects the diverse communities in which they will be working
• Prepare students for the process to become licensed to practice as mental health counselors within the healthcare workforce

Our program offers theoretical, experiential, clinical, and research-supported activities related to clinical mental health counseling with adults, adolescents, and children on the medical campus as well as in community settings. We accept and educate a broad range of outstanding and diverse students who seek careers as clinical mental health counselors.

Graduates of the MHCBM Program generally become independently licensed and are trained to work in settings where traditional mental health counseling interventions can be informed by evidence-based practice, an understanding of neuroscience, and strategies to address physical illness and health promotion.

Accreditation

Since 2014, the MHCBM Program has been accredited by the Council for Accreditation of Counseling & Related Educational Programs ( CACREP ). Our counseling program is among a select few in the United States to receive an eight-year accreditation after the first attempt and is only one of a handful of programs in New England accredited for clinical mental health counseling.

Benefits for students who graduate from a CACREP-accredited counseling program include the following:

• Some states require graduation from a CACREP-accredited counseling program for licensure
• Graduates from CACREP accredited counseling programs experience fewer barriers to transferring a license from one state to another
• National Board for Certified Counselors (NBCC) permits students from CACREP-accredited counseling programs to take their licensure exam while in graduate school
• US Department of Veterans Affairs (VA) recognizes only licensed counselors who graduated from a CACREP-accredited clinical mental health counseling program as approved providers
• National Board for Certified Counselors (NBCC) will soon require graduation from a CACREP-accredited counseling program in order for eligibility for national certification
• American Counseling Association (ACA) and the Institute of Medicine (IOM) both identify CACREP as the sole accrediting body for counselor education

All counseling programs accredited by CACREP have successfully passed evaluation for content and quality standards set forth by the mental health counseling profession. Specific to curricular experiences, the MHCBM Program requires completion of counseling coursework across the eight core CACREP areas:

• Professional counseling orientation and ethical practice
• Social and cultural identities and experiences
• Lifespan development
• Career development
• Counseling practice and relationships
• Group counseling and group work
• Assessment and diagnostic processes
• Research and program evaluation

Our counseling program also provides education and training in knowledge and skills/practices across CACREP domains unique to clinical mental health counseling, including behavioral healthcare service delivery modalities and networks within the continuum of care.

Mental Health Counseling and Licensure in Massachusetts

The  American Mental Health Counselors Association defines mental health counseling as:

…the provision of professional counseling services involving the application of principles of psychotherapy, human development, learning theory, group dynamics and the etiology of mental illness and dysfunctional behavior to individuals, couples, families and group, for the purpose of threading psychopathology and promoting optimal mental health. The practice of mental health counseling includes, but is not limited to, techniques aimed at the prevention of such disorders, consolations to individuals, couples, effective psychotherapeutic treatment modalities.

The Commonwealth of Massachusetts licenses mental health counselors (LMHCs) who have met the education and training criteria set by the Board of Registration of Allied Mental Health and Human Services Professions of the Bureau of Health Professions Licensure. LMHCs are prepared to assist clients to cope with a wide variety of behavioral health problems and related concerns, some of which include:

• Anxiety and phobias
• Mood disorders
• Child and partner abuse
• Family conflict
• Drug and alcohol use
• Trauma recovery
• Bereavement
• Career issues

Mental Health Counseling & Behavioral Medicine Program Boston University Chobanian & Avedisian School of Medicine 72 East Concord Street Robinson Building, Suite B-212 Boston, MA 02118

Phone: 617-358-5592 Fax: 617-358-5481

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Boston College Psychology and Neuroscience is an inclusive department that values diversity. We welcome all applicants, and strongly encourage students from underrepresented groups and first-generation students to apply to our program.

Our doctoral program is a five-year, full-time, fully funded, research-oriented program that features setting up a research program, coursework, and a close relationship with a faculty advisor. The number of graduate students admitted is limited. Currently, the ratio of faculty to doctoral students is approximately 1 to 1.

Our program is aimed at students who intend to become research psychologists and neuroscientists, participating in the basic search for knowledge about the human mind and brain. The focus throughout the stay at Boston College is on original research. Students publish papers, apply for grants, and attend professional conferences as part of their training.

Students apply to one of the Psychology Department's five areas of concentration and receive a Ph.D. degree in that area. Students may also participate in one of the department's interdisciplinary programs.

Application Deadline

December 15.

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The admissions process is described on the Boston College Morrissey College of Arts and Sciences website.

Students are admitted to work with a particular faculty member and within one of our five areas. Please visit the concentration page for a list of faculty members who serve as advisors in each area. Admission is selective and requires approval of the advisor and of the department's Graduate Admissions Committee. We recommend that applicants reach out to potential advisors well in advance of the application deadline to determine whether they plan to accept a Ph.D. student that year. Not all faculty accept students each year.

Guidelines for admissions to the graduate program:

• Admission to the program normally requires an overall and major GPA of 3.33.
• To ensure prospective graduate students are well prepared to TA in their area of specialization—Developmental, Social, Cognitive, Neuroscience, or Quantitative—they are also expected to have received at least a B in all courses within this area.
• Graduate students must have been in good academic standing for the last two years.  

Faculty members will invite top applicants to interview by February. Applicants will be notified of admissions decisions shortly thereafter.

Research Areas

Ph.D. students are fully funded, and tuition is waived. Students serve as Teaching Assistants during the course of the program.

• Advisor and Thesis Committee
• Second-Year Research Project
• Years Three, Four, & Five
• Five-Year Time Limit

Each student is accepted to work with a primary advisor. By the end of the first semester, the student, along with the advisor, selects two additional faculty members to serve on a thesis committee.

The Ph.D. student's initial task is the production of a second-year research project. Work on this task begins on day one of the first year. During the first year, a topic is selected, background reading carried out, a research program designed and piloted, and a proposal (written much like a grant proposal) is submitted to the student's three-person committee. The proposal is defended orally in front of the committee, and must have final approval by the committee by the end of September of Year Two.

In the second year, any further pilot work needed is carried out, IRB approval is obtained, the data gathered and analyzed, and the second-year research project written and defended (by March 31 of Year Two).

The research project reports original empirical research initiated and carried out while in our program. Students may not bring previously collected data and use these data for the project. Although the entire project is carried out in close collaboration with the advisor, the student should be the major contributor. Thus the student should qualify for senior authorship on the project when it is submitted for publication (which we strongly encourage).

The project is to be in the form of an article publishable in a good journal in the student's area. Evaluation is based on the criterion of publishability, with the exception that results need not have turned out statistically significant.

The second period in your graduate program is characterized by a shift to more independent work and an even more intensive focus on research. The third year focuses on two requirements that you work on simultaneously, the third year Literature Review and the Dissertation Proposal. The fourth year focuses on dissertation research. Even more than in the first two years, however, meeting the formal requirements is the minimum. The student’s principal job is carrying out research and building up a CV.

Early in the third year, students meet with their committee to form a tentative plan for Years Three and Four. This plan should be formalized and signed by the committee (Form 5) by December 1 of Year Three. Students are encouraged to begin pilot research for their dissertation, if they have not already done so, during the first semester of Year Three.

Students must attend this program on a full-time basis. The program is designed to be completed within five years.

Pre-Doctoral Mentorship Program

The Pre-Doctoral Mentorship Program (PDMP) is a student-run initiative that offers mentorship to prospective applicants to psychology and neuroscience doctoral programs. The goal of this program is to offer one-on-one mentorship and institutional knowledge to applicants who may not have access to such advantages.

How does it work?

Participants in the program will be matched with current graduate students or postdocs in the department who will mentor them on the process of applying to psychology and neuroscience Ph.D. programs. Participants and their mentors will work together to decide how and when to be in contact (e.g., email, Slack, Zoom, phone call, small groups) to discuss topics such as how to refine research interests, how to craft a CV, how to write a compelling personal statement, or any other aspect of the application process about which participants have questions.   

Who should apply for the program?

The program is open to everyone. We especially encourage people who do not have access to mentorship for their doctoral applications to apply. We expect this program to be particularly valuable for those who do not expect to receive feedback on their graduate applications from two or more faculty members.

Please note that participation in this program is NOT a requirement for application or admission to the program, NOR will it be factored intothe admissions decisions made by the department. Your official application will NOT indicate whether you participated in this program.  

When does it take place?

We invite prospective applicants to apply until November 15 to ensure sufficient time to provide substantive mentorship before the doctoral program's application deadline on December 15.

Anything else I should know?

This program is designed to be fun, flexible, interactive, inclusive, and minimally time-consuming. We know that the application process can be challenging to navigate, so we want to offer whatever assistance we can, while ensuring that we don’t use up more of your time than is helpful.

How do I apply?

Please complete this sign-up form and we will reach out to you within a week.

Mentorship Program Application

Pre-Doctoral  Mentorship Program

November 15.

Please direct any questions to boston-college-pdmp-ggroup@bc.edu

Department of Psychology and Neuroscience McGuinn 300

617-552-4100

The Department of Psychology offers a research-intensive PhD program within a close-knit community of faculty and students.

The Department of Psychology offers a graduate program leading to a PhD in psychology. The program offers four main specializations, behavioral neuroscience, cognition, perception, and personality/social, with cross-cutting themes in affective science, lifespan development, and health. The main objective of the program is to train a select group of students to become experts in the multidisciplinary field of psychological science. To accomplish this goal, the department takes a mentoring approach whereby the graduate students are apprentices in faculty laboratories, working closely with their faculty mentors throughout their time in the program. All students are fully supported with stipend and tuition waiver, 12 months a year, for their full five years in the program.

The department admits a small group of students to its doctoral program each year in order to maintain its apprenticeship model, with students admitted to work with a particular faculty mentor. In the laboratory, responsibility for collaboration in research gradually shifts from the faculty mentor to the student, culminating in the student’s doctoral dissertation. The program is five years in length, with students earning a Master’s degree at the end of their second year, in the course of working towards their PhD. Some students enter with a Master’s degree in an appropriate field; they are not required to earn another one.

The basic apprenticeship relation is supplemented by other activities, such as required courses (concentrated in the first and second years), advanced seminars and/or coursework in this as well as other departments or universities, a colloquium series, assignments as teaching assistants, the master’s project, and the dissertation and its oral defense. Graduate students also develop their teaching and research skills through close mentoring of undergraduate research assistants.

• Specializations in behavioral neuroscience, cognition, perception, and personality/social
• Cross-cutting themes in affective science, lifespan development, and health
• Program follows apprenticeship model, with students admitted to work with a particular faculty mentor
• Students without a Master’s degree in an appropriate field will earn one at the end of their second year
• Students develop teaching and research skills through mentoring of undergraduate research assistants
• All students are fully supported with stipend and tuition waiver, 12 months a year, for their full five years in the program
• Bachelor’s and Advanced-degree entry are possible

Application Materials

Requirements, application.

• Application fee – US $100
• Unofficial transcripts for all institutions attended (Official transcripts required upon acceptance of admission offer)
• Personal statement
• Three letters of recommendation
• GRE General – recommended, but not required
• Proof of English Proficiency for all applicants

Priority deadline for completed applications: December 1 st

Rolling admissions until March 15.  Check with department to see if there is availability.

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Ph.D. Clinical Psychology

Ut tyler psychology and counseling, ph.d. clinical psychology (underserved populations), program brochure.

Program Objectives and Goals                                            

The Ph.D. program in clinical psychology at the University of Texas at Tyler is a scientist-practitioner based program which provides high quality academic, research, and clinical training with under-served populations.  Our focus is on training students to work with veterans, in rural mental health settings, and in geropsychology.   Training in cultural diversity issues is infused throughout the curriculum.  Students will receive additional courses and clinical training in these 3 emphasis areas during their time in the program.   Students are mentored by clinical faculty in research and provide supervision of their clinical work along the way.  A thesis and dissertation are required.  Clinical training is provided in our on-campus clinic and in a number of agencies in the East Texas area.  Students receive a stipend /financial aid package that allows them to focus on their academic and professional goals and involve research and teaching activities.   Upon completion of our program, students will be able to become licensed psychologists and work in a variety of academic, medical, or clinical settings.   Since we are a new Ph.D. program, we are in the process of seeking contingent accreditation from APA.  Our program objectives are as follows: 

• Program graduates are trained as scientist-practitioners who have a diverse knowledge of the scientific and behavioral foundations of psychology.
• Program graduates are capable of developing, conducting, and reporting research knowledge through their own program of independent research.
• Program graduates are competent to assess, diagnose, and treat psychological disorders using evidence based practices.
• Program graduates are trained in ethics, diversity issues, and professional issues related to clinical practice and research.
• Program graduates have additional clinical and research training in underserved populations such as with military veterans, older adults, and persons in rural settings.

Our program values diversity with respect to gender, ethnicity, age, religious beliefs, and/or sexual orientation. We do not discriminate based on these factors regarding program admission or completion.

Questions can be directed to Ceselie Tobin, MS, LPC graduate admissions advisor, or Dr. Dennis Combs , director.

IMPORTANT UPDATE:  All admissions materials are due by January 15th, 2024 for the Fall 2024 cohort.

Frequently Asked Questions Residency Requirement

The UT Tyler Clinical Psychology PhD program is designed as a full-time, five-year program, including four years on campus and an off-site, doctoral internship year.  It may take students an average of between 5-6 years to complete our program to allow for additional clinical training experiences and to make progress on dissertation requirements prior to the doctoral internship.   The program requires a minimum of 3 full-time academic years of graduate study, at least 2 of which is completed in this program, and requires 1 year in full-time in residence.  The PhD degree is awarded after all program requirements are completed and conferred after completion of the doctoral internship.

Program Format 

The PhD program in Clinical Psychology is designed to be an in-person, face to face program.  We are not a fully on-line program and students must attend the program and classes in person.  In our program, the format for classes can vary by instructor which includes face to face, hybrid, and online formats.  We value in person learning as it provides for enhanced training and mentorship and results in a better student community.  Faculty can teach classes in different formats based on their needs and availability.   Practicum training is done in person with some provision for telesupervision and telehealth methods.  Teaching involves lectures, clinical and case examples, discussions, and electronically delivered methods to enhance learning. 

How to Become a Clinical Psychologist

Many people struggle with mental health problems. Clinical psychology provides graduates with a fulfilling career that allows them to help others in times of uncertainty or crisis. We’ll help students explore how to become a clinical psychologist and what to expect from this career.

Students must complete extensive education and training to work as a clinical psychologist . Although the specifics can differ by state, here are some common steps you can follow to become one:

Earn a Bachelor’s Degree

Students must earn a bachelor’s degree before proceeding to graduate studies. Many clinical psychologists start with a bachelor’s in psychology. However, learners can also study sociology , anthropology, or pre-medicine for their undergraduate degrees.

A bachelor’s degree in psychology can help students work as social service managers and probation officers. According to the Bureau Of Labor Statistics, they can earn a median pay of $61,800 annually.

Get a Master’s Degree

Next is a master’s degree in clinical psychology . It involves two years of full-time study and often includes coursework in advanced psychology, research, and practice.

A master’s can lead to better job prospects and higher pay. For example,  school psychologists earn a median salary  of $89,940. It’s also a stepping stone for doctoral studies.

Obtain a Doctoral Degree

Students can choose between two doctoral degrees to become clinical psychologists. A Ph.D. (Doctor of Philosophy) in psychology is for research and suits those who want to do research or teach. A Psy.D. (Doctor of Psychology)  is for clinical work and is preferred by psychologists who want to work with patients directly.

Both programs take four to five years to finish. They involve coursework, a dissertation, and an internship for at least a year. Learners must ensure that the program they choose is accredited by the APA (American Psychological Association).

Get Pre-professional Training

Many doctoral programs need students to do part-time practicum for several years and a full-time internship for one year. Most states also require 1-2 years of supervised practice after graduation to get licensed.

Since rules for licensure vary by state, check with your state’s licensing board to know what’s needed.

Apply for Licensure

Before students apply for their license, they must pass the Examination for Professional Practice in Psychology. Every state requires it. Some states also require jurisprudence tests, which are about laws and rules specific to that state.

Here are a few common requirements for licensure:

• A doctoral degree in psychology
• Completion of an accredited internship program
• A set number of supervised clinical hours under your belt
• Pass your licensure exam

What Is Clinical Psychology?

Clinical psychology is a branch of psychology that deals with mental health disorders. It uses science and therapy to understand, treat, and prevent these issues.

Clinical psychologists often engage in various activities, from psychotherapy to research. They work in hospitals, private practices, or schools, helping with problems like depression, anxiety, and severe psychiatric disorders.

When it comes to treating patients, clinical psychologists use different approaches, such as:

• Psychoanalytic Approach : Introduced by Sigmund Freud, this approach looks deep into the hidden parts of the mind. It says early experiences affect how we feel now. Techniques like dream analysis and free association help uncover hidden thoughts and feelings.
• Behaviorist Approach : Led by B.F. Skinner, this approach focuses on what we do and how the environment affects our actions. Psychologists using this method help change maladaptive behaviors through behavior modification and operant conditioning techniques.
• Cognitive-Behavioral Approach (CBT):  This approach combines behavioral and cognitive techniques to tackle mental issues. It believes thoughts affect how we feel and behave. Therapists help people challenge negative thoughts and learn better ways to cope.
• Humanistic-Existential Approach : Developed by Abraham Maslow and Carl Rogers, this approach is about personal growth and understanding oneself. It values empathy and focuses on what’s happening now rather than the past.
• Integrative Approach : This approach takes a bit from other theories. Psychologists who use it understand that no single theory can explain everything about people. They tailor their methods to fit each person’s needs, offering a flexible and holistic view of mental health.

What Do Clinical Psychologists Do?

Clinical psychologists work closely with people who face mental health issues that affect their well-being. These challenges can stem from various sources like mental disorders, stressful situations, or traumatic experiences.

Unlike psychiatrists, clinical psychologists don’t prescribe medication. Instead, they focus on talking therapies and counseling to help their patients. They might have their own practice, work with other psychologists, or be part of a hospital or clinic team.

Some of the responsibilities of a clinical psychologist include:

• Identify and treat a range of emotional and behavioral conditions such as depression, anxiety, PTSD, and bipolar disorder.
• Assess patients using psychological tests and observation to understand their background and problems.
• Create personalized treatment plans, which may include behavior changes or counseling.
• Help patients with physical or cognitive disabilities.
• Work with individuals, families, couples, or even larger groups.
• If needed, refer patients to other healthcare professionals for additional support.

Best Clinical Psychologist Degree Programs

As mental health awareness grows, clinical psychology becomes a sought-after career for students passionate about addressing mental health challenges. Accredited degrees make the degree more valuable.

The three top colleges students should consider for clinical psychology degree programs are listed below.

Brenau University

• #16 Best Online Bachelor’s of Elementary Education Degree Programs for 2024
• #17 Best Online Bachelor's of Healthcare Administration Degree Programs for 2024
• #20 Best Online Colleges in Georgia 2024
• #22 Best Online Bachelor’s of Digital Media for 2024
• #9 How to Earn Your Master's Degree Without Your Bachelor's Degree

Career Outlook for degree at Brenau University

• Estimated Cost Per Credit : In-State $785; Out-of-State $785
• Accreditation : Southern Association of Colleges and Schools Commission on Colleges
• Required Credits To Graduate : 62
• Format : On-campus and Online

Brenau University  provides students with a one-of-a-kind master of science in clinical counseling psychology program. It prepares learners for careers as mental health therapists, researchers, and licensed professional counselors.

Many graduates go on to pursue doctoral programs in clinical psychology . The curriculum blends coursework and a thesis with hands-on clinical practice and focuses on counseling, research, and psychological assessment.

Full-time learners can finish the degree program in five to seven semesters. To apply, you need a bachelor’s degree from an accredited college or university, with a GPA of 2.7 or higher and a GRE score of 270 or above.

Brenau University’s Online Degrees

• Required Credits : 120
• Completion Time : None Reported
• Format : Online

University of Tulsa

• #2 Best Research Universities in Oklahoma 2024
• #2 Best Colleges in Oklahoma 2024
• #2 Best Grad Schools in Oklahoma 2024

Career Outlook for degree at University of Tulsa

• Cost Per Credit: $1,442
• Accreditation: American Psychological Association (APA)
• Required Credits To Graduate: 90
• Format: On-campus

The University of Tulsa  offers a comprehensive Doctor of Psychology (Psy.D.) in Clinical Psychology program. The program integrates academic study, supervised clinical experience, and research to provide a well-rounded education.

Graduates of the program are prepared to work in a variety of settings, including hospitals, mental health clinics, and private practice. The curriculum emphasizes evidence-based practice, cultural competency, and ethical decision-making.

The program typically takes five to six years to complete on a full-time basis. Applicants must have a bachelor’s degree from an accredited institution, relevant coursework in psychology, a minimum GPA of 3.0, and strong letters of recommendation.

University of Texas Rio Grande Valley

• #14 Best Online Master's Programs in Texas 2024
• #20 Best Online Master's in Healthcare Administration
• #25 Best Online Master’s in Health Informatics
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Career Outlook for degree at University of Texas Rio Grande Valley

• Estimated Cost Per Credit : In-State $1585; Out-of-State $2662
• Required Credits To Graduate : 48

University Of Texas Rio Grande Valley’s  Master of Arts in Clinical Psychology gives students two paths: thesis or non-thesis. If a student is eyeing a Ph.D. later, they should choose the thesis track.

However, a non-thesis option is better if you aim for licensing as a Psychological Associate or Licensed Professional Counselor in Texas.

To apply, you need a bachelor’s in psychology  or a related field from an accredited school with a GPA of 3.0 or higher. Having GRE scores of at least 144 on the Quantitative and 153 on the Verbal tests is helpful.

New York University

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Career Outlook for degree at New York University

• Estimated Cost Per Credit : In-State $2157; Out-of-State $2157
• Accreditation : Middle States Commission on Higher Education
• Required Credits To Graduate : 36

Students can take  New York University’s  M.A. in Psychology program focusing on clinical psychology. It prepares graduates for research or human services jobs or to pursue a Psy.D. or Ph.D. in counseling or clinical psychology.

However, students won’t get the clinical practice hours needed for a license at this level. For admission, you don’t need an undergraduate psychology degree. Students with a 3.0 GPA and a ‘B’ or higher grade in introductory statistics and psychology can apply.

The university is accredited by the Middle States Commission on Higher Education and is ranked #35 by  U.S. News for Top National Universities .

Marquette University

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Career Outlook for degree at Marquette University

• Estimated Cost Per Credit : In-State $1245; Out-of-State $1245
• Accreditation : Higher Learning Commission
• Required Credits To Graduate : 81
• Format : On-campus

The Ph.D. program in clinical psychology at  Marquette University  is offered on campus and spans five years, including a one-year internship. Students also get a master’s degree along the way.

The program focuses on research and practical skills for careers in medical and educational settings. You need a bachelor’s degree from a recognized school with a 3.0 GPA and adequate psychology coursework to apply.

What Are Common Clinical Psychology Careers?

Clinical psychology offers students a variety of career paths. Each focused on improving mental health and well-being in different populations and settings.

Here are some of the roles you could consider:

• Child Psychologist : Child psychologists work with kids and teens to help them deal with feelings, handle trauma, and find coping mechanisms. They can also determine if someone has trouble learning or any mental health issues.
• Forensic Psychologist : Forensic psychologists work  within the justice and legal system. They create profiles of criminals and determine whether suspects are mentally fit for trial.
• School Psychologist : Students don’t need a PhD to become school psychologists. These psychologists help assess students’ socioemotional and cognitive abilities within a school system and may also help students develop social skills and emotional management tools.
• Substance Misuse Counselor : Substance misuse counselors help people dealing with addictions such as drugs or alcohol. They may run group or individual therapy sessions and work with a team to help people recover. Learners won’t require a PhD to become a substance misuse counselor.
• Family and Marriage Counselor : A family and marriage counselor usually works in a private practice. They help families and couples deal with stress, changes, or conflict. The role requires you to finish a master’s program.

Related Questions

How many years does it take to become a clinical psychologist.

Students need 8-12 years of schooling to become clinical psychologists, including 1-2 years of supervised internship and postdoctoral work with a licensed psychologist. Each state has different rules for how much supervision is required. Plus, how long you’re in school depends on your program and whether you go full-time or part-time.

Do Clinical Psychologists Make Good Money?

According to PayScale , clinical psychologists make around $91,190. The salary might change depending on where you work, how much experience you have, and who your employer is. People who work in education or for nonprofits may earn less than those in private practice.

What Is the Difference Between a Clinical Psychologist and a Regular Psychologist?

While both clinical psychologists and regular psychologists focus on mental health, clinical psychologists have specialized training in assessing and treating mental health disorders. They also have expertise in designing therapeutic interventions to promote mental well-being.

A clinical psychologist helps diagnose and treat mental illness and psychological disorders. To become one, students must earn a bachelor’s, master’s, and doctorate , complete pre-professional training, and get licensed. Once they graduate, they can work in private practice, schools, or healthcare facilities and earn generous pay.

How to Apply

The application deadline for submission of all materials to the MA-only program is May 15.  (Please note that applications will be reviewed beginning March 1). Applications must be submitted online (see the  GRS Graduate Admissions website  for the online application), and must include a personal statement, letters of recommendation, GRE scores and transcripts.

Official general GRE scores are required for all applications to the MA program in Psychology. The Subject GRE is optional.

Financial assistance for students in the MA program is not available within the Department of Psychological & Brain Sciences. For information on loans, work study, etc., applicants should visit the  GRS financial aid web site .

The Program Admissions Committee takes into consideration all of the information contained in the complete application, looking for evidence of the ability to successfully complete a demanding course of study. The Committee carefully reviews letters of reference, the personal statement, earlier academic history, and various test scores, and attempts to make fair judgments about the promise of competent performance in a graduate program.

MA in Psychology Requirements

We do not require that applicants have an undergraduate major in psychology. However, we do require applicants to have taken some course work in psychology. We recommend an introductory course, a course in research methods in psychology, a course in statistics and at least two content courses.

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Board of Trustees Recognizes Faculty Members

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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