phd psychology wsu

Applying – Experimental Psychology

Gre scores are not required for fall 2024 admission to the experimental psychology program., degree offered, mentoring model.

The program employs a mentoring model under which the student works closely with a faculty member. While it is expected that one faculty member will assume responsibility for guiding the student to degree completion, under some circumstances, the student may study with multiple faculty. Some of our career-track faculty also serve as members on an experimental student’s masters, preliminary exam, and dissertation committees.

Students matriculate at the WSU campus at which their primary research mentor is located (Pullman, Vancouver, Tri-Cities, or Spokane).  Please note the location of potential mentors before applying to work with them. We encourage applicants to contact the faculty member(s) you wish to work with to ensure that they are recruiting students next fall semester.

Teaching Opportunities and Training

Number of students admitted, admission consideration.

Before applying, please note that students are typically fulltime, and matriculate at the WSU campus at which their primary research mentor is located (Pullman, Vancouver, or Spokane).

To be considered for the Experimental Program, applicants must have:

• Completed at least 18 credits in Psychology or in area of study related to Psychology research specialty.
• Earned at least a 3.00 cumulative undergraduate GPA.
• A minimum of 3 letters of recommendation (at least 2 of which must come from a faculty member in a university or medical setting).

For those who meet the above qualifications, evaluation of the application is based on:

Very Important

• Undergraduate GPA (3.0 minimum; average of admitted students is approximately 3.5)
• Graduate GPA, if any
• Research experience and productivity (e.g., co- or first author on conference presentation, peer-reviewed publication, grants, etc.)
• Strength of personal statement
• Goodness of fit in terms of research interests with one or more WSU Experimental Psychology faculty **
• Strength of letters of recommendation
• Background in statistics and experimental methods
• Psychology Subject test scores are not reviewed
• Unofficial transcripts
• The variety and difficulty of coursework completed, with the expectation that the student has completed a large number of upper-division courses both within and outside of the major
• Teaching experience, if any
• Demonstrated ability to function independently and responsibly
• Extracurricular activities and jobs related to Psychology

** The extent to which the applicant’s interests match those of the faculty is very important. In their personal statements, applicants should state with whom they would like to study and why.  Note the location of potential mentors on the Psychology Department webpage.  Applicants are also strongly encouraged to contact prospective mentor(s) to discuss shared interests and determine whether the prospective mentor intends to recruit a new student for the following year. Every effort is made to evaluate each applicant individually; students who have special skills or qualifications that they feel strengthen their application are encouraged to state them.

Faculty are selective in the admissions process because they expect that all students admitted to the program will complete the Ph.D., rather than admitting a large entering class with the intent to winnow the class at the end of the first or second year. Our goal is to provide the research mentorship, instruction, and financial support needed for every student to become a skilled experimental psychologist and to earn the Ph.D. in a timely manner.

To be considered for admission to the Experimental Psychology Graduate Program, all application materials must be received by December 1st.

Interview, Admissions, Acceptance Timeline

Application instructions.

Applications are accepted September 1 – December 1 for fall admission the following year. To be considered for admission to the Department of Psychology’s Graduate Programs, all of your completed application materials must be received by our December 1st deadline.

To apply to the Washington State University Department of Psychology, Experimental Graduate Program you must complete the Washington State University Graduate School Application Process

*Please note that your references are required to submit letters of recommendation by the December 1 deadline, so please email the link to your letter writers so they can meet the application deadline .

Also, please contact the faculty member(s) you wish to work with to ensure that they are recruiting students next fall semester.

If you have questions concerning this process, please contact Stacy Gessler, Program Coordinator, Psychology Department at [email protected] .

Application Tips

To make your application more competitive, your personal statement should be single spaced, no longer than 2 pages, and include the following:

• your previous research and/or clinical experiences
• your future career goals
• your reasons for wanting to attend the WSU graduate program in Psychology
• the faculty member(s) you are interested in working with and why

Experimental Psychology, Ph.D.

The Ph.D. program in Experimental Psychology at Washington State University is among the oldest in the West. The program has an established reputation for producing well-trained psychologists who contribute to basic and applied experimental psychology in academia, government service, and private industry. See also,

Program design and study

The program is designed to produce highly skilled experimental psychologists with specialized training in one of five areas: (1) Behavior Analysis; (2) Cognition (3) Biological-Psychology; (4) Sensation and Perception; and (4) Social/Organizational Psychology. Graduates are expected to be highly knowledgeable of their specialty area, have a strong background in general psychology, and be knowledgeable of a wide variety of strategies for generating and testing hypotheses. Each graduate will leave Washington State University Vancouver well equipped to become a productive member of the professional community.

The program is designed to be completed within five years, for students entering without a master’s degree. The program of study is designed around the interests and career objectives of the student, whether such interests are in academic or applied experimental psychology. The program includes required coursework, an M.A. thesis or its equivalent, a written general examination and a doctoral dissertation. In addition, experimental students are expected to be involved in research activity under the direction of a faculty member throughout their enrollment in the program.

The program admits students based on a careful assessment of their potential as psychologists, without regard to race, sex or creed. An admissions committee reviews all applications and makes admissions recommendations to the experimental psychology faculty, who make final decisions regarding admissions into the program. Every effort is made to evaluate each applicant individually; if you have special skills or qualifications that you feel strengthen your application, please tell us about them.

The application deadline for the graduate program in experimental psychology is December 1– you must start the program in the fall.

All experimental psychology graduate students are fully funded during their first year of study. In subsequent years, full support is contingent upon sufficient progress toward completion of the degree as judged by the experimental psychology faculty and continued availability of funding to the department. The most common forms of support are teaching and research assistantships. Other forms of support include predoctoral fellowships and work-study stipends within the Psychology Department and in other programs in the university. Special funding sometimes is available for qualified minorities.

The experimental psychology program welcomes applications from all students who feel qualified.

Apply online

RESEARCH TEAM

Dr. angela henricks.

Dr. Henricks is an Assistant Professor in the Department of Psychology at WSU. She completed her PhD in Experimental Psychology at WSU in 2016, where she worked with Dr. Ryan McLaughlin. Dr. Henricks then spent four years as a post-doc in the Geisel School of Medicine at Dartmouth College, working with Dr. Alan Green. Her work has consistently focused on identifying the neurobiological mechanisms that drive substance use and mental illness, with a specific emphasis on sex differences in vulnerability.

Email:  [email protected] Office: JT 313 Phone: (509) 335-8946

Kelly Hewitt

Kelly joined the BAR lab in fall 2021 and is a life-long WSU Coug fan; she completed her B.S. in Neuroscience and Psychology at WSU some years ago and is now working toward her Ph.D. in Experimental Psychology.  Kelly has multiple years of research experience as an undergraduate research assistant and lab manager for Dr. Rebecca Craft’s behavioral psychopharmacology lab prior to joining the Henricks team.  Her research interests include sex differences in the neural circuitry underlying alcohol dependence and looks forward to discover how these differences might shed light on how to assist treatment options for alcohol use disorder.

Skylar Nicholson

Skylar joined the BAR lab in Fall 2022. She completed her B.A. in Psychology at the University of New Mexico in 2022, where she worked as an undergraduate research assistant for Dr. Nathan Pentkowski. She is now working towards her Ph.D. in Experimental Psychology. Her current research interests include investigating how factors such as prenatal infection might impact later life alcohol consumption and brain development in rodents.

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Executive Board

Sterling McPherson, PhD

Celestina Barbosa-Leiker, PhD

Michael McDonell, PhD

John Roll, PhD

Affiliated researchers, abigail bowen, ms.

Senior Clinical Research Coordinator Office of Research Elson S. Floyd College of Medicine [email protected]

Theresa Bowden, MSN, CCRN, C-NPT

Clinical Assistant Professor College of Nursing [email protected]

Ekaterina Burduli, PhD

Assistant Professor College of Nursing [email protected]

Michael Cleveland

Professor Department of Human Development Washington State University [email protected]

Sierra Colletto

Clinical Research Coordinator Department of Community and Behavioral Health Elson S. Floyd College of Medicine [email protected]

Susan Collins

Professor Department of Psychology Washington State University [email protected]

Rebecca M. Craft, PhD

Professor Emerita Department of Psychology Washington State University [email protected]

Jennifer Duckworth

Assistant Professor Department of Human Development Washington State University [email protected]

Devon Hansen, PhD, LMHC

Assistant Professor Department of Translational Medicine and Physiology Elson S. Floyd College of Medicine [email protected]

Angela Henricks, PhD

Assistant Professor Department of Psychology Washington State University [email protected]

Lois James, PhD

Assistant Dean for Research Associate Professor College of Nursing [email protected]

Julianne Jett, PhD

Postdoctoral Research Associate Department of Community and Behavioral Health Elson S. Floyd College of Medicine [email protected]

Benjamin Ladd, PhD

Associate Professor Department of Psychology Washington State University [email protected]

Amanda Lamp, PhD

Assistant Professor Department of Translational Medicine and Physiology Elson S. Floyd College of Medicine [email protected]

Crystal Lederhos Smith, PhD

APPL Program Director and Assistant Research Professor Department of Community and Behavioral Health Elson S. Floyd College of Medicine [email protected]

Renee E. Magnan

Associate Professor Director of Experimental Training Department of Psychology Washington State University [email protected]

André Miguel, PhD

Assistant Research Professor Elson S. Floyd College of Medicine [email protected]

Oladunni Oluwoye, PhD

Assistant Professor Department of Community and Behavioral Health Elson S. Floyd College of Medicine [email protected]

Kelsey Jayne Pascoe, PhD

Assistant Professor College of Nursing [email protected]

Shikha Prashad, PhD

Assistant Professor Department Kinesiology Washington State University [email protected]

Raymond M. Quock, PhD

Professor College of Veterinary Medicine [email protected]

Nicole Rodin, PharmD, MBA

Clinical Assistant Professor College of Pharmacy and Pharmaceutical Sciences [email protected]

Alex Schmidt

Clinical Research Associate Department of Community and Behavioral Health Elson S. Floyd College of Medicine [email protected]

Jennifer Schwartz , PhD

Professor Department of Sociology Washington State University [email protected]

Paul Strand, PhD

Professor  Department of Psychology Washington State University [email protected]

Sarah L. Tragesser, PhD

Associate Professor Department of Psychology Washington State University [email protected]

Elizbeth Weybright, PhD

Associate Professor Department of Human Development Washington State University [email protected]

Jessica Willoughby, PhD

Associate Professor Edward R. Murrow College of Communication [email protected]

Marian L. Wilson, PhD

Associate Professor College of Nursing [email protected]

Jonathan Wiser, PhD

Professor Department of Translational Medicine and Physiology Elson S. Floyd College of Medicine [email protected]

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ABOUT PSYCHOLOGY

Psychology is the scientific study  of  how people think, feel and behave. This degree emphasizes both the experimental and applied aspects of the discipline. Those studying psychology gain fundamental training in neuroscience, cognitive psychology, statistical analysis and scientific methodology.  

GREAT THINGS HAPPENING IN PSYCHOLOGY

Marketable skillsets Through visits to local health clinics, WSU Tri-Cities psychology students make meaningful connections to the surrounding community and gain marketable skills that make them stand out.

Community connections Each semester, Janet Peters, clinical assistant professor of psychology, has her students work with a local service-based organization to provide her students with real-world experience.

Service learning The WSU Tri-Cities psychology program partners with Camp Korey, a camp for children with serious medical conditions to further refine camp programming to meet the needs of children.

You will take courses that cover a wide range of subjects in psychology, which could include:

• Social psychology
• Cognition and memory
• Multicultural psychology
• Biological behavior
• Adolescent development
• Research methods

PROGRAM REQUIREMENTS:

UNIQUE BENEFITS OF STUDYING AT WSU TRI-CITIES:

The degree is designed to prepare students for entry into the job market immediately following graduation in a wide variety of fields that utilize knowledge of human behavior, communication  and interpersonal skills. Students a re also  prepared for post-baccalaureate graduate study and training in counseling, clinical and experimental psychology.  

RELATED FIELDS:

• Human development  
• Public relations  
• Neuroscience

Career outcomes in psychology Psychology provides a solid background for a wide range of careers, and students are encouraged to discuss their options with their professors, academic advisors, and potential employers. Some students go on to further graduate education to prepare for careers in counseling, clinical or experimental psychology. 

WSU Tri-Cities and Pullman alumni from the past 10 years who work in Washington State have the following occupations and estimated salary:

Estimated salary of psychology alumni

Jobs held by WSU psychology graduates: Social and Human Service Assistant | Counselor | Postsecondary Teacher | Social Worker | Psychiatric Technician

Data provided by Lightcast.

Educational Psychology – Doctoral Handbooks Page

Educational psychology doctoral handbooks.

• Ph.D. in Educational Psychology Handbook 2023-2024
• Ph.D. in Educational Psychology Handbook 2020-2022
• Ph.D. in Educational Psychology Handbook 2019-2020
• Ph.D. in Educational Psychology Handbook 2018-2019
• Ph.D. in Educational Psychology Handbook 2017-2018

College of Education

• Graduate Program

Educational Psychology - M.Ed.

Program overview.

Educational Psychology is an academic program in the Department of Educational Psychology, Leadership, & Counseling. The program equips students with a comprehensive knowledge of learning, motivation, development, and educational foundations. Additionally, students learn to apply quantitative and qualitative research skills in a manner that promotes educational improvement while valuing individual differences. Thus, educational psychology attracts students from various educational and professional backgrounds including education, psychology, human sciences, business, sports sciences, and health sciences.

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Program work within Educational Psychology is developed and guided by a strong conceptual framework, the standards from the National Council for the Accreditation of Teacher Education (NCATE), guidelines from the American Psychological Association (APA), American Educational Research Association (AERA), and National Association of School Psychologists (NASP) and the sound professional judgment of an experienced and caring faculty.

The master's program is designed to provide students with content knowledge that facilitates the application of research in educational psychology to educational settings. Teachers are especially encouraged to select the applied master's degree plan that is designed to prepare highly effective, culturally sensitive educators.

Degrees Offered

M.Ed., offered as a face-to-face or hybrid program.

Career Opportunities With This Degree

Most graduates teach in colleges or universities or are in positions conducting research.

Application Materials

College Transcripts – Unofficial transcripts can be uploaded to the Graduate School application . Information on submitting official transcripts will be provided to you by the Graduate School. Grade reports or unofficial transcripts from university web portals will not be accepted. Please redact the Social Security Number anywhere it appears on your transcript. If documents are written in a language other than English, a copy of a complete and official English translation must be provided with the original language records.

Required Supplemental Application Materials

GRE Scores, Resume, Three Professional Recommendations, Academic Writing Sample, Response to Applicant Statement Prompt. Download a comprehensive list of requirements.

Application Process

Please visit the Graduate Application Process for more information on how to apply.

This program requires official GRE scores. Scores must no more than 5 years old at the time of application. Official GRE scores must be sent from Educational Testing Services (ETS) to the Texas Tech Graduate School. To register for the examination please visit the GRE Testing website . Texas Tech University's code is 6827.

• Due to ongoing accessibility concerns, the Graduate School has suspended GRE test score requirements for applications through at least Summer 2025. For more information, please contact the Graduate School .

Semester in which the program can be started

It is recommended that students start in the fall but applications will be considered on a rolling basis.

Estimated Hours to Completion

45 credit hours

Allowable Transfer Hours

6 credit hours if completed in the last 7 years with a grade of B or better.

Financial Aid

TTU Graduate School and COE scholarships, research assistantships, student loans

To be competitive for funding support, the recommended deadline for Fall is December 1 st . However, applications received at other times will be reviewed.

Tuition & Fees

Use the Student Business Services Tuition Estimator to estimate your costs.

Chance Webb Academic Advisor/Admissions Office of Graduate Admissions & Enrollment [email protected] 806-834-6768

Research, Evaluation, Measurement, and Statistics

Educational psychology and foundations, school psychology.

• Delivery : Face-to-Face or Hybrid
• Hours to Completion: 45
• Now accepting applications for: All Semesters
• Maximum Transfer Hours: 6

Contact TTU

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Laura V. Machia, Ph.D. 430 Huntington Hall [email protected] (315)443-2354

Sara E. Burke, Ph.D., Jennifer Clarke, Ph.D., Brett K. Jakubiak, Ph.D., Jessie Joyce, Ph.D., Laura V. Machia, Ph.D., Leonard S. Newman, Ph.D., Jeewon Oh, Ph.D., and Zahra Vahedi, Ph.D.

Program Description:

Since its creation in 1924, the program has embraced research as a central focus for the training of social psychologists. We train students with the skills necessary to function as applied or research scientists within one or more of the many sub-domains of social psychology. Our program explicitly adopts multidisciplinary themes to create a unique graduate training experience. The central focus of the social psychology program is the scholarship of the causes, consequences, and/or remediation of social challenges. Students are encouraged to pursue specific research interests that complement this broad programmatic theme.

Student Learning Outcomes

1) Demonstrate broad knowledge of the field of social psychology and a deep understanding of its basic principles - Examine the causes, consequences, and/or remediation of social challenges

2) Conduct reviews of the social psychology literature and integrate/synthesize that literature

3) Design and conduct systematic research of important challenges facing society

4) Utilize classic and contemporary quantitative methods to conduct statistical analysis for their research

5) Present research by means of poster presentations and/or talks at professional conferences

6) Follow ethical guidelines of the American Psychological Association

7) Demonstrate expertise as a psychology instructor

Program Requirements

Consistent with the general goal of the program, students are strongly encouraged to become involved in research at an early point in their training by participating in faculty research projects and by carrying out individual research under the guidance of faculty members. Accordingly, all students obtain extensive training in research methods, both within a classroom setting and in actual research practice. Students are required to take 90 credits of coursework and complete a series of Milestones.

Required Coursework

The courses offered in the program consist of intensive exposure to the prominent theories and methods in social psychology. 

Conceptual Core (15 credit hours)

• PSY 674 - Advanced Social Psychology 3 credit(s)
• PSY 677 - Social Cognition 3 credit(s)
• PSY 693 - Advanced Personality 3 credit(s)
• PSY 775 - Seminar in Social Psychology 3 credit(s) (This must be taken at least twice)

Department Core (9 credit hours)

An additional 9 credit hours of PSY courses outside of social psychology. These courses should be selected in consultation with the advisor to optimize the student’s training.

Statistics Core (6 credit hours)

• PSY 655 - Experimental Design and Statistical Methods I 3 credit(s)
• PSY 756 - Experimental Design and Statistical Methods II 3 credit(s)

Methods Core (minimum of 9 credit hours)

• PSY 624 - Graduate Seminar in Psychological Methods 3 credit(s)
• PSY 627 - Proseminar Methods and Topics in Social Psychology 3 credit(s)

(This must be taken at least twice)

Dissertation (18 credits)

• PSY 999 - Dissertation 1-15 credit(s)

Independent Research or Other Courses

Students chose additional courses to complete the minimum 90 credits for the PhD. Students are encouraged to work closely with one or more faculty members in a research program and to develop a program of research. Research is reflected in courses including PSY 997, 690, or 990. Students should take courses that strengthen their training. Electives should be selected in consultation with the advisor. We strongly recommend students select electives that will further their statistical or methodological skills.

Total Credits Required (90 credits)

In addition to the required coursework, all students must complete the following milestones:

• Give a research presentation at Brownbag during the first year.
• All students are required to complete a Masters. Students who completed a Master’s thesis elsewhere may petition for that thesis to satisfy this requirement.
• Successfully pass a Qualifying Examination.
• Successfully complete a dissertation

Optional Concentrations

Please keep the “triple dipping rule” in mind as you consider the following optional programs to complement your MA and PhD programs.

The triple dipping rule - Per university policy (link: http://coursecatalog.syr.edu/content.php?catoid=25&navoid=3251#34-0), specific courses/credits can be counted toward up to two (but no more than two) graduate programs or degree. The courses listed in the Program of Study for the Master’s in Psychology count towards the PhD in Social Psychology.

Concentration in Neuroscience (optional)

Requirements.

Complete the following courses:

• BIO 607 - Advanced Neuroscience 3 credit(s)
• NEU 614 - Interdisciplinary Methods of Neuroscience 0-3 credit(s)
• NEU 613 - Readings in Neuroscience 0-3 credit(s)
• PSY 777 - Advanced Cognitive Neuroscience 3 credit(s)

In addition, students are expected to:

Present at least one special seminar and participate in other research days organized or sponsored by the Interdisciplinary Neuroscience Program during your tenure as a student.

Attend program-sponsored seminars given by outside speakers, graduate students, postdocs, and faculty.

Concentration in Advanced Quantitative Methods in Psychology (optional)

The program has two goals. First, students will receive training in a wide range of advanced statistics or quantitative methods. Such breadth assures that students have maximum flexibility in designing a curriculum that best fits their individual career goals. Second, the program emphasizes competence in the application of knowledge and analytic skills acquired through coursework to students’ own research.  Together these will help promote the pursuit of high-quality research and research-focused careers in academic and non-academic settings.

Pre-requisites

Requirements (part a).

12 credit hours of coursework focusing on statistical or quantitative methods at the 500-level or above. Select from these courses:

• CSE 581 - Introduction to Database Management Systems 3 credit(s)
• IST 718 - Big Data Analytics 3 credit(s)
• MAT 521 - Introduction to Probability 3 credit(s)
• MAT 525 - Mathematical Statistics 3 credit(s)
• MAT 651 - Probability and Statistics I 3 credit(s)
• MAT 652 - Probability and Statistics II 3 credit(s)
• MAT 750 - Statistical Consulting 3 credit(s)
• PSY 612 - Advanced Experimental Psychology 3 credit(s)
• PSY 653 - Psychological Measurement 3 credit(s)
• PSY 780 - Introduction to Structural Equation Modeling 3 credit(s)
• PSY 854 - Bayesian Statistical Analysis 3 credit(s)

To demonstrate the minimum level of competence, students must earn a B- or better in each of the courses.

Courses may count toward the certificate and other degrees so long as the ‘triple dipping’ rule and any other university policies are met.

Requirements (part b)

An approved empirical research product demonstrating competence in the use of an advanced statistical or quantitative method.

A research product that demonstrates competence in the use of an advanced statistical or quantitative method may include one of the following options:

(b-1) submitting a manuscript based on empirical research using an advanced statistical or quantitative method for peer review, or

(b-2) successfully defending a thesis, qualifying exam, or dissertation using an advanced statistical or quantitative method. Specific statistical or quantitative methods on which the product is based may be different from those in the student’s elective coursework or desired specialization areas in psychology.

To confirm that this requirement is met, the student must

• submit to the committee a two-paragraph description about at the initiation of the project or proposal of the milestone: indicate the advanced statistical or quantitative method to be used in their project, along with a statement that the student alone will conduct the advanced statistical or quantitative method analysis. The committee will indicate if the proposal is sufficient for this requirement.
• After the completion of the project, the committee must review and approve the final product along with a short statement confirming that they conducted the advanced statistical or quantitative method.

The program is strongly committed to the recruitment of individuals from diverse backgrounds.  Applications are considered for the fall term only, and the deadline for receipt of the completed application is December 1. Only full-time students are considered for admission. 

The admissions committee consists of social psychology area faculty members. This committee makes decisions on the admission of applicants to graduate school; students who have or will soon complete either bachelor’s or master’s degrees, and who qualify in the judgment of this committee are admitted. To make this judgment, the committee considers a candidate’s complete application and whether the research interests of this student matches with a member of the faculty.

Financial Support

The department makes a determined effort to offer each student who is in good standing financial support in the form of a stipend and tuition remission. Stipends may stem from several sources including, teaching assistantships, research assistantships, and fellowships. Outstanding students are placed into competition for University-wide fellowships. In addition, students are encouraged to apply for available external funding.

Satisfactory Progress

Students’ progress is reviewed by the program faculty each year. The requirements for satisfactory progress are as follows:

(a) Academic or course-related requirements. Students should make progress toward completing their coursework.  A cumulative GPA of 3.0 or better, exclusive of independent study courses, is required to maintain good standing with regard to GPA. In addition, students are required to earn a grade of B or better in all required courses.

(b) Research

Students are expected to actively participate in a research group, demonstrate the ability to function independently in all phases of the research process, and make timely progress toward completion of research requirements.

Deadlines for Research milestones (note that these are deadlines, but we recommend earlier completion of defenses):

• a research presentation at Brownbag by May 30 of the first year
• successfully defending the master’s thesis by May 15 of the third year
• submitting a first attempt at passing the qualifying examination by August 15 of the third year (successfully passing the qualifying examination by August 15 of the fourth year)
• successfully defending the doctoral dissertation in time to submit by the Graduate School deadline for an August graduation of fifth year.

c) Professional Development

Students are expected to develop professional skills and materials in preparation for a scientific career, broadly speaking. 

In addition, all students who receive department funding as a Teaching Assistant will be evaluated each semester by the faculty member assigned to the course. Each student’s overall performance will be assessed (e.g., teaching effort and performance, attendance, meeting deadlines, following course guidelines and policies, professionalism, etc.). In addition, if the TA assignment includes teaching, the faculty member may conduct an in-class observation to evaluate each student’s teaching skills and individualized feedback will be provided. It is expected that a student’s overall performance each semester, as assessed by the faculty member assigned to the course, will meet or exceed expectations in order for a student to remain in good standing in the program. 

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Instructional Coaching, Graduate/Professional Certificate

The University of Wisconsin–Madison offers an online Instructional Coaching Certificate embedded within the Master of Science for Professional Educators (MSPE) Program. This program helps current and aspiring instructional coaches engage in reflective dialogue, use student evidence, and build meaningful relationships to enhance their coaching practices. The certificate is only available to those enrolled in the MSPE Program. 

The Certificate in Instructional Coaching is open to students in the Masters in Educational Psychology: Named Option in Professional Educators program. Contact the program director for application information ( [email protected] ).

In addition to the steps outlined above, all Graduate School students must utilize the Graduate Student Portal in MyUW to add, change, or discontinue any graduate/professional certificate. For the final step required to apply to this certificate, log in to MyUW, click on Graduate Student Portal, and then click on Add/Change Programs. Select the information for the graduate/professional certificate for which you are applying.

• Requirements

 Complete the following coursework for a total of 9 credits.

• Learning Outcomes
• Examine the philosophy and core practices of Instructional Coaching
• Plan and facilitate coaching cycles in a way that establishes a culture of collective efficacy in a school/district/organization.
• Analyze data (evidence) gathered from different assessments to better understand how data can be used as an effective instructional coaching tool.
• Articulate and refine instructional coaching beliefs by drawing on research and examining own practice.

Contact Information

Educational Psychology School of Education edpsych.education.wisc.edu

Lisa Hebgen, Director, Master of Science for Professional Educators [email protected] 608-574-0355 863E Educational Sciences Building 1025 W. Johnson St., Madison, WI 53706

Graduate School grad.wisc.edu

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When the PhD path leads to career struggles

A doctoral degree is a major commitment. Think carefully.

I appreciated reading Kara Miller’s The Big Idea column “PhD: Pretty heavily disappointed” (Business, May 22), about people with doctoral degrees struggling to build careers in academia. It made me think back to a conversation I had when I was about to graduate from high school.

I happened to run into a former track coach of mine, and as we were reminiscing he asked me what I planned as a major in college. “History,” I responded. He said, “Why don’t you take some computer classes also? It never hurts to be able to do something useful.”

I did not reflect on his motivation at the time, but my track coach was a young guy, and he was probably giving me advice straight from his own life, as a parent trying to raise his own young children. I did take computer classes in college and ultimately received a PhD in chemical engineering. I always remember that conversation as being a kind of turning point.

Earning a doctoral degree is a life commitment of great proportion. It can take, as Miller notes, between four and seven years. If we think of working life as roughly between the ages of 22 and 65, then a PhD requires more than 10 percent of a person’s working life. People need to think carefully about that investment.

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Two powerful arguments in favor of the path of science, technology, engineering, and math are that there tend to be more STEM jobs for PhDs, and many universities’ STEM departments are generous in covering their PhD students’ tuition and cost of studies, including a stipend toward food, rent, and other expenses.

Stuart Gallant

Not much has changed in 30 years

As I prepared to graduate in 1995 with a doctor of education degree from the Harvard Graduate School of Education, my mother memorably said to me, “Of my four children, you are the one with the most education and the smallest salary.” Apparently not much has changed in 30 years.

I must congratulate these students, however, on following their passion rather than following the money. I can’t help but think that their lives, though stressful, may contain greater happiness.

Peggy Clark

Lawyers & electricians & philosophers, oh my!

Kara Miller’s column on the career challenges for people with doctoral degrees generated more than 260 comments on Boston.Globe.com. The following is an edited sample of readers’ reactions:

Lots of law school grads are underemployed as well. (PL)

So true, PL. The market in Massachusetts is flooded with talented lawyers seeking work. (Roforma)

Supply and demand, the market at work. (guk)

Investing in education and research in all fields is the hallmark of a society with staying power. Disinvesting from these endeavors signals decline and decay. (Massachusetts citizen)

Electricians, plumbers, mechanics, and other skilled technical professions have no problems getting $100k jobs with great benefits. (ramsen)

Not enough turnover from tenured professors, leaving little space for new faculty. Although the tenured, well-established professors are needed, it’s the junior faculty who are hungry and with new ideas that help build new programs. The whole graduate program model is a bad model. I worked two jobs, had my tuition and some type of minimal student health insurance and could barely cover the rent with my stipend, and the second job paid for everything else. Though I was working on many faculty projects, it was the faculty who said this would be good for me. Never did they say it was also good for them. (TravelerofNJ2)

I just retired from a tenured faculty position in science. I’m in my early 70s. I have colleagues who are still doing what they do well into their 70s, a couple approaching 80. There is no active incentive from the university to move the older faculty on, to make way for a new generation. (Lola-lola)

The next step is for adjuncts to go on strike across the nation and hold colleges and universities accountable. The current system is completely absurd. (Wordsmith2358)

Universities should be required to release disclosure data about the fate of their PhD graduates. (davidman820)

I knew an attorney who managed a Cheesecake Factory. She had worked in food services through school. As an attorney, she really did not make that much money and was not doing the field of law of her choice. How many real estate closings can you do without dying of boredom? She went into management in the food industry and makes the same salary. (Antietem)

It was always a question and puzzling to me why people study philosophy. (Blazer27)

Globe Opinion