non thesis psychology masters

• Skip to Content
• Catalog Home
• Institution Home

Academic Catalog 2024-2025

• Graduate Information /
• College of Arts & Sciences /
• Psychology and Communication /

Master of Science in Psychology Non-Thesis (MS)

All application materials for the Master of Science in Psychology are due by the date prescribed by the Office of Graduate Studies and Research to be considered for admission. Students apply to begin the graduate program in the Fall.

The following are the admissions criteria for the MS in the Psychology Program:

• Submit an application for graduate studies by the Fall due date provided by the Graduate School. Deadlines may be found at: http://www.tamiu.edu/gradschool/
• Pay the application fee.
• Submit an official transcript from the last institution attended and an official transcript from the institution where the highest degree was earned. In some cases it may be the same institution.
• Submit two letters of recommendation from academic or professional sources to the Graduate School.
• Include a statement of purpose with a minimum of 300 words describing your academic and career goals and objectives.
• Include a sample of your academic writing skills (it may be an undergraduate research paper, a book chapter, or a journal article).

Major Curriculum - Psychology

9 SCH of electives may be selected from any 5000-level graduate courses, including those from other departments in the university, with the approval of the Graduate Advisor.

• Twitter Icon
• Facebook Icon
• YouTube Icon
• Instagram Icon

Print Options

Print this page.

The PDF will include all information unique to this page.

MA in Psychology

You are here: american university college of arts & sciences psychology master of arts in psychology.

• Request Info

Are you interested in…

Explore more.

Are you interested in...

202-885-1710

Fax: 202-885-1023

[email protected]

Asbury on a map

Back to top

Explore the Mind

The MA in Psychology will prepare you for a career in research,  a career in an  applied field or to enter a doctoral program in Psychology or a related field. We provide rigorous training to ensure you receive an advanced education in Psychology, research methods and skills, and relevant and effective pre-doctoral training.  

Whatever your goals, our program provides the flexibility to ensure that you earn the MA that is right for you. You can pursue thesis or non-thesis options for your degree and choose from two tracks of specialization : psychological science track and clinical science track. Together with your faculty advisor, you will tailor a program of study to fit your individual interests and needs.

With our small and intensive classes, you will receive one-on-one guidance from our faculty of innovative researchers and scholars . In the classroom and the laboratory, you will receive individual attention and mentorship to ensure that you get the most out of your education.

A Flexible Program with Solid Results

This 33-credit program provides rigorous graduate training in psychology and psychological research while providing you with the flexibility to pursue your academic interests . We offer two tracks of specialization: psychological science and clinical science.

The psychological science track provides a balance of coursework in different areas of psychology, together with training in research and statistics. This is the most flexible program , offering the most elective courses that can fit your interests. The clinical science track enables you to  delve deeper into clinically relevant topics while still receiving a solid foundation in general psychology, research, and statistics. 

See complete Admissions & Course Requirements and MA Handbook (PDF).

Knowledgeable Faculty Dedicated To Your Success

Our faculty consists of innovative researchers and prominent scholars in the field of psychology. Thanks to our small class sizes, you will work closely with and receive individual attention from your professors. Upon admission, some students may be assigned to a specific lab in which they develop an individualized program of study . Other students with a research focus are encouraged to join a research lab during their first semester, especially if they hope to choose the thesis option. Students with an applied focus are encouraged to do internships, with academic supervision given by our faculty. Faculty research interests span the breadth of psychology, with particular strengths in different areas of psychology. 

Start Your Career in the Capital City

Consistently ranked as one of the best cities for job seekers , DC offers access to an extraordinary array of professional and intellectual opportunities. You can get a head start on your career and gain hands-on experience with one of the area’s many clinical or research institutions. The psychology department has close working relationships with basic and applied research programs at the National Institutes of Health, where students can participate in programs on pain management, neuropsychological assessment, and brain mechanisms in learning and memory. Research opportunities are also available at Georgetown University Hospital and School of Medicine, the Walter Reed Army Institute of Research, and other area institutions.

You can earn degree credit while working with autistic children, teaching self-management skills, or working at one of the area’s mental health facilities. Internships and field work opportunities are available in city, county, and private organizations such as the Montgomery County Department of Addiction, Victims, and Mental Health Services; the DC Rape Crisis Center; and patient care and rehabilitation programs at area hospitals.

Recent placements of American University Master's in Economics graduates include the World Bank, the BLS, the Federal Reserve, the Interamerican Development Bank, the Bureau of Economic Analysis, and Booz Allen Hamilton. In addition, many of our graduates have gone on to pursue PhDs in Economics.

Social Sciences at AU

Explore our social science community.

Video Take a Video Tour .

Student Spotlight

Candace Moore, MA/PhD Psychology

More about Candace

One day in 2019, Candace Moore went for a run. But instead of her usual four-to-six miles, she stopped after mile one, extremely fatigued. This marked the beginning of a long battle to manage a rare and debilitating health condition that has changed nearly every aspect of her life. 

Moore was born with a hemangioma at the base of her spine, which has grown into a large tumor. It has hollowed out her sacrum and placed pressure on nerves, which causes extreme pain and limits her movement. She has undergone two surgeries, and she travels to hospitals several times a week for radiation treatments, therapy, imaging, and follow-up exams. 

Remarkably, through all of this, Moore has successfully completed her first year as an MA candidate. She is the recipient of AU’s Barnard Scholarship, and she’s found many mentors at AU who believe in her. “I have dealt with so many obstacles while growing up; many people did not believe in me or think that I would reach the point where I am today. But I am an overcomer who wants to thrive, and not simply survive,” she says.

Moore is working towards completing her PhD in psychology and becoming a clinician-researcher. “Psychology is my heart,” she says. “In my opinion, a changemaker is someone who breaks down barriers that affect the least amongst us — the same barriers that I have had to overcome with great effort. I want to continue to be in service to others and use the knowledge I have gained from my experiences at AU for this purpose.”

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

Jonathan Tubman published two articles: “ Multivariate Relations Between Lifetime Adversity and Substance Use Involvement: Comparisons Between Gay and Bisexual Emerging Adult Men ” in the  Journal of Bisexuality  and “ Factors Associated with Sexual Victimization Among Transgender Emerging Adults ” in the  Journal of Interpersonal Violence .

Frequently Asked Questions

Do i have to have been a psychology major as an undergraduate.

No. We have admitted students who had never taken a psychology course before enrolling in the program.

Is there funding available?

Funding for the MA program is limited. Students are sometimes funded by faculty grants. We encourage students to contact our office of financial aid for awards designated for particular purposes, such as the United Methodist Fellowship and Massey Award.

What is the standard course load?

Full-time students typically take three three-credit courses per semester. In addition, they are typically involved in research outside the classroom for some or all of their time in the program.

Can I be admitted to the American University PhD program after enrolling in and completing the MA program?

MA students often apply to our PhD programs. They are considered in the same pool as other applicants.

Still have questions? Send us an email: [email protected]

Please send me information about Master of Arts in Psychology

It looks like you already used that name and address to request information for one or more AU graduate program(s).

If you have not previously requested AU graduate program information, create a new request

0" x-transition:enter="tw-transition-opacity tw-ease-in tw-duration-500" x-transition:enter-start="tw-opacity-0" x-transition:enter-end="tw-opacity-100">Safety Alert

• Future Students
• International Students
• Military & Veterans
• Parents & Family
• Community & Outreach

Quick Links:

Master’s Degree in Psychology

Program info, about troy's master of science in psychology.

If you want a graduate degree that will open the door to psychology careers in post-secondary education, government and social services, or nonprofit and for-profit organizations, consider the Master of Science in Psychology at Troy University. Taught by expert faculty researchers with years of experience in the field, TROY's comprehensive psychology graduate program will also prepare you for doctoral studies in psychology and related fields. By taking classes full-time, you can complete this 100% online master's degree in psychology in as little as 17 months. No GRE is required, and you can choose either a thesis or non-thesis track. This program offers start terms in Term 1 (August) and Term 3 (January).

A Comprehensive & Customizable Online Master's Degree in Psychology

A master's in psychology with thesis and non-thesis tracks, master of science in psychology curriculum.

• Ethical, Legal and Professional Issues
• Research Methods in Behavior Analysis
• Abnormal Psychology
• Psychology of Leadership
• Theories of Personality
• Cognitive Psychology
• Social Psychology
• Survey of Industrial Organizational Psychology

Psychology Graduate Program Locations

Get the flexibility you need with a fully online master's degree in psychology. For more information about program availability and delivery options, call 1-800-414-5756 .

Make a Difference in the World with TROY's Psychology Master's Degree

Careers with the TROY M.S. in Psychology

• Post-secondary psychology instructor
• Research assistant
• Residential advisor
• Social service worker
• Academic advisor
• Family services coordinator

Faculty Profiles

Dr. Frank Hammonds

Dr. Kanessa Doss

Related programs, faq about the psychology master's degree.

• Compliance manager
• Employee trainer
• Sales representative
• Customer service officer
• Professional development coach
• Human resources assistant
• Child protection worker
• Case manager
• Family service worker
• Group home coordinator

Helpful Links

16 of the Best Careers with a Master's in Psychology

If you're thinking of pursuing a master's degree in psychology, you're likely looking to enhance your career opportunities. But beyond becoming a counselor or therapist, you may be wondering what jobs can you get with a master's in psychology? Dr. Kanessa Doss and Dr. Heidi Beattie, both associate professors of psychology at Troy University, say that by earning TROY's Master of Science in Psychology you can open the door to a wide variety of career options.

INTERESTED IN APPLYING TO TROY?

Clinical Psychology (MA) – Applied Pre-Licensure/Non-Thesis

Program at a glance.

• In State Tuition
• Out of State Tuition

Learn more about the cost to attend UCF.

The Master of Arts Clinical Psychology Program is a terminal master's program offered at the UCF Sanford/Lake Mary Campus. The Applied Pre-Licensure/Non-Thesis Track is designed for students interested in delivering clinical services in a variety of settings including community agencies and private practice. After completing the program and after two years of postgraduate supervised clinical experience, graduates are eligible to become Licensed Mental Health Counselors (LMHCs) in the state of Florida. Please visit the program's website for more information, including a list of program faculty members and answers to frequently asked questions (FAQs).

The Clinical Psychology Applied Pre-Licensure/Non-Thesis Track requires a minimum of 61 credit hours beyond the Bachelor's degree, including 49 credit hours of required courses and 12 clinical internship credit hours. This track is for students primarily interested in clinical practice at the Master's level upon graduation; however, some students in this track have applied to and gained admission into doctoral programs after graduation.

The primary areas of emphasis include assessment or evaluation skills and intervention or psychotherapy skills, and the program curriculum is consistent with the educational criteria for licensure as a mental health counselor in the state of Florida. Program graduates have been involved in mental health service delivery through individual, marital, family, and group psychotherapy, as well as crisis intervention and other specialized therapeutic procedures. Although research is not required in this track, students in this track do have the opportunity to engage in collaborative research with program faculty.

Total Credit Hours Required: 61 Credit Hours Minimum beyond the Bachelor's Degree

Application Deadlines

• International

Ready to get started?

University of central florida colleges.

Request Information

Enter your information below to receive more information about the Clinical Psychology (MA) – Applied Pre-Licensure/Non-Thesis program offered at UCF.

Track Prerequisites

A bachelor's degree in Psychology or a related area. A minimum of 15 semester hours of undergraduate psychology courses are required as a prerequisite for applicants with a degree in a field other than psychology. Completion of courses in abnormal psychology (or psychopathology) and research methods and/or statistics is strongly recommended. Other recommended courses include clinical psychology, developmental psychology, personality theory, physiological psychology, and psychology of diversity.

Degree Requirements

Required courses.

• CLP5166 - Advanced Psychopathology (3)
• CLP6181 - Psychological Theories of Substance Abuse Treatment (3)
• CLP6191 - Multicultural Psychotherapy (3)
• CLP6195C - Introduction to Psychotherapy (3)
• CLP6321 - Psychotherapy in Community Settings (3)
• CLP6441C - Individual Psychological Assessment I (3)
• CLP6457C - Group Psychotherapy (3)
• CLP6459C - Human Sexuality, Marriage, and Sex Therapies (3)
• CLP6461 - Cognitive-Behavioral Therapy (3)
• CLP6449C - Career and Lifestyle Assessment (3)
• CLP6932 - Ethical and Professional Issues in Mental Health Practices (3)
• CYP6942 - Practicum in Psychological Counseling (3)
• DEP5057 - Developmental Psychology (3)
• PSY6216C - Research Methodology (4)
• PSB5005 - Physiological Psychology (3)
• CLP6460C - Introduction to Child, Adolescent, and Family Therapies (3)
• CYP6948C - Psychology Internship (1 - 99)
• The purpose of the internship requirement is to provide the MA candidate in Clinical Psychology with comprehensive, practical experiences under the supervision of licensed mental health professionals. A public agency or nonprofit institution with nondiscriminatory practices is the prototype. The intern works at an acceptable agency during a minimum of three consecutive academic semesters (20 hours per week for 16 weeks during fall and spring terms of second year, and 20 hours per week for 8-12 weeks during the summer term of second year). The internship and practicum requirements combined must result in at least 1000 hours of experience. An additional commitment of three hours per week is required for the interns to meet as a group with a departmental faculty member for review, feedback, and discussions. A major portion of intern training is in the area of psychotherapy/counseling. The intern also engages in differential diagnosis and participates in a wide variety of psychological assessment procedures. It is believed that supervision by qualified and experienced personnel is the primary learning mode by which the intern develops professional expertise and augments classroom didactics. Satisfactory completion ("B" [3.0-grade point average] or better) of the following courses is required prior to internship: CLP 5166, CLP 6195C, CLP 6441C, CLP 6932, and CYP 6942. Students must also have satisfactory completion of the courses CLP 6321 and CLP 6461, though if students begin their internship during the summer semester of their first year they may be taking these courses concurrently with the start of their internship. The Program Director and Associate Director of Clinical Training approve practicum and internship placements. Interns are provided with a system for maintaining accurate accounts of their activity during each week of their internship. In addition, the supervisor(s) complete an evaluation form documenting the intern’s progress each semester and the intern completes an Internship Evaluation form at the conclusion of the internship experience.

Comprehensive Exam and Case Presentation

• The culminating academic experience for all students in this track is successful completion of a comprehensive exam and case presentation. All students must complete the comprehensive exam no later than their final semester. The exam covers the core professional knowledge required by state licensing agencies. Students also are required to complete a written and oral clinical case presentation. Criteria for passing the exam and presentation are provided in the program handbook.

Grand Total Credits: 61

Application requirements, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions provided by the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

Additional Program Requirements

For all students in the Clinical MA program, successful completion requires demonstration of academic and clinical excellence. Students who receive grades lower than B (including B- and grades of U in courses graded satisfactory/unsatisfactory) in six semester hours or more will be dismissed from the program. It is a program requirement that all coursework with a grade lower than B be retaken and completed successfully, although both grades are still calculated in the GPA.

In addition to academic excellence, students are expected to demonstrate clinical skills and personal resources necessary to meet the demands of the program and for clinical practice. At the end of each semester, students will receive written feedback from the faculty on the extent to which they are meeting the program's requirements and performance expectations. Student progress will be rated as satisfactory or unsatisfactory. Students who receive an unsatisfactory rating will be asked to complete remediation as determined by the faculty. If the identified problems are not remedied and/or a second unsatisfactory rating is received, the student will be dismissed from the program.

Summer Enrollment

Summer enrollment is required for all students in this track.

Independent Learning

There are several independent learning experiences built into the programs of study that help to individualize the training program. Students work with the Associate Director of Clinical Training and their academic advisor to select specific practicum and internship placements. During practicum and internship students will have the opportunity to present cases that incorporate an integration of assessment data and its interpretation, theoretical conceptualization, treatment planning, course of therapy, and available outcome data. This is done ensuring client confidentiality and the highest ethical standards. Although not required for this track, students in this track do have the opportunity to engage in collaborative research with program faculty.

Can you provide an overview of the Pre-licensure Track?

This track has been offered for decades. As mentioned in our catalogue description, the primary goal of this track is to train students to become licensed, master’s-level clinicians. More specifically, graduates of this track are eligible to become Licensed Mental Health Counselors (LMHCs) in the State of Florida, and they will likely be eligible for master’s level licensure in most other states. This track includes a full course load (9-12 credits per semester) for two years. Students in this track complete a practicum (10 hours/week for one semester during the first year of the program) and internship (20 hours/week in the fall, spring, and summer semesters in the second year in the program). A majority of the graduates of this program enter clinical practice and obtain licensure at the master’s level. We usually admit 10 to 14 students into this track each fall term.

How do I get licensed?

Students in the Pre-licensure track meet the eligibility criteria for licensure as a Licensed Mental Health Counselor (LMHC) in the State of Florida. Please note that more details about eligibility criteria can be found on the Florida Department of Health website. In addition, our students are also eligible for similar licensure in most other states; however, we are unable to confirm the licensure and certification requirements of other states. Consequently, if you intend to pursue such credentialing outside of Florida, we advise you to contact the applicable state credentialing authority to familiarize yourself with its specific requirements and determine if our program meets its eligibility criteria.

Can I get into a doctoral program if I complete the Pre-licensure track?

Yes! As mentioned above, most students in the Pre-licensure track practice at the master’s level upon graduation. Having said that, each year we have a number of graduating students who apply to and get into Ph.D. or Psy.D. programs. Engagement in research may increase students’ competitiveness when applying to doctoral programs.

Can I do research if I am in the Pre-licensure track?

Yes. Research is not required as part of this track; however, students in the Pre-licensure track are often engaged in collaborative research with faculty. It is common for students in this track to present research at scientific conferences, and some of these students become coauthors of peer-reviewed publications in scientific journals.

• Skip to Content
• Catalog Home
• Institution Home
• Pay Tuition
• Online Toolkit
• Shuttle Tracker

• Undergraduate Degree Programs
• Graduate Degree Programs
• Undergraduate

Print Options

• College of Liberal Arts
• Department of Psychology
• M.A. Major in Psychological Research (Non-thesis Option)
• General Information
• Admission Information
• Admission Documents
• Registration and Course Credit
• Academic and Grading Policies
• Degree Information
• Graduate Degrees
• Graduate Majors
• Graduate Minors
• Graduate Certificates
• Tuition and Fees
• Additional Fees and Expenses
• Refund of Fees
• College of Applied Arts
• Emmett and Miriam McCoy College of Business
• College of Education
• College of Fine Arts and Communication
• College of Health Professions
• Department of Anthropology
• Center for Diversity and Gender Studies
• Department of English
• Department of Geography and Environmental Studies
• Department of History
• Center for International Studies
• Department of Philosophy
• Department of Political Science
• M.A. Major in Psychological Research (Non-​thesis Option)
• M.A. Major in Psychological Research (Thesis Option)
• Minor in Psychology
• Department of Sociology
• Department of World Languages &​ Literatures
• College of Science and Engineering
• Graduate Faculty

Master of Arts (M.A.) Major in Psychological Research (Non-thesis Option)

Program overview.

The Master of Arts (M.A.) degree with a major in Psychological Research is designed to foster competence in the methodological foundations and conduct of psychological research across a wide variety of settings. Students will gain expertise regarding the impact of biological, social, emotional, cognitive, and behavioral factors on psychological phenomena. Focus is placed on learning interpersonal/research skills and statistical competencies relevant to the responsible and ethical conduct of both basic and applied psychological research.

Evaluation of Student Fitness and Performance

Members of the faculty, using their professional judgments, evaluate student fitness and performance continuously. The criteria used by the faculty to make such judgments include instructors’ observations of student performance in class or in activities related to courses. Students who are not making satisfactory progress or who are not meeting program standards should consider withdrawing from the program.

In this context, the term “satisfactory progress” refers to an academic judgment made regarding the student’s fitness and performance. It is a judgment that the student has failed to meet program standards rather than a judgment made on the basis of the student’s violation of valid rules of conduct. Disciplinary matters are referred to Dean of Student’s Office.

Student Review Process

If a faculty member believes that a student is not making satisfactory progress or meeting program standards, he or she should discuss the situation with the student. If the faculty member believes that the student’s performance cannot improve to acceptable standards, the faculty member should refer the student to the Program Standards Committee of the appropriate department. The Program Standards Committee consists of three faculty members appointed by the Department Chair in consultation with the department’s senior faculty.

The Committee will notify the student of the reasons that he or she is not making satisfactory progress or meeting program standards and will give the student an opportunity to meet with the Committee to respond and to present information and witnesses to the committee. The Committee will also meet with the faculty member who referred the student to the Committee. After considering the matter, and within ten working days of meeting with the student, the Committee will report to the student and the Department Chair. The Committee will recommend that the student either be allowed to remain in the program or be removed from the program. The committee may make other recommendations, such as placing restrictions or conditions on the student’s continuing in the program. Within ten working days of receiving the Committee’s recommendations, the student will be notified of the Department Chair’s decision (acceptance or rejection of the committee’s recommendation).

Within ten working days of receiving the Committee’s recommendation, the Chair will make a decision as to the student’s continued presence in the program. Before making the decision, the student will have the opportunity to meet with the Chair and to offer information on his/her behalf. However, the Chair need not meet with the student before making a decision if the Chair has given the student a reasonable opportunity to meet, and the student has either failed or refused to meet. The Chair will notify the student of the decision.

If the student is dissatisfied with the Chair’s decision, he or she may appeal to the Dean of the Graduate College. However, in order for an appeal to be considered, the student must submit a written notice for an appeal to the Chair and to the Dean within ten working days of receiving the Chair’s decision. The Dean will consider the matter based on information compiled by the Chair and notify the student of his or her decision within ten working days of the Dean’s receipt of the appeal from the Chair. The Dean may meet with the student and give the student an opportunity to address the issues. The Dean’s decision is final.

Application Requirements

The items listed below are required for admission consideration for applicable semesters of entry during the current academic year. Submission instructions, additional details, and changes to admission requirements for semesters other than the current academic year can be found on The Graduate College's website . International students should review the International Admission Documents page for additional requirements.

• completed online application
• $55 nonrefundable application fee

          or

• $90 nonrefundable application fee for applications with international credentials
• baccalaureate degree from a regionally accredited university (Non-U.S. degrees must be equivalent to a four-year U.S. Bachelor’s degree. In most cases, three-year degrees are not considered. Visit our  International FAQs  for more information.)
• official transcripts from  each institution  where course credit was granted
• a 3.0 overall GPA or a 3.0 GPA in the last 60 hours of undergraduate course work (plus any completed graduate courses)
• Introduction to Psychology
• Quantitative and Statistical Methods
• Experimental and Research Methods
• GRE not required
• research interest statement listing three faculty members in the Texas State Psychology Department whose research interests most closely match the student’s
• resume/CV including prior experience in research or clinical areas, awards, and scholarships
• statement of purpose (approximately 1–2 pages) conveying research interests, plans for graduate study, professional aspirations, and career goals. Students should indicate how their scholarly interests fit with those of specific faculty members in the Department of Psychology, as well as any relevant experience, special abilities, or skills (e.g., computer programming, fluency in another language).
• three letters of recommendation from non-related individuals familiar with the student’s scholarly work and/or relevant experience

Approved English Proficiency Exam Scores

Applicants are required to submit an approved English proficiency exam score that meets the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or the equivalent from a country on our  exempt countries list .

• official TOEFL iBT scores required with a 78 overall
• official PTE scores required with a 52
• official IELTS (academic) scores required with a 6.5 overall and minimum individual module scores of 6.0
• official Duolingo Scores required with a 110 overall
• official TOEFL Essentials scores required with an 8.5 overall

This program does  not  offer admission if the scores above are not met.

Degree Requirements

The Master of Arts (M.A.) degree with a major in Psychological Research requires 38 semester credit hours.

In addition to meeting the University standards, students are required to follow department policies. The policy of the department on grades is that a student must complete all required courses with a grade of "B" or better. Students who make a grade of "C" or worse in a required course will be required to retake the course. A student will be placed on probation for receiving two grades of "C" or worse in the program. A student whose current degree audit reflects 3 "C"s in required courses will be dismissed.

At the midpoint of each semester, faculty will be asked to provide information to the Graduate Director regarding any students having potential problems with grades. The Graduate Director or Designee will meet with students in danger of making "C"s or worse in their program courses.

The Graduate Director or Designee will review all students’ grades at the end of each semester and send written notification to those students who make grades of "C" or worse explaining their status and any required actions.

Course Requirements

Comprehensive examination requirement.

All students in the Psychological Research Program are required by the University to take and pass a comprehensive examination in order to graduate. Students will have their comprehensive examination administered orally and will be evaluated on the basis of their final project. If students fail the exam, they are allowed to repeat it until they pass.

Students who do not successfully complete the requirements for the degree within the timelines specified will be dismissed from the program.

Master's level courses in Psychology: PSY

Courses Offered

Psychology (psy).

PSY 5105. Practicum in Teaching Psychology.

This course will examine processes and strategies designed to improve the teaching and learning process. Students will be introduced to learning and instructional theory and selected concepts, issues, and strategies of instructional planning, delivery, management, and evaluation. This course does not earn graduate degree credit. Repeatable with different emphasis. Prerequisite: Instructor approval.

PSY 5198. Research Seminar.

Taken in two consecutive semesters, this seminar provides an orientation to the graduate program and the steps required for thesis completion. Topics include the discussion of research interests, critiquing literature, and topic selection; developing and submitting a research proposal; selecting a thesis committee; and thesis completion and submission. Restricted to M.A. students in Psychological Research.

PSY 5199B. Thesis.

This course represents a student’s continuous thesis enrollment. The student continues to enroll in this course until the thesis is submitted for binding.

PSY 5299B. Thesis.

PSY 5306. Psychological Development: Theories & Research.

This course is an advanced coverage of biological, social, and cognitive development throughout the lifespan. Topics include cognitive developmental theory, sensory/perceptual development, language development, infant attachment, the development of gender roles, moral development, and issues related to aging. Prerequisite: PSY 3300 with a grade of "C" or better.

PSY 5310. Advanced Psychopathology.

This course offers a critical analysis of the definition and classification of psychopathology and experiences and an in-depth study of theories and research on causes, remediation, and prevention. Prerequisite: PSY 3315 with a grade of "C" or better.

PSY 5311. Univariate and Bivariate Statistics.

This course introduces students to univariate and bivariate statistical concepts and techniques used in psychology research (e.g., probability, sampling distributions, t-tests, and analysis of variance, correlation). Emphasis is placed on developing skills in data analysis including the selection of appropriate techniques, using data analysis software, and interpretation of statistical results. Prerequisite: PSY 2301 with a grade of "C" or better.

PSY 5318. Assessment in Psychology.

The course will provide an overview of assessment instruments commonly used by psychologists and neuropsychologists in research and practice. Basic psychometrics such as validity and reliability also will be covered.

PSY 5320. Principles of Measurement and Statistics.

The course emphasizes classical measurement theory, including reliability and validity of measurement instruments commonly used in psychology, and reviews descriptive statistics with a focus on correlation and regression. Prerequisite: Course in undergraduate statistics.

PSY 5321. Multivariate Statistics.

This course introduces students to multivariate statistical techniques commonly used in psychological research such as analysis of variance and covariance, multiple regression, and factor analysis. Emphasis is placed on developing applied skills in data analysis: selection of appropriate statistical techniques, using data analysis software, and interpretation of statistical results. Prerequisite: PSY 5311 with a grade of "B" or better.

PSY 5324. Biological Bases of Behavior.

This course provides an overview of the nervous system structure and function appropriate to the overall field of Psychology in order to foster an appreciation of the biological determinants of behavior.

PSY 5326. Neuropsychological Assessment.

This course will introduce principles of neuropsychological assessment including assessment procedures, interpretation of results, neuropathology, and the range of neuropsychological functions to be assessed. This course will also cover the characteristics and administration of several neuropsychological assessment instruments.

PSY 5335. Foundations of Health Psychology.

This course will utilize a biopsychosocial approach to understand the psychology of wellness and disease. Topics include stress, coping, pain, social support, and chronic illness. Special emphasis will focus on physiological responses, psychoneuroimmunology, and somatization.

PSY 5345. Psychopharmacology.

This course explores: (1) the reasons that humans and animals consume mind altering substances called psychoactive drugs, (2) the neuronal, chemical, and hormonal mechanisms underlying drug action, and (3) the environmental factors that modulate the impact of psychoactive drugs on emotional, cognitive, perceptual and behavioral expression in humans and animals.

PSY 5348. Health Psychology: Prevention and Intervention.

This course will focus on primary, secondary and tertiary prevention and intervention strategies to enhance health and wellness. Topics will include health-promoting behaviors, risky health behaviors, theories of health behavior change, the process of medical care, and treatment adherence. Special emphasis will be on planning, implementation, and assessment of interventions. Prerequisites: PSY 5335 with a grade of "B" or better.

PSY 5352. Psychological Therapies.

This survey course on evidence-based psychological interventions focuses on the active mechanisms by which therapies work and their application to specific diagnostic categories and conditions. Interpersonal, behavioral, cognitive-behavioral, and dialectical behavior therapies will be highlighted along with newer empirically-based therapies such as Acceptance and Commitment Therapy and mindfulness approaches.

PSY 5360G. Forensic Psychology.

Examination of the relationships between psychology and the Criminal Justice system. Emphasis is placed on how psychology variables influence how individuals carry out their duties within the system. Sample topics include: (a) psychology and jury decision-making, (b) accuracy/impact of eyewitnesses testimony, and (c) how characteristics of defendants influence juries.

PSY 5360H. Psychology of Women.

The course includes an in-depth examination of the development of women's roles and gender differences as well as a consideration of women's relationships, sexuality, employment, and diversity. Special topics such as women and violence will also be covered. (MULT).

PSY 5360N. Advanced Statistical Methodology.

An overview of commonly used statistical methods in scientific research, with a core focus on generalized linear mixed models for individual studies and meta-analysis for study aggregation. Analyses will be implemented primarily in the R statistical programming environment.

PSY 5360O. Applied Biostatistics in Health Research.

This course will examine methodological approaches and applied biostatistics in health research. Emphasis on non-parametric univariate and multivariate statistical tests. Prerequisite: PSY 5311 with a grade of "C" or better or instructor approval.

PSY 5360P. Psychology of Culture and Diversity.

This course provides a graduate level introduction to psychological theories and methods that examine the links between culture and human behavior, affect and cognitions. The course explores the relevance of these links to life development, mental health, social and gender identity, and sexuality. The student is expected to gain critical thinking skills in evaluating the validity of psychological knowledge within a cultural context. More importantly, the students are expected to gain an appreciation and understanding for cultural variation in human behavior across different cultures and an enhanced awareness and ability to work with a culturally diverse and multicultural population.

PSY 5362. Cognitive Neuroscience.

This course provides a comprehensive introduction to cognitive neuroscience: the study of the biological basis of cognitive processes such as perception, attention, memory, language, and decision-making. This is a seminar course that will cover theoretical constructs, methods, and current research findings in cognitive neuroscience. Prerequisite: PSY 3322 with a grade of "B" or better.

PSY 5366. Individual Study.

Students design and execute original research or engage in extensive fieldwork in the field of psychology under the supervision of a faculty member. May be repeated once for credit. Prerequisite: PSY 5391 with a grade of "C" or better and instructor approval.

PSY 5367. Research Seminar in Social Psychology.

The course provides an in-depth examination of selected topics in social psychology. The focus of student commitment and responsibility is learning about social psychology and actively producing psychological knowledge. The course covers the research process and concludes with each student developing a research proposal.

PSY 5370. Learning, Cognition, and Motivation.

Basic problems in the acquisition of responses, treating with such constructs as reinforcement, extinction, retention, forgetting, problem solving, motivation, and punishment. Major theories are treated through attention to classical experiments, but greatest emphasis is given to contemporary research. See Educational Psychology 5370.

PSY 5373. Human Memory and Memory Disorders.

This course provides a comprehensive overview of topics in human memory including different types of memory and the brain structures involved. Special emphasis will be given to problems with memory including aging memory, amnesia, and Alzheimer's disease. This course will cover current theories of memory with discussions of cutting-edge research.

PSY 5374. The Psychology of Language.

This course provides a grounding in the cognitive theories/models of the major areas of language research: acquisition, comprehension, and production. It also provides an overview of the cognitive processes involved in several specific topic areas in language, such as syntax, semantics, discourse, prosody, bilingualism, neuro-linguistics, sign language, and reading.

PSY 5381. Introduction to Psychophysiology.

This course will provide an overview of the principles, theory, and applications of using physiological measures to study mental processes. This course will illustrate how the use of psychophysiological measurements can enhance our understanding of brain/mind/behavior relationships.

PSY 5391. Research Methods & Experimental Design.

Problems in psychology, emphasis on research procedures. A research project is required of each student. Restricted to M.A. students in Psychological Research.

PSY 5398. Internship in Psychology.

Students engage in extensive field work in a professional setting related to psychology. Prerequisite: PSY 5311 and PSY 5321 and PSY 5391 all with grades of "C" or better.

PSY 5399A. Thesis.

This course represents a student’s initial thesis enrollment. No thesis credit is awarded until the student has completed the thesis in PSY 5399B .

PSY 5399B. Thesis.

PSY 5599B. Thesis.

PSY 5999B. Thesis.

2024-2025 Catalogs

• About Texas State
• About This Site
• Emergency Info
• Job Opportunities
• Search Texas State

Print this page.

The PDF will include all information unique to this page.

A PDF of the entire 2024-2025 catalog.

Experimental Psychology Master of Science Degree

Request Info about graduate study Visit Apply

Contribute meaningful work to multiple fields of psychology while you explore and apply scientific methods to human development, social interactions, and behavioral relationships in an experimental psychology master’s degree targeted toward your career aspirations.

Outcomes Rate of RIT Graduates from this degree

Overview for Experimental Psychology MS

Why study experimental psychology at rit.

• STEM-OPT Visa Eligible : The STEM Optional Practical Training (OPT) program allows full-time, on-campus international students on an F-1 student visa to stay and work in the U.S. for up to three years after graduation.
• Customize Your Program: Choose between two dynamic tracks: experimental psychology or engineering psychology.
• Flexible Options to Complete Your Degree: Choose between a thesis or capstone project to earn your master's in experimental psychology.
• Preparation for Advanced Study: Receive a strong foundation in human factors and/or experimental psychology to prepare you for further studies if desired.

The experimental psychology master's degree is a broad and flexible program that provides a solid stepping-stone into careers in experimental psychology or further study in psychology. A choice of tracks–in experimental psychology or engineering psychology–allows you to customize the program around your career goals and aspirations.

What is Experimental Psychology?

In experimental psychology, you are trained to apply scientific methods to basic psychological processes in perception, brain and behavior relationships, thinking, memory, learning, social interactions, human development, and related areas. RIT's master's in experimental psychology builds on the strengths of faculty research and student interests in experimental psychology broadly defined. The experimental psychology graduate program, as a whole, provides a foundation for further advanced academic study in human factors and/or experimental psychology.

Master's in Experimental Psychology Courses

The experimental psychology degree includes core courses, elective courses, and a thesis. It also offers two tracks to choose from: experimental psychology and engineering psychology.

The experimental psychology track embraces the application of the scientific method to the study of behavior. Faculty are experts in a variety of fields including addiction, attention, cognition, development, evolutionary psychology, forensic psychology, perception, psychopathology, and social psychology, among others.

The engineering psychology track examines human capabilities to sense, perceive, store, and process information and how these human factors impact interactions with technology. This knowledge is applied to the design, use, and maintenance of human-machine systems. Courses emphasize the role of human behavior and performance in both simple and complex human-machine systems. You are trained in both research methods of experimental psychology and the application of the results to contemporary problems in industry. This track prepares you to function as an effective engineering psychologist in industrial, governmental, or consulting organizations.

Electives:  If you choose the engineering psychology track, you must select two electives. Any graduate course at RIT can be taken as an elective, assuming prerequisites are met.

Capstone or Thesis:  As part of the master's in experimental psychology, you will choose either a capstone project or a thesis. Students who select the capstone project will embark on a range of projects to demonstrate their ability to apply this knowledge in various assignments. A variety of written projects (white paper, focused literature review, and a resume) and an oral presentation are required for you to show proficiency in your area of expertise.

Students who select to complete a thesis will select a thesis adviser in the first year, followed in the second year by a thesis topic and research proposal. You will conduct your thesis, including the collection and analysis of data, in the second year. Ongoing research activity is expected through the summer term of the program. At the completion of the thesis, you will publicly present your findings and defend your research before a thesis committee.

Join us virtually and on-campus

Discover how graduate study at RIT can help further your career objectives.

Learn more and register for a graduate open house

30% Tuition Scholarship for NY Residents and Graduates

Now is the perfect time to earn your Master’s degree. If you’re a New York state resident with a bachelor’s degree or have/will graduate from a college or university in New York state, you are eligible to receive a 30% tuition scholarship.

Learn more about Master Up NY

Careers and Experiential Learning

Typical job titles, cooperative education and internships.

What makes an RIT education exceptional? It’s the ability to complete relevant, hands-on career experience. At the graduate level, and paired with an advanced degree, cooperative education and internships give you the unparalleled credentials that truly set you apart. Learn more about graduate co-op and how it provides you with the career experience employers look for in their next top hires.

Co-ops take your knowledge and turn it into know-how. A liberal arts co-op  provides hands-on experience that enables you to apply your knowledge in professional settings while you make valuable connections between course work and real-world applications.

The experimental psychology master's degree includes an optional cooperative education component. Co-op is generally completed in the summer after the first year of the program. The co-op experience provides experiential learning that integrates with classroom education and allows students to apply psychological principles to problems in a variety of work environments. Co-op may be completed in any business or industrial setting.

Featured Work and Profiles

Psychology professor named a Distinguished Member

John Edlund

Psi Chi, the International Honor Society in Psychology, recently named RIT Psychology Professor John E. Edlund, Ph.D., a Distinguished Member, the highest honor the organization bestows.

Grad Empowers Others Through Service Dogs

Irene Fobe, a 2017 graduate in experimental psychology from RIT, channels her research skills into her rewarding role as a service dog trainer, helping individuals with disabilities find their perfect...

Curriculum for 2024-2025 for Experimental Psychology MS

Current Students: See Curriculum Requirements

Experimental Psychology, MS degree, typical course sequence

Psyc electives, institute electives, students are also interested in.

• Human-Computer Interaction MS
• Engineering Psychology Adv. Cert.

Admissions and Financial Aid

This program is available on-campus only.

Full-time study is 9+ semester credit hours. Part-time study is 1‑8 semester credit hours. International students requiring a visa to study at the RIT Rochester campus must study full‑time.

Application Details

To be considered for admission to the Experimental Psychology MS program, candidates must fulfill the following requirements:

• Complete an online graduate application . 
• Submit copies of official transcript(s) (in English) of all previously completed undergraduate and graduate course work, including any transfer credit earned.
• Hold a baccalaureate degree (or US equivalent) from an accredited university or college. A minimum cumulative GPA of 3.0 (or equivalent) is recommended.
• Satisfy prerequisite requirements and/or complete bridge courses prior to starting program coursework.
• Submit a current resume or curriculum vitae.
• Submit a personal statement of educational objectives .
• Submit two letters of recommendation .
• Entrance exam requirements: None
• Submit English language test scores (TOEFL, IELTS, PTE Academic), if required. Details are below.

English Language Test Scores

International applicants whose native language is not English must submit one of the following official English language test scores. Some international applicants may be considered for an English test requirement waiver .

International students below the minimum requirement may be considered for conditional admission. Each program requires balanced sub-scores when determining an applicant’s need for additional English language courses.

How to Apply   Start or Manage Your Application

Cost and Financial Aid

An RIT graduate degree is an investment with lifelong returns. Graduate tuition varies by degree, the number of credits taken per semester, and delivery method. View the general cost of attendance or estimate the cost of your graduate degree .

A combination of sources can help fund your graduate degree. Learn how to fund your degree

Additional Information

Prerequisites.

Applicants should have completed at least 15 semester hours of coursework in undergraduate psychology or a related field (e.g., engineering, computer science, information technology), including one course in experimental psychology and one course in statistics.

Joseph Baschnagel

• Tina Sutton

Faculty in the department of psychology focus their research on a wide variety of topics across the discipline. They work closely with students to pursue their research and advise on thesis work. Learn more by exploring our psychology research areas .

Cog Sci Speaker Series: Being alive: Agency, biology, and core knowledge

Cog Sci Speaker Series: Influence of Task Complexity on Human Learning

Cog Sci Speaker Series: Every task is a learning task (and should be treated as such)

Related News

January 9, 2023

Teaching STEM by playing with primates

Caroline DeLong, professor and undergraduate program director of psychology, and a team of researchers at RIT and Carnegie Mellon University are exploring the idea of engaging children with STEM skills through the lens of interacting with animals. They are working with a group of olive baboons at Rochester’s Seneca Park Zoo.

August 17, 2022

RIT Combined Accelerated Bachelor’s/Master’s Degree student enrollment steadily increases

There are 740 new RIT students enrolled in the Combined Accelerated Bachelor’s/Master’s Degree program, designed to offer highly focused, goal-oriented incoming students a one-of-a-kind opportunity to work toward a bachelor’s and master’s degree, starting from the first day of classes.

March 31, 2022

RIT’s Graduate Showcase celebrates scholarship April 7

From robot waiters to river otters, RIT’s Graduate Showcase will cover a wide variety of topics representing graduate scholarship from the university’s Henrietta and global campuses. The symposium, held April 7, will feature oral presentations in the morning and poster presentations, demonstrations, and visual exhibitions in the afternoon.

• Delaney Ball
• Assistant Director
• Office of Graduate and Part-Time Enrollment Services
• Enrollment Management
• 585‑475‑6933
• [email protected]

• Program Director- Experimental Psychology MS
• Department of Psychology
• College of Liberal Arts
• 585‑475‑6773
• [email protected]

• People Finder

Psychological Sciences — MS, PhD

Degree programs:.

• Applied Behavior Analysis (Non-Thesis) — MS
• Industrial & Organizational Psychology (Non-Thesis) — MS
• Clinical Psychology — PhD
• Cognitive and Behavioral Sciences — PhD
• Industrial & Organizational Psychology — PhD

The Department of Psychological Sciences offers two terminal master's degrees—a Master of Science (Non-Thesis) in Applied Behavior Analysis (ABA) and a Master of Science (Non-Thesis) in Industrial & Organizational Psychology (I-O)—and doctoral degrees in three areas—a PhD in Clinical Psychology , a PhD in Cognitive and Behavioral Sciences (CaBS), and a PhD in Industrial & Organizational Psychology (I-O). The doctoral programs do not offer terminal master's degrees. 

For the most accurate and up-to-date information about program requirements, applicants should consult the department’s webpage ( https://cla.auburn.edu/psychological-sciences/graduate-studies/graduate-application-requirements/ ) . Please  email [email protected] for application and general program information.

Graduate degrees in Counseling, Counseling Psychology , Educational Psychology , and School Psychology are offered through the College of Education.

Admission Requirements for the MS and the PhD

Holders of the bachelor’s degree in any discipline from an accredited institution will be considered for graduate work in psychology . Students admitted to the PhD programs earn a thesis-based MS degree after completing intermediate program requirements. All programs commence in the fall semester. Spring or summer semester admission is not available. 

To be considered for admission, potential applicants must submit an online application and related materials. Required materials and deadlines are subject to change, so it is imperative that applicants consult the application instructions on the Department of Psychological Sciences' web page for up-to-date directions. 

To ensure consideration, the application process should be completed by December 1 for the PhD programs, February 1 for the ABA-MS program, and March 31 for the MS in I-O program.

MS in Applied Behavior Analysis

In the ABA program, students are trained to provide clinical and educational services to individuals from various populations and backgrounds including: children and adolescents with autism spectrum disorders in a clinic setting; typically developing children in school settings; children and adolescents, as well as their caregivers, in foster care settings; and adolescents in a juvenile residential facility. The ABA program is a verified course sequence provider and an approved experience provider.

General Requirements

The MS in ABA is a full-time non-thesis program requiring six consecutive semesters of full-time coursework (24 semester hours) and practicum training (21 semester hours). All students complete a capstone research project. Course and credit-hour requirements for the program total 45 hours.

Required Courses

See the  Applied Behavior Analysis (Non-Thesis) — MS

MS in Industrial and Organizational (I-O) Psychology

The non-thesis M.S. in I-O Psychology program is designed to train students with the skills and knowledge to enable students to become Industrial - Organizational practitioners in an applied setting. I-O Psychology focuses on understanding, predicting, and modifying behavior in organizational settings, typically, but not limited to, work environments. 

The M.S. in I-O Psychology program provides students with a well-rounded foundation in Industrial and Organizational Psychology. This degree does not require research or a thesis, and students participate in applied opportunities and internships.  For the online program, enrollment in at least six credit hours (two 3-credit courses) per semester of required coursework (including approved electives) constitutes a full-time course load.

See the  Industrial & Organizational Psychology (Non-Thesis) — MS

PhD in Clinical Psychology

The Clinical Psychology PhD program uses a scientist-practitioner training model that blends basic and applied research with clinical practice.

Typically, the program requires five years at Auburn in course work, individualized research, and practicum experiences. In addition, a one-year full-time internship at an APA-approved program is required. 83 credit hours total are required.

Students enrolled in the Clinical Psychology PhD program complete a sequence of departmental core courses providing a foundation in psychology on which specialization is based. In doctoral study, students are expected to write and defend an empirically based master’s thesis. Admission to doctoral candidacy is contingent upon the successful completion of the general doctoral examination. Students must also write and defend a research dissertation.

See the Clinical Psychology - PhD

PhD in Cognitive and Behavioral Sciences

The CaBS program provides a firm foundation in cognitive and behavioral sciences. Electives allow students in the CaBS PhD program flexibility in developing their own areas of specialization.

CaBS students are required to complete a series of core courses, write and defend an empirically based master’s thesis, and successfully complete a general doctoral examination before being admitted to doctoral candidacy. They must also write and defend a research dissertation. 60 credit hours total are required.

See the  Cognitive and Behavioral Sciences — PhD

PhD in Industrial and Organizational (I-O) Psychology

Students enrolled in the I-O Psychology doctoral program will be trained in scientific methods applied to the industrial and organizational environment. Graduates of the program will be prepared to work in academic, research, and/or applied settings.

The l-O Psychology doctoral program provides doctoral students with a well-rounded foundation in Industrial Psychology, Organizational Psychology, and quantitative coursework. Students are required to complete a research-based thesis and a general doctoral exam before advancing to doctoral candidacy. The last milestone is a doctoral dissertation.  The degree requires a total of 73 semester hours of credit.

See the  Industrial & Organizational Psychology — PhD .

Print Options

Send Page to Printer

Print this page.

Download Page (PDF)

The PDF will include all information unique to this page.

Download PDF of Entire 2024-2025 Bulletin

Download PDF of College of Agriculture

Download PDF of College of Architecture, Design and Construction

Download PDF of College of Business

Download PDF of College of Education

Download PDF of Samuel Ginn College of Engineering

Download PDF of School of Forestry and Wildlife Sciences

Download PDF of College of Human Sciences

Download PDF of College of Liberal Arts

Download PDF of School of Nursing

Download PDF of James Harrison School of Pharmacy

Download PDF of College of Sciences and Mathematics

Download PDF of College of Veterinary Medicine

Download PDF of University College

• Bipolar Disorder
• Therapy Center
• When To See a Therapist
• Types of Therapy
• Best Online Therapy
• Best Couples Therapy
• Managing Stress
• Sleep and Dreaming
• Understanding Emotions
• Self-Improvement
• Healthy Relationships
• Student Resources
• Personality Types
• Guided Meditations
• Verywell Mind Insights
• 2024 Verywell Mind 25
• Mental Health in the Classroom
• Editorial Process
• Meet Our Review Board
• Crisis Support

What to Know About a Master's in Psychology

How Long It Takes, Career Options, and Alternatives

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

Caiaimage / Tom Merton / Getty Images

Master of Science vs. Master of Arts in Psychology

• Master's in Psychology Types
• Master's Degree Before a Doctorate
• Job With a Master's in Psychology
• Preparing for a Master's Program
• Alternatives to a Master's in Psychology

A master's in psychology is a graduate-level degree that generally involves two to three years of study after you complete your undergraduate (bachelor's) degree. The two most common types of psychology master's degrees are the Master of Arts (MA) and the Master of Science (MS).

A master's degree can open up a new world of career opportunities. Start by exploring what's involved in determining the right educational choice for you: how long it will take, your career options after graduation, and alternative degrees you might want to consider.

At a Glance

A master's in psychology usually takes two to three years to complete. Some people may stop at this level, but others may then continue to get a doctorate degree. Earning this type of degree can be an important professional step, leading to more job opportunities, higher pay, and the possibility of becoming a licensed professional in some fields.

An MA in psychology may indicate a stronger liberal arts focus, while an MS in psychology usually means a stronger concentration on research and the sciences. The type of degree offered depends on the school and program , however, since the academic requirements are often very similar.

Some master's programs in psychology offer what is known as a terminal degree. This type of degree is designed to prepare graduates for professional practice in their specialty area . In other cases, a master's degree may serve as preparation for further study at the doctoral level.

Specific requirements can vary considerably, so take a careful look at the course outline of any program you are considering. You may also choose between a thesis and a non-thesis option.

Completing a thesis is a good choice if you're interested in further graduate study, while the non-thesis alternative might be ideal if you are more interested in entering the workforce immediately after graduation.

Master's in Psychology Types

While generalist programs are available, many students elect to focus on a particular specialty area. Some of the different types of master's programs available include:

• MA or MS in Experimental Psychology
• MA or MS in Industrial-Organizational Psychology
• MA or MS in Forensic Psychology
• MA or MS in Clinical Psychology
• MA or MS in Social Psychology
• MA or MS in Child Development
• MA or MS in School Psychology

In addition to traditional master's programs, there are a variety of online master's degrees in psychology available. This can be a great option for students who don't live near a university or who need a more flexible schedule.

Master's Degree Before a Doctorate

One of the biggest questions facing students interested in earning a graduate degree in psychology is whether or not they should earn a master's degree before applying to a doctoral program.

Many PhD and PsyD programs do not require a master's degree, and students can begin these doctoral programs immediately after completing their bachelor's degrees.

If you're unsure if doctoral study is right for you, a master's degree can be a good option. Spend some time talking to your college advisor and faculty members to determine which option is the best choice based on your educational interests and career goals.

Job With a Master's in Psychology

A master's in psychology can help you gain many important skills, including:

• Critical thinking
• Communication
• Interpersonal

While having a master's degree means you'll find more job opportunities than at the bachelor's level, job options are still limited if you're interested in entering the field of professional psychology.

A terminal master's program, however, does open the door to entry-level jobs in fields such as mental health , industrial-organizational psychology, and forensic psychology . Other potential employment sectors include colleges, universities, private businesses, and government.

Preparing for a Master's Program

If you're interested in pursuing a master's degree in psychology, it pays to start planning early. Check the requirements of a few programs you're considering, and then be sure to schedule all of the prerequisite courses during your years of undergraduate study.

Statistics, experimental methods , and developmental psychology are just a few of the common courses required by psychology graduate programs .

Before you apply to a master's program, you may also be required to take the Graduate Record Examination or GRE. In addition to taking the main test, you might also need to take the GRE psychology subject test .

Once you've been admitted to a master's program, take note of the required courses, and check out your school's class offering schedule. Some classes are only offered every other semester or every other year, so plan carefully to ensure that you are able to take all the classes you need during your two- to three-year program.

Alternatives to a Master's in Psychology

You might decide that a master's degree in psychology is not the best choice for you. In such cases, a different degree may be better able to help you fulfill your academic and career goals.

Fortunately, there are many related alternative programs to choose from. If you know that you want to work in mental health, counseling, social work , school psychology, education, and health sciences, there are other academic options that might also appeal to you.

Possible alternative degrees include:

• PhD in Psychology
• Doctor of Psychology (Psy.D.)
• Master's in Social Work
• Master's in Counseling
• Master's in Sociology
• Master's in Student Affairs
• Master's in Education

What This Means For You

A master's in psychology can be a great option for many students, particularly those who want to advance their careers or pursue further graduate study. Some master's programs offer a general degree, but many focus on a specialty area such as clinical psychology, industrial-organizational psychology, or school psychology. If you think a master's in psychology might be right for you, talk to an academic advisor to learn more about your options.

Michalski DS. Master's careers in psychology . Psychology Student Network.

Gee DG, DeYoung KA, McLaughlin KA, et al. Training the next generation of clinical psychological scientists: A data-driven call to action .  Annu Rev Clin Psychol . 2022;18:43-70. doi:10.1146/annurev-clinpsy-081219-092500

U.S. Bureau of Labor Statistics. Psychologists . Occupational Outlook Handbook .

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Spring registration opens November 4. Complete pre-registration and save courses to your cart to prepare.

• Academics /

Psychology Master’s Degree Program

Deepen your understanding of human behavior. Advance your career.

Online Courses

11 out of 12 total courses

On-Campus Experience

2 weekends or a 3-week summer course

$3,340 per course

Next Start Term: Spring 2025

Registration opens November 4, 2024

Program Overview

Psychology is an in-demand field, and a master’s degree in psychology provides a solid foundation for a variety of different career paths. Job opportunities in this field are expected to grow. And with many companies putting a greater emphasis on their employees’ mental wellbeing, professionals who have advanced psychology degrees are in greater demand.

In the Psychology Master’s Degree Program, you’ll explore a range of topics in psychology, cognitive science, and human development. Under the guidance of renowned faculty from Harvard and peer institutions, you’ll:

• Develop a greater understanding of the biological, behavioral, and psychosocial determinants of human behavior, including explorations of social, emotional, and cognitive functioning.
• Learn how research is carried out in psychology and cognitive science.
• Build a foundation in the statistics and other methods used in the field.
• Explore various topics to understand how the mind works: development, emotion, social psychology, cognitive neuroscience, positive psychology, and abnormal psychology.

Whether you’re preparing for a career pivot, advancement in your current role, or a doctoral program, you’ll build foundational knowledge in psychology to make a greater impact.

Program Benefits

Customizable path, stackable certificates, & experiential learning

Instructors who are academics and professionals at the top of their fields

Personalized academic advising

Faculty research and internship opportunities

A faculty-supported thesis or applied research project

Harvard Alumni Association membership upon graduation

Customizable Course Curriculum

Our curriculum is flexible in pace and customizable by design. You can study part time, choosing courses that fit your schedule and align with your career goals. You’ll experience the convenience of online learning and the immersive benefits of learning in person.

As you work your way toward your master’s degree, you can take courses that also count — or “stack” — toward the Topics in Human Behavior Graduate Certificate .

11 Online Courses

Synchronous and asynchronous options are available year-round.

Sample Courses:

• Cognitive Neuroscience
• Neurobiology
• Mindfulness, Meaning, and Resilience
• Sleep and Mental Health
• The Opioid Epidemic

Join faculty and peers in person for Engaging in Scholarly Conversation, which you can take in either:

• 2 weekends (1 in fall and 1 in spring)
• A 3-week summer session

Read our course spotlight .

Capstone or Thesis Track

Choose the track that fits your goals:

• Thesis: features a 9-month independent research project with a faculty advisor
• Capstone: includes exploring a topic and completing a project in a classroom community

The path to your degree begins before you apply to the program. First, you’ll register for and complete 3 required courses, earning at least a B in each. These foundational courses are investments in your studies and count toward your degree, helping ensure success in the program.

Enroll for your first admission course this spring. Course registration is open November 4, 2024–January 23, 2025.

To get started, explore degree requirements, confirm your initial eligibility, and learn more about our unique “earn your way in” admissions process.

Earning a Stackable Certificate

As you work your way toward your master’s degree, you can take courses that also count — or “stack” — toward a graduate certificate. It’s a cost-effective, time-saving opportunity to build specialized skills and earn a second professional credential.

For each certificate, you can choose courses that best fit your goals.

Stackable graduate certificates include:

• Topics in Human Behavior

A Faculty of Psychology Experts

You’ll learn from Harvard faculty and industry leaders who will help you gain real-world perspectives. Our instructors are renowned experts in clinical psychology, neurobiology, psychopathology, and more. They bring a genuine passion for teaching, with students giving our faculty an average rating of 4.6 out of 5.

Shelley Carson

Associate of the Psychology Department, Harvard Faculty of Arts and Sciences

Bobbi Wegner

Adjunct Lecturer on Education, Harvard Graduate School of Education

Adrienne Tierney

Lecturer, MIT Writing and Communication Center

Our Community at a Glance

Many of our students in the Psychology Master’s Degree Program are established professionals looking to make a career change. Others are earning the degree for career advancement or as preparation for further advanced study.

Download: Psychology Master's Degree Fact Sheet

Average Age

Courses Taken Each Semester

Work Full Time

Would Recommend the Program

Professional Experience in the Field

Pursued for Career Change

Career Opportunities & Alumni Outcomes

Graduates of our Psychology Master’s Program work in the fields of mental health, research, healthcare, human resources, and education. Some alumni continue their educational journeys and work toward a PhD, including at Harvard Graduate School of Education, Harvard Graduate School of Arts and Sciences, or Harvard School of Public Health. They have also pursued further studies in other nationally ranked degree programs, including those at Johns Hopkins University, Columbia University, and Brown University.

Our alumni have gone on to work in a variety of roles, including:

• Postdoctoral Fellow
• Guidance Counselor
• Clinical Psychologist
• Academic Coordinator
• Research Program Manager
• Clinical Supervisor
• HR Consultant

Career Advising and Mentorship

Whatever your career goals, we’re here to support you. Harvard’s Mignone Center for Career Success offers career advising, online tools, employment opportunities, career fairs — including the Ivy+ Just in Time Virtual Career Fair — and connections to Harvard alumni mentors.

Your Harvard University Degree

Upon successful completion of the required curriculum, you will earn your Harvard University degree — the Master of Liberal Arts (ALM) in Extension Studies, Field: Psychology.

Expand Your Connections: the Harvard Alumni Network

As a graduate of the master’s degree program in the psychology field, you’ll become a member of the worldwide Harvard Alumni Association (400,000+ members) and Harvard Extension Alumni Association (29,000+ members).

As an international student, I could not have imagined that it’s possible that there would be this kind of community.

Mariam in an entrepreneur who launched her startup through the Harvard Innovation Labs.

Tuition & Financial Aid

Affordability is core to our mission. When compared to our continuing education peers, it’s a fraction of the cost.

After admission, you may qualify for financial aid . Typically, eligible students receive grant funds to cover a portion of tuition costs each term, in addition to federal financial aid options.

Learn more about the cost of attendance .

Coffee Chat: All About Liberal Arts Programs at HES

Are you interested in learning more about liberal arts graduate degree programs at Harvard Extension School? Attendees joined us for an informational webinar where they had the opportunity to connect with program directors, academic advisors, and alumni.

How long does it take to complete the psychology graduate program?

Program length is ordinarily anywhere between 2 and 5 years. It depends on your preferred pace and the number of courses you want to take each semester.

For an accelerated journey, we offer year round study, where you can take courses in fall, January, spring, and summer.

While we don’t require you to register for a certain number of courses each semester, you cannot take longer than 5 years to complete the degree.

What can you do with a master’s degree in psychology?

A master’s degree in psychology can open doors to a range of psychology-related careers, such as a behavioral counselor, career advisor, or drug and alcohol specialist.

This type of degree can also enhance non-psychology careers, like those in the fields of advertising, human resources, and retail sales.

Understanding human behavior is an invaluable skill that spans industries and careers.

What is the difference between a master’s degree in psychology and clinical psychology?

Both types of master’s degrees provide a detailed look into human behavior.

However, a psychology master’s degree can be broader in scope and more widely applicable to a variety of careers, while a clinical psychology masters is more specialized for analyzing and treating a range of mental health disorders.

What skills do you need prior to applying for the psychology master’s degree program?

Harvard Extension School does not require any specific skills prior to applying, but in general, it’s helpful to have solid communication, critical thinking, and active listening skills if you are considering a psychology master’s degree.

Initial eligibility requirements can be found on our psychology degree requirements page .

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

• Master in Counseling (Non-Thesis Program)
• Br. Andrew Gonzalez FSC College of Education
• BAGCED Graduate Degree Programs

Master in Counseling

(non-thesis program, ntmaclg).

The Master in Counseling Program (non-thesis) is designed for practitioners of counseling in various settings or for those who wish to get into the practice but are without the professional training for it.  It offers specializations in school and community counseling.

PROGRAM LEARNING OUTCOMES (PLOs)

Graduates of Master in Counseling (Non-thesis program) are expected to possess the following Lasallian attributes, namely:

LO1: Critical and Creative Thinker

• Demonstrates knowledge of the philosophies, theories, practices, techniques, and tools for individual and group counseling. (Areas: Counseling Intervention; Career Counseling and Development)
• Articulate a philosophical/theoretical framework for counseling. (Areas: Counseling Intervention; Career Counseling and Development)
• Develop assessment/appraisal instruments relevant to guidance and counseling interventions. (Area: Psychological assessment)
• Demonstrate knowledge and skills relevant to the selection, administration, and interpretation of psychological assessment data. (Area: Psychological Assessment)
• Demonstrate knowledge of the different psychological assessment tools and techniques necessary to enhance client career decision-making and lifestyle planning. ( Area: Career Counseling and Development )
• Demonstrate a comprehensive knowledge and understanding of the theories, principles, and models of organizing, administering, and managing guidance and counseling programs. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge of and application of the theories, models, and skills in program development, implementation, and evaluation relevant to guidance and counseling programs. (Area: Group Process and Program Development)
• Demonstrate knowledge of relevant career trends, occupational outlook, and career development information. (Career Counseling and Development)
• Access scientific knowledge bases continuously and apply those appropriately. (Area: Scientific Foundation and Research)

LO2: Effective Communicator

• Demonstrate knowledge and skills in the proper writing and communication of counseling- and assessment-related reports. (Areas: Psychological Assessment; Counseling Interventions; Career Counseling and Development)
• Demonstrate knowledge and skills in the proper writing and communication of guidance and counseling programs. ( Areas: Organization, Administration, and Management of Guidance Programs; Group Process and Program Development )
• Contribute to knowledge, broadly defined (e.g., publication/presentation, dissemination of information about practice to researchers, contributing to a practice database, participating in peer supervision, contributing to communities and psychoeducational settings; ( Area: Scientific Foundation and Research ).

LO3: Reflective Lifelong Learner

• Assess the effectiveness of one’s own counseling intervention. (Area: Counseling Intervention)
• Critically evaluate the appropriateness of psychological assessment tools to local context and client characteristics. (Area: Psychological assessment)
• Promote multicultural awareness, cultural sensitivity, and appreciation of cultural diversity. (Area: Organization, Administration, and Management of Guidance Programs)
• Critically evaluate the appropriateness of the different approaches to group process, program development, and career counseling and development. (Area: Group Process and Program Development; Career Counseling and Development)
• Demonstrate the ability to be culturally sensitive in interpersonal and group skills and interventions that facilitate counseling effectiveness and client outcomes. (Areas: Counseling Intervention; Group process and Program Development)
• Critically evaluate one’s own interventions and outcomes. (Area: Scientific Foundation and Research)
• Show appreciation for science as a dynamic and continuous process by continually updating and evaluating one’s knowledge and skills. (Area: Scientific Foundation and Research)

LO4: Service-Driven Citizen

• Demonstrate facilitating and counseling skills relevant to and appropriate for individual and group counseling. (Area: Counseling Intervention)
• Establish effective counselor-client relationships that facilitate client change and well-being. (Area: Counseling Intervention)
• Demonstrate ability to design, implement, and evaluate need-based, developmental, and structured guidance and counseling programs, that provide preventive, remedial, and crisis interventions for clients across settings and developmental phases. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge of and skills relevant for effective management of program resources and components, as well as, personnel supervision and evaluation. (Area: Organization, Administration, and Management of Guidance Programs)
• Systematically deliver group interventions using contemporary theories of group process, functioning, and counseling. (Area: Group Process and Program Development)
• Utilize appropriate assessment and evaluation tools to define client needs, identify program content, and measure program effectiveness. (Area: Group Process and Program Development)
• Demonstrate facilitating and counseling skills relevant to and appropriate for individual and group interventions in career counseling and development. (Area: Career Counseling and Development)
• Demonstrate culturally sensitive interpersonal and group skills that facilitate counseling effectiveness and career development outcomes. (Area: Career Counseling and Development)
• Demonstrate knowledge in developing interventions for either community or school setting (Area: Counseling Intervention)

LO5: Innovator and Constant Seeker of Improvement

• Formulate appropriate modifications for counseling interventions. (Area: Counseling Intervention)
• Provide empirical evidence to support the effectiveness of guidance and counseling programs. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge and skills in organizing, analyzing, and utilizing assessment data for evaluating and improving programs and group-based interventions. (Area: Group Process and Program Development)
• Demonstrate knowledge of and apply scientific concepts that influence practice, including the internal and external validity inherent in cultural/social diversity. (Area: Scientific Foundation and Research)
• Subject one’s work to the scientific scrutiny of colleagues, stakeholders, and the public. (Area: Scientific Foundation and Research)

ADMISSION REQUIREMENTS

• A Bachelor’s degree with 15 units of required subjects in psychology (i.e., 3 units each of general psychology, developmental psychology, social psychology, theories of personality, and abnormal psychology);
• A college grade-point average equivalent to 2.5 or 85%;
• Passing the admissions test administered by the ITEO;
• An interview with the department chairperson;
• For non-English speaking applicants, enrollment in an English language course at the Center for English Language Learning (CELL) prior the first trimester of the program.

An additional six (6) units of Advanced Technical Reading and Writing 1&2 will be required for applicants with a low score in the essay part of the entrance examination.

COURSE REQUIREMENTS

Written comprehensive examination.

The WCE is the final check on the student’s competency in both pedagogy and his/her major field. Hence, the student takes the WCE in two tranches: the first part is on pedagogical knowledge and the second part is on the content knowledge.

Oral Comprehensive Examination (capstone project evaluation)

The student presents and defends his/her research work to a panel. The research, or the capstone project for the program, is done during enrollment in the Graduate Seminar course. A manuscript of the completed work must be submitted to the panel members prior to defense.

PROGRAM CURRICULUM

Core courses (6 units).

CPS545M   Foundations of Guidance and Counseling (3 units) This course provides an overview of the concepts, principles and practices of guidance and counseling.  It provides a study of the rationale for the elements of the guidance and counseling processes in both school and community setting.

CPS675M   Human Development and Multicultural Awareness (3 units) This course highlights the intricate relationship between culture and human development.  It provides an overview of the developmental stages of men and women from early childhood to late adulthood.  The aim of the course is to increase the awareness and appreciation of students on the important contribution of cultural factors in directing the course of human development.

MAJOR COURSES (10 units)

CLG550M   Theories and Techniques in Counseling (3 units) This course is a discussion of the meaning and dynamics of the counseling process, covering general principles as well as various selected theories.  It is also designed to familiarize the student, through laboratory training, with the use of basic and advance counseling skills and techniques, applied with multicultural and ethical sensitivity.

CPS560M   Assessment Tools with Laboratory Training (4 units) This course provides students with an overview of different assessment tools, including standardized tests and alternate and authentic techniques, which are used for counseling.  It equips prospective test-users with skills to select, administer, score, interpret and evaluate these measures.

CPS595M   Development and Management of Counseling Services (3 units) This course covers two areas of counselor competency:  program development and the management of guidance and counseling services.  The course provides students with opportunities to learn and apply the principle of planning, designing, implementing and evaluating psychoeducational programs.  The course also focuses on the (1) organization and management of guidance and counseling services in the elementary, secondary, and tertiary levels; (2) responsiveness of the programs to contemporary social issues and client needs, and (3) the expanding roles of counselors in the school and community settings.

CLG593M  Group Process (3 units) The course deals with the theoretical and experiential understanding of group, purpose, development, dynamics and group counseling methods and skills and other group approaches.  Students will be exposed to various group activities/exercises to learn how to become effective members and facilitators of groups in different settings.

CLG601M   Career Counseling and Development (3 units) This course allows the students to examine the different career development theories and their use in understanding the individual’s personal and career needs across work settings.

COGNATE COURSES (6 units)

For school counseling.

CLG695M   Current Trends in School Counseling (3 units)  The course discusses the current trends and contemporary issues in school counseling.

CLG543M   Consultation with Individuals and Groups (3 units)

This course trains counseling students on basic skills in consultation with individuals and groups in schools, industry and the community.  This shall be done through exploration of the theoretical concepts in consultation, experiential learning, and actual field practice.

for Community Counseling

CPS600M   Counseling Special Populations (3 units) This course covers the counseling approaches and interventions that could be utilized when working with individuals and groups from traditionally underserved populations.  In counseling, such populations have traditionally included minorities, the elderly, the poor, homosexuals, and other groups that have encountered barriers in obtaining appropriate treatment.  Students will be given an opportunity to survey recent literature on how counseling has been used in serving special populations.

CPS621M   Trauma Counseling (3 units) This course examines the history, scope, and impact of human trauma, how human beings adapt to traumatic experience in different contexts.  The course also explores treatment, intervention, adaptation, resiliency, and recovery as applied in varied community, school, and other counseling settings.

ELECTIVE COURSES (to be offered upon request)

CPS612M   Marital & Family Counseling (3 units) This masteral subject is an introduction to selected theories and approaches to couple and family counseling.  Multicultural contexts, especially Filipino socio-cultural value systems, will be considered.

CPS662M   Creative Therapy (3 units) This course deals with theories and concepts of various creative therapies and their applications in particular settings.

CPS670M   Studies on Philippine Culture and Personality (3 units) A course which examines the role of Philippine social institutions and Filipino personality in counseling.

CLG695M   Current Trends in School Counseling (3 units) 

PRACTICUM (3 units)

CLG925M   Practicum (3 units) A course designed for actual field experience and practice, closely guided and supervised on the following areas:  application of assessment tools, counseling techniques and skills in different settings/practicum sites, and other pertinent counselor functions/services.

Align practicum placement with specialization

COMPREHENSIVE EXAMINATIONS (0 units)

NTMC-CW   Written Comprehensive Examination

NTMC-OCE   Oral Comprehensive Examination (capstone project evaluation)

PREREQUISITE COURSES

CLG200M   Psychological Foundations 1 (3 units) (Personality, Abnormal Psychology, Developmental Psychology and Social Psychology)

This three-unit course is designed to provide students with a brief overview on the psychological foundation courses that includes Personality, Abnormal Psychology, Development Psychology and Social Psychology. Personality emphasizes on the application of their contributions to understanding normal behavior and personality in contrast to psychopathology.  Abnormal Psychology covers various theoretical perspectives on maladaptive behavior and the major diagnostic and treatment issues for a variety of categories of abnormal behavior according to the Diagnostic and Statistical Manual of Mental Disorders. Human development focuses on current research and theory on the biological, linguistic, social and emotional dimensions of development and the factors that affect the progress of development. Social psychology with emphasizes on how individuals form social cognition

CLG500M   Statistics (3 units) This course focuses on the fundamental principles and techniques of descriptive and inferential statistics as applied in counseling and education. The definition, data requirements and interpretation of statistical analysis are covered in the course. Each statistical analysis is performed through the process of hypothesis testing. Part of the course is training the students in performing statistical analyses using statistical software. Possible research problems in the different fields of counseling psychology and education are posed and data are gathered and analyzed statistically. The statistical analyses in the course are useful as a tool in conducting research.

ENG501M   Advanced Technical Reading and Writing 1 (3 units)  The first part of an intensive English academic reading and writing course focuses on the review of basic reading and writing skills and their application in the preparation of short academic papers such as definitions and descriptions, and non-prose forms. It emphasizes the mastery of active reading strategies, the effective use of rhetorical and organizational features of academic writing and proper documentation.

ENG502M   Advanced Technical Reading and Writing 2 (3 units ) The second part of an intensive English academic reading and writing course, focuses on the writing of data commentary and the various parts of a research report, with emphasis on the different rhetorical moves and the linguistic features that realize these moves. The course continues to emphasize the observance of integrity in writing and research.

• Communications
• Computer Science
• Criminal Justice
• Environmental Management
• Forensic Psychology
• Healthcare Admin
• Human Resources
• Project Management
• Social work
• Special Education
• Sports Management
• Supply Chain Management
• Adult Education
• Business Intelligence
• Early Childhood Education
• Educational Technology
• Homeland Security
• Information Systems Security
• Information Technology
• International Business
• Management Information Systems
• Nonprofit Management
• School Counseling
• Academic Publishing Guide
• Building a Graduate School Resume or CV

Choosing Between a Thesis or Non-thesis Master's Degree

• Expert Guide to Studying Abroad
• FAQ: Online Master's Degrees
• Grad School Guide Book
• Graduate School for Students with Disabilities
• Green Graduate Degrees
• How to Be a Successful Grad Student
• How to Choose the Right Graduate Program
• How to Get a Master's Degree in an Unrelated Field
• How to Transfer College Credits in Grad School
• How to Write a Winning Personal Statement
• Inside Graduate Admissions
• Ivy League Grad Schools
• Master's Degrees for Veterans
• Master's Degree for Women
• Mental Health in Grad School
• Progressive LGBTQ Graduate Degrees
• Should You Apply for a Graduate School Assistantship?
• Surviving Grad School with a Family
• Taking a Gap Year Before Grad School
• Women in STEM Graduate Resources
• Writing a Successful Statement of Purpose
• Alternative Ways to Pay for School
• The Best Part-Time Jobs During Grad School
• Company Funded Graduate School
• FAFSA For Grad Students
• Financial Aid Resources
• Graduate Student Loans
• Paying for Your Master's Degree
• Paying Off Student Loans
• Paying for Your PhD
• Fellowship Opportunities
• LGBTQ Scholarships
• MBA Scholarships
• Scholarship Resources
• Scholarships for Veterans
• Scholarships for Women
• Crushing the GRE Guidebook
• GMAT Guidebook
• Guide to the LSAT
• MCAT Prep for Medical School
• Study Guide: Exam Resources
• TOEFL Prep for Non-Native English Speakers
•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

Ingram School of Nursing

Main navigation.

• Agricultural and Environmental Sciences
• Bachelor of Arts and Science
• Continuing Studies
• Dental Med. and Oral Health Sci.
• Engineering
• Environment
• Interfaculty Studies
• Medicine and Health Sciences
• Physical and Occupational Therapy
• Study Abroad and Field Studies
• Summer Studies
• All Courses
• All Programs
• University Regulations and Resources
• Important Dates
• Undergraduate
• Search Courses
• Search Programs
• Graduate and Postdoctoral Studies
• Graduate Studies at a Glance

Program Requirements

• Graduate Admissions and Application Procedures
• Fellowships, Awards, and Assistantships
• Postdoctoral Research
• Graduate Studies Guidelines and Policies
• Graduate Student Services and Information
• Information on Research Policies and Guidelines, Patents, Postdocs, Associates, Trainees

Master of Science, Applied (M.Sc.A.) Nursing (Non-Thesis): Global Health Direct Entry (61 credits)

The focus of the MSc(Applied) in Nursing; Non-Thesis - Global Health Direct Entry program is on providing collaborative, trauma-informed, and culturally safe care. A strengths-based nursing and health care approach is used to work with underserved populations in limited resources and rural environments. The program emphasizes health equity focused content. The program includes a semester spent in a Global Health Partnership site (locally, provincially, or internationally) that focuses on clinical and project-based work. The completion of a Qualifying Year (QY) is mandatory before applying to Year 1 of this program. Upon completion, graduates are eligible to write the OIIQ licensing exam.

Required Courses (61 credits)

Offered by: Medicine and Health Sciences ( Faculty of Medicine and Health Sciences )

IPEA : A half day activity, including preparatory work, introducing students to a simulated patient/family centred care scenario in which they will be working in interprofessional teams to develop a plan of care.

Terms: Winter 2025

Instructors: There are no professors associated with this course for the 2024-2025 academic year.

IPEA : Reflection on sources of conflict and strategies to manage conflict. Using conflict productively for team building and innovative approaches for resolving conflict within the interprofessional health care team.

Prerequisites: IPEA 500 , IPEA 501 , IPEA 502 , or with permission from instructor.

Internet connection required

Offered by: Ingram School of Nursing ( School of Nursing )

Nursing : Principles of data analysis and statistical inference with an emphasis on the utilization and interpretation of analysis of variance and regression procedures in nursing research. An additional emphasis will be on critiquing data analysis in current nursing research articles.

Terms: Fall 2024

Instructors: Gélinas, Céline (Fall)

Prerequisite(s): PSYC 204 or Undergraduate Introductory-Level Statistics Course

Offered by: Ingram School of Nursing ( Faculty of Medicine and Health Sciences )

Nursing : An overview of the main issues in global health studies, approaches by which to understand these issues, and the importance of making reasoned links between the key global health studies concepts.

Instructors: Tuck, Jodi (Winter)

Restriction: Open to students registered in the M.Sc. (Applied) in Nursing (Global Health area of study) and to Direct-Entry Qualifying year students or with permission from the instructor

Administered by: Graduate Studies

Nursing : Generating comprehensive, collaborative, culturally safe and customized advanced nursing care plans in response to commonly presenting health/illness issues in underserved populations including those with limited resources. Identification of barriers to sound clinical reasoning and effectively present nursing care plans to other healthcare professionals in diverse settings.

Instructors: Miller, Catherine-Anne (Fall)

Prerequisite: NUR2 612

Nursing : This course aims to understand the biological, psychological, and sociocultural perspectives of children 0-18 years and their families using a strength-based nursing framework. This course will go beyond the traditional developmental approach to nursing children and will explore new ways of thinking about their care.

Instructors: Cervantes, Amanda (Fall)

Corequisite(s): NUR2 609

Nursing : Clinical experience working with selected children/adolescents and their families in an acute hospital setting. The focus will be on learning to nurse children/adolescents experiencing illness during an admission to an acute health care facility.

Corequisite(s): NUR2 611D1

Restriction(s): Not open to students who have taken NUR2 613D1 .

Nursing : Clinical experience in the community/ambulatory settings integrating concepts related to acute and chronic health concerns within a family-centered framework.

Instructors: Armistead, Cheryl (Winter)

Corequisite(s): NUR2 608 and IPEA 502

Restriction(s): Not open to students who have taken NUR2 613D2 .

Nursing : Students continue to gain advanced knowledge of the processes, mechanisms, and principles that promote health and support healing during normative change, illness, and other unexpected events or crises. Through the study of theory, examination of empirical evidence, and discussion of clinical experiences, students develop a philosophical orientation and a value driven approach to nursing to guide their nursing practice with individuals and families.

Instructors: Kilpatrick, Kelley (Winter)

Restriction(s): Not open to students who have taken NUR2 611D1 and NUR2 611D2

Nursing : Basic knowledge and skills needed to conduct research. The philosophy and principles of scientific inquiry, research design, sampling, techniques of data collection, ethics, and incorporating research into practice are discussed with emphasis for nursing.

Instructors: Malama, Kalonde; Barbo, Geneveave (Fall)

Nursing : Supervised clinical experiences in health care agencies are aimed at developing competence in technical and family nursing skills at an advanced level. Experience is determined on an individual basis according to learning needs and the student's area of interest.

Terms: This course is not scheduled for the 2024-2025 academic year.

**Due to the length of the clinical course, add/drop is the eleventh lecture day and withdrawal is the fifteenth lecture day.

*In order to secure placement in clinical course, the add/drop is March 30, 2021 which is before the start of the course.

Nursing : This laboratory course addresses illness management clinical technical skills and is the companion course to NUR2 616. Students develop a range of clinical technical skills related to the GI, urinary, integumentary systems as well as resuscitation and emergency skills.

Corequisite(s): NUR2 616 , NUR2 621

A nominal fee of $119.45 is charged to all nursing students who register in courses where clinical skills are taught to students in the Nursing Learning Laboratory. The fee is for clinical skills kits that students will use during their training in the Nursing Learning Laboratory. The kits also contain additional materials for students to take with them after the training to allow them to practice the skills they learn on their own.

**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the third lecture day.

Nursing : This course will focus on teaching the principles of assessment and evidence-informed management of chronic and acute wounds in the clinical and community setting. Wound infections, debridement, wound care products, compression, trauma and other types of chronic and complex wounds will be covered along with appropriate treatment options for general and special populations such as neonatal, pediatric, palliative and obese.

Nursing : Medical, surgical, and nursing management of the major illnesses in adults and children. Topics will include diagnostic tests, drug therapies, dietary management, exercise, relaxation techniques, pain management approaches, patient education, and strategies for maintaining physical and emotional well-being.

Instructors: Rifi, Kauthar (Fall)

Prerequisites: PATH 300

Nursing : An examination of theories of learning and organizational behaviour as related to the preparation of nurses for the delivery of health care services. Implications of these theories for the assessment, development, and evaluation of nursing programs will be investigated.

Nursing : Development of a proposal for a nursing related clinical project under the supervision of a Faculty member of the Ingram School of Nursing. Introduction to research proposal writing, including the framing of research questions, the selection of methodological approaches, the consideration of ethical principles in the conduct of research, as well as the development of realistic and feasible expectations for developing a project within limited time frames.

Prerequisites: NUR2 612

Nursing : Implementation of a project with the expected outcomes of collecting data, transcribing it; entering it into a database; writing and interpreting the data and writing it into a report describing the results.

Instructors: Maheu, Christine (Fall)

Prerequisite: NUR2 630 .

Nursing : Disseminating and reporting, orally and in writing, research findings on a clinical project. The written research report must be in the form of a journal manuscript.

Instructors: Maheu, Christine (Winter)

Prerequisite: NUR2 631

Nursing : Medical, surgical, and nursing management of the major illnesses in adults and children. Topics will include diagnostic tests, drug therapies, dietary management, symptom management, patient education, and strategies for maintaining physical and emotional well-being.

Instructors: Rifi, Kauthar (Winter)

Prerequisite(s): NUR2 623

Restriction(s): Not open to students who have taken NUR1 324 .

Nursing : This course offers students in the Global Health concentrations an opportunity to integrate knowledge and clinical competencies acquired thus far in the program in collaboration with an on-site mentor. Students may choose to focus the clinical experience in either community nursing or an acute care setting to further develop and strengthen advanced clinical judgment as well as the ability to respond more purposefully to complex health concerns of individuals, families, and/or communities.

Instructors: Tuck, Jodi (Fall)

Prerequisite(s): NUR2 609 and NUR2 610 OR NUR2 617 and NUR2 618 Minimum Grade or Test Scores : B-

Restriction(s): Only open to students in the MSc(A) Nursing - Global Health Direct Entry concentration and MSc(A) Nursing - Global Health concentration. Not open to students who have taken NUR2 625 .

Nursing : This course will provide students with the opportunity to consolidate acquired clinical skills, nursing theory and previous clinical courses in an acute care setting.

Terms: Fall 2024, Winter 2025

Instructors: Gauthier, Mélanie; Garland, Rosalind (Fall) Antonacci, Rosetta (Winter)

Prerequisite(s): NUR2 616 (DE students) or NUR2 636 (GHDE students)

Nursing : Analysis of common as well as complex ethical issues in advanced nursing practice. General ethical standards for professional practice are reviewed as well as selected controversies.

Instructors: Carnevale, Franco (Winter)

Department and University Information

Faculty Links

• Nursing website