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Academic Profile : Faculty

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Prof S.H. Annabel Chen is Professor of Psychology at School of Social Sciences and has joint appointments at LKCMedicine and the National Institute of Education. She is a clinical neuropsychologist (licensed in Clinical Psychology, USA; Singapore Registry of Psychologists) by training and has worked with both adult and child populations. She received her Doctorate in Clinical Rehabilitation Psychology (Purdue University) and completed her clinical psychology internship in Behavioral Medicine and Psychiatry at West Virginia University School of Medicine. She conducted her post-doctoral clinical residency in Clinical Neuropsychology at the department of Neurology, the Medical College of Wisconsin and worked as a post-doctoral research affiliate at the Lucas MRS/I Center, Department of Radiology at Stanford University School of Medicine. She started her assistant professorship at the National Taiwan University in the Graduate Clinical Psychology programme before joining NTU as an associate professor. Since then, she served as the Associate Chair for Research for the School of Humanities and Social Sciences from 2014-2015, and is the Deputy Chair (SBER) for the Institutional Review Board at NTU. She is currently the Director of the Centre of Research and Development in Learning (CRADLE), a university level research centre at NTU.

Research Interests

Prof Chen has a diverse research background, including animal drug studies, human neuropsychological research and cognitive rehabilitation. She has applied Positron Emission Tomography (PET) to study individuals with post-concussion sequelae from mild traumatic brain injury and olfaction in Alzheimer’s Disease, and has been involved in functional Magnetic Resonance Imaging (fMRI) research examining language processing, executive functions, and affective memory in healthy and clinical populations (e.g. stroke, anxiety, schizophrenia, dementia), as well as, assessing neural systems used in motor timing/timing perception in patients with Parkinson's Disease. Her main research interests are to investigate underlying neural substrates involved in higher cognition in the cerebellum, as well as changes in cognitive processes in healthy aging and dementia through the application of neuroimaging techniques, such as fMRI, diffusion MRI,Transcranial Magnetic Stimulation (TMS), electroencephalography (EEG) and most recently transcranial direct current stimulation (tDCS) and functional Near Infrared Spectroscopy (fNIRS). The goal of her research is to apply these paradigms to study and to develop neuroimaging markers in the cerebro-cerebellar circuitry for clinical groups, and to further understand the processes of neurodevelopmental (e.g. schizophrenia, dyslexia, autism) and neurodegenerative (e.g. dementia, healthy aging) conditions that would be informative to evidence-based interventions. A recent research development in her lab, the Clinical Brain lab, is focusing on the Neuroscience of Learning and Education. In particular, their lab is investigating the neurophysiological changes in aging neuroscience for learning in language, memory and executive control networks. This allows development of neuromodulation techniques to optimize and/or enhance brain functions for learning. Projects in translating neuroscience for educators and learners are in progress. In addition, the lab is developing research in understanding the effects of emotion on cognition and self-regulation with the use of neuroimaging.

Current Grants

• (Brain-NORM )Project 2&5- PI Prof Annabel SH Chen
• AI in Art Studio Creating image-based artworks using machine learning and science data
• Centre for Lifelong Learning and Individualised Cognition (CLIC)
• Centre for Lifelong Learning and Individualised Cognition Work Packages 1-3 (CLIC WP1-3)
• Centre for Lifelong Learning and Individualized Cognition (CLIC) Centre Operating Budget
• CLIC (WP1-3) - PI Prof Annabel Chen Shen-Hsing
• CLIC Centre Budget
• CLIC WP0.2 - PI Prof Annabel Chen Shen-Hsing/PI Prof Balazs Zoltan Gulyas
• CLIC WP1-3 Centre Budget
• Project PRooF
• Proud to be Singaporean: An Investigation into the Neural and Cognitive Processing of National Identity and National Belonging (IMPRINT)
• Ready for a career change? The cognitive science of career change and transition
• Systematic Review of Science of Learning Research to Promote Lifelong Learning and Improve Workplace Learning
• Understanding Brain Networks of Reading and Math to Inform Diagnostics and Interventions (Brain-NORM)

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Degree & Masters Courses & Study in Singapore Courses Doctor of Philosophy

Doctor of Philosophy

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Course overview

The Doctor of Philosophy (PhD) is a program of supervised original research. It culminates in the submission of a thesis that demonstrates the ability for critical analysis and research that makes a significant and original contribution to the knowledge and understanding of the field of study.

Your research topic

Applicants need to discuss their proposed research topic with an appropriate research supervisor. Please contact us for details.

You can check the information on potential research advisors in our website https://www.jcu.edu.sg/research/research-capability-statement

James Cook University will form an advisory panel comprised of a Primary and Secondary Advisor and, in some cases, an Advisor Mentor to assist Higher Degree by Research candidates in their research journey.

Research areas available include: education, social sciences, game design , banking and finance , management and commerce , tourism , psychology , aquaculture , marine ecology, interdisciplinary topics. Other themes can be arranged to meet the needs of candidates

**Carousel/Block intakes are for commencing students only, subsequently, students will progress with the trimester.

Study Program

Candidates are required to complete the core subjects before embarking on the thesis component as per course structure below.

Course Structure

Core subjects

• Planning the Research: Doctoral Candidates
• Situating the Research: Doctoral Candidates
• Professional Development: Doctoral Candidates

+ One of the below

• Doctor of Philosophy Research Thesis (Agriculture, Environmental and Related Studies)
• Doctor of Philosophy Research Thesis (Education)
• Doctor of Philosophy Research Thesis (Health)
• Doctor of Philosophy Research Thesis (Information Technology)
• Doctor of Philosophy Research Thesis (Management and Commerce)
• Doctor of Philosophy (Natural and Physical Sciences)
• Doctor of Philosophy Research Thesis (Society and Culture)

For a comprehensive listing and outline of the respective course subjects, please click here

Course Learning Outcomes

Graduates of a Doctoral Degree will have:

• A substantial body of knowledge at the frontier of a field of work or learning, including knowledge that constitutes an original contribution
• Substantial knowledge of research principles and methods applicable to the field of work or learning.
• Cognitive skills to demonstrate expert understanding of theoretical knowledge and to reflect critically on that theory and practice
• Cognitive skills and use of intellectual independence to think critically, evaluate existing knowledge and ideas, undertake systematic investigation and reflect on theory and practice to generate original knowledge
• Expert technical and creative skills applicable to the field of work or learning
• Communication skills to explain and critique theoretical propositions, methodologies and conclusions
• Communication skills to present cogently a complex investigation of originality or original research for external examination against international standards and to communicate results to peers and the community
• Expert skills to design, implement, analyse, theorise and communicate research that makes a significant and original contribution to knowledge and/or professional practice.

Graduates of a Doctoral Degree will demonstrate the application of knowledge and skills:

• With intellectual independence
• With initiative and creativity in new situations and/or for further learning
• With full responsibility and accountability for personal outputs
• To plan and execute original research
• With the ongoing capacity to generate new knowledge, including in the context of professional practice.

Eligibility & Requirements

Entry requirements.

All applicants must normally demonstrate academic capacity at a satisfactory level (Grade Point Average of Credit or equivalent) in their final year of coursework study that was used as part of the basis for admission.

Applicants must demonstrate the capacity to undertake research at the Doctoral level by the attainment of at least one of the following:

• A Bachelor’s degree with at least Second Class Honours in a degree program that included a total of at least a semester of supervised project work, the results of which contributed to the Honours grade; or
• A postgraduate qualification which included: (a) supervised research component(s) of at least one semester or equivalent and resulted in the production of output(s) graded at the equivalent of Distinction or better, and (b) at least one research methods subject; or
• A Research Masters degree, where at least two thirds of the degree consisted of a supervised research component and resulted in the production of a thesis or equivalent; or
• A combination of qualifications, research training and experience, considered equivalent to the above and deemed appropriate by the university, e.g., senior authorship of at least one peer-reviewed publication plus completion of an appropriate research methods subject.

Note: Candidates who do not meet any of the above may apply for a higher degree pathway offered in the form of the Graduate Certificate of Research Methods or the Graduate Diploma of Research Methods.

English Requirements

• Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of IELTS 6.5 (no component lower than 6.0) / TOEFL (Internet Based) 86 (no component less than 21) / Pearson PTE Academic 58 (no component less than 54); or
• Satisfactory completion of James Cook University Singapore English Language Preparatory Program (ELPP) ; or
• Successful completion of other qualifications completed in English Language deemed comparable to Australian standards on a case-by-case basis in accordance to JCU admissions guidelines

Recognition of Prior Learning

Applicants seeking to transfer their Higher Degree by Research candidature from another Australian University should refer to the JCU Recognition of Prior Learning Procedure.

Attendance Requirements

International students holding a valid Student's Pass are required to attend at least 90% of scheduled classes per month. Failure to attend classes is a breach of the student visa conditions. Being absent from classes for a continuous period of seven days or more, or attendance falling below 90% without valid reasons will result in the student needing to surrender their Student's Pass for cancellation.

Domestic students must attend at least 75% of the scheduled lecture and tutorial activities to be eligible for assessment.

Career Outcomes

The Doctor of Philosophy is an essential prerequisite for research and academic careers in most disciplines. Candidates can also look for R&D opportunities in a variety of industry sectors, NGO and government agencies.

How to apply

Agriculture, Environmental and Related Studies

Management and Commerce

Natural and Physical Sciences

Society and Culture

How to Apply Online and Online Application Guideline

Tuition Fees

**Fees apply to all Singapore residents (Singapore Citizens, Permanent Residents and all pass holders excluding those holding a Student Pass).

• All course fees include the corresponding Singapore Goods and Services Tax (GST), which is 8% in 2023.
• All course fees include the corresponding Singapore Goods and Services Tax (GST), which is 9% in 2024.
• The details of the instalment breakdown will be provided in your Student Contract. Please contact us for further details.

Note: International students in Singapore on a Student Pass are not permitted to work. For more information please visit http://www.ica.gov.sg .

James Cook University is EduTrust Certified. The EduTrust certification scheme is administered by the Committee for Private Education (CPE), a part of SkillsFuture Singapore (SSG). EduTrust requires all students to be covered under a Fee Protection Scheme. In James Cook University, this is provided through an insurance protection scheme. Further, EduTrust also requires that the students must be covered under a medical insurance coverage which has provision for hospitalisation, surgery and treatment costs throughout their course duration. James Cook University will advise in the Standard Student Contract the total amount of insurance payable.

For more details please visit the Committee for Private Education (CPE), a part of SkillsFuture Singapore (SSG) website: https://www.skillsfuture.gov.sg/pei

Disclaimer Although James Cook University endeavours to ensure the accuracy of this information, there is no guarantee it will remain accurate all year. Applicants are advised to confirm program details with the appropriate school before making an application.

Download the Higher Degrees by Research brochure here .

If you wish to make further enquiries or submit your Expression of Interest, please contact [email protected] For the Expression of Interest form, please download here

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NIMH Clinical Psychology Information Session: Meet the Program Directors

This panel discussion is designed for Postbac IRTAs who are considering applying to Clinical Psychology PhD/PsyD programs.

Postbacs will:

• Get insight on the application and interview process from Program Directors of Clinical Psychology programs
• Hear what makes for a strong application and common missteps to avoid
• Chat with Program Directors in small discussion groups
• Submit questions in advance to guide the panel discussion

In the past, Program Directors have represented Clinical Psychology programs across the country and in the D.C., Maryland, and Virginia area. Hearing what makes for a strong application from staff who review applications will assist Postbac IRTAs in strengthening their applications and preparing for interviews.

This panel discussion is held annually in April. 

Check out the OFT Events Calendar for registration information.

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Top 10 tips for applying to clinical psychology Ph.D. programs

Participants of the second annual Diversifying Clinical Psychology Weekend gained skills for succeeding in graduate school.

Program offers pointers for prospective students

In an effort to help aspiring clinical psychology applicants from historically marginalized and underrepresented backgrounds feel better prepared to tackle the application process and succeed in graduate school, School of Social Ecology graduate students from the clinical psychology area hosted their second annual “Diversifying Clinical Psychology Weekend” event earlier this month. Co-sponsored by DECADE, the event included breaking down application requirements, discussing how to obtain relevant research experience, and sharing the experiences of current students to help aspiring applicants feel more confident in their own academic journeys. 

• Professionalism is key. Using professional email greetings, being punctual, demonstrating preparation, taking ownership and responsibility, and using critical thinking and problem solving skills goes a long way. 
• Get involved in research labs. Joining a research lab during undergraduate or post-bacc programs, or seeking full-time research assistant and research staff positions will help prepare you for graduate programs that place heavy emphasis on research. 
• Prepare an accurate and professionally-formatted CV. Keep formatting consistent, list things in reverse chronological order, use action words when describing your contributions to activities. 
• Personalize your Research Statements (also known as Statement of Purpose) for each program you apply to. Emphasize what draws you to each particular program, include faculty members you are interested in working with and why, and state how YOU can add value and contribute to the program.  
• Weave a narrative through your personal statement that goes beyond your CV. Avoid summarizing your CV. Tell a story that SHOWS the reader what lessons you have learned and your main takeaways from prior experiences that have led you to apply to their program. Relate your experiences through common themes, goals, and interests that may not be obvious to someone simply reading through your CV. 
• Incorporate your values, commitment to DEI, and who you are as a person in your Personal History Statement (also known as Diversity Statement). This is a great place to show parts of yourself, your background, and your experiences that don’t fit into other parts of the application. 
• Get feedback on your materials. Get feedback from friends, family, and colleagues on your essays. 
• Submit strong letters of recommendation. Letters of recommendation are a critical component of a well-rounded application. Be sure to request letters from writers with whom you have good relationships and believe will be able to write you a thorough and positive letter of recommendation. Don’t hesitate to ask potential letter writers if they would be able to write you a STRONG letter of recommendation. 
• Research your programs ahead of time to make sure they are a good fit for you. Just as schools are evaluating whether you will be a good fit for their program, you should take the time to do your research on whether programs you are applying to seem to be a good fit for your research interests, professional goals, and personal needs.
• Check out additional resources and information sessions:  https://tinyurl.com/ClinicalPhDInfoSessions  and  https://tinyurl.com/ClinicalPsychResourceSheet .

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• Two Chosen as 2024’s Clinical Psychology Program DEI Award Recipients

The Clinical Psychology DEI Committee has chosen its 2024 Diversity, Equity, and Inclusion (DEI) Award recipients: Nathan Smith, Clinical Psychology Ph.D. student, and Lauren Mizock, Ph.D., Clinical Psychology core faculty.

Nathan Smith

This award recognizes the contributions students and faculty make to advance DEI work. We asked this year’s recipients about their DEI work and what this award means to them.

What does receiving this award mean to you?

Nathan Smith: I feel seen and heard. Receiving the Clinical Psychology program’s DEI student award means the world to me and affirms my passion for working with racial and ethnic minority groups. There are few Black male clinical psychology doctoral students and clinical psychologists, so representation matters. I have been committed to ensuring DEI remains at the forefront of my clinical training, research, and involvement in the Fielding community since 2020. One of my proudest contributions to DEI at Fielding is working with phenomenal colleagues in the Black Student Association since 2020. We have consistently offered a safe space for Black students and faculty. BSA has offered Fielding-wide programming, including a Diversity speaker series and events recognizing Martin Luther King Jr. Day, Black History Month, Women’s History Month, and Pride Month. I have also proudly served as a mentor in different capacities (e.g., professional development seminar representative, NSO teaching assistant, and research assistant). Recently, I led research on graduate students’ experiences with social justice issues, which has been accepted to several professional conferences this year.

Lauren Mizock, Ph.D.: I feel a sense of great honor and meaning to be acknowledged by colleagues and students for working on DEI matters in our program. I experience racial privilege and other unearned advantages as a white woman in this world. I hope to use my privilege for power to help center DEI work in clinical psychology and contribute to positive change, though with caution around centering myself.

Lauren Mizock, Ph.D.

Why do you think DEI work is vital at Fielding and beyond?

Nathan Smith: DEI work is vital at a unique racially, ethnically, and economically diverse program like Fielding Graduate University. I am glad Fielding recognizes DEI’s importance through the work of Dr. Davis-White Eyes and the DEI office. Integrating DEI variables into Clinical Psychology doctoral students’ studies is essential to shaping future culturally sensitive clinical psychologists. Beyond Fielding, there is no room for slowing down and ignoring the importance of sustainable DEI initiatives in clinical practice and research, specifically, providing adequate funding for DEI programs across the US and Canada.

Lauren Mizock, Ph.D.: Social justice is a mission of the university and something that draws students and faculty to Fielding. Multicultural psychology has also come to be a “fourth force” in clinical psychology, adding to psychodynamic, humanistic, and behavioral approaches. Beyond clinical practice, a culture-centered perspective is inseparable from education and research today and our other pursuits at Fielding. DEI is where our field is going, as well as most others.

To learn more about the DEI work at Fielding, visit: https://www.fielding.edu/diversity-equity-and-inclusion-dei

About the Author: Kaylin Staten

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by Heather Riske | May 6, 2024

Monica Treviño, a PhD clinical psychology student, has been strengthening her linguistic and clinical skills to better serve the Latinx community. (Photo by Derik Holtmann)

Monica Treviño was born in Mexico and grew up speaking Spanish conversationally with her family in Texas, but she wasn’t quite as comfortable providing mental health services in the language. Hoping to strengthen her linguistic and clinical skills to better serve the Latinx community – which has grown by more than 40% in St. Louis over the past decade – she spent six weeks last summer in Huanchaco, Peru, completing PASEO’s immersion and practicum experience . In October, she attended the National Latinx Psychological Association conference. Now, she’s using what she learned from both experiences to help make the services at UMSL’s Community Psychological Service culturally and linguistically accessible to Spanish speakers.

1. How do conversational and clinical Spanish differ?

It’s a very different type of Spanish. There’s so much niche terminology that we don’t even realize that we’re learning. I’ve been studying psychology for 10 years now. That’s a decade of pretty specialized language in English that I had limited exposure to in Spanish. Prior to this program, I would have struggled to speak about fairly basic therapeutic assessment concepts with a client.

2. What are you taking away from these experiences?

My clinical vocabulary in Spanish has grown tremendously and I’ve gained the confidence I needed to actually do this type of clinical work effectively. It’s one thing to have the knowledge, but it’s easy to feel imposter syndrome when you haven’t had any opportunities to use it and prove to yourself that you can do it well. I also have a better understanding of how I can hopefully supervise bilingual trainees effectively some day in the near future.

3. What have you been able to implement so far?

To start, we wanted to at least have some translated psychoeducational materials that we could share with families as they’re waiting for their next treatment touchpoint. We’re getting all of the paperwork, resource packets and referrals ready, making sure that all of our consent forms and HIPAA forms are translated and implementing more standard tools for measuring competency in this area for any future bilingual trainees.

4. Why is it so important to measure competency?

In the field of psychology, there are core competencies for specialized areas of training. We don’t have the same for bilingual psychologists. Having standard competencies and measurement tools is important because it allows us to create effective training programs, empowers people who are able to provide the services and ensures that clients are receiving high-quality care.

5. How would you like to see these services continue to grow?

Being able to have that infrastructure where we already have everything translated and ready to go will make it easier for us to start providing services in Spanish. I am hopeful that we will continue to have new cohorts coming into the program with interest and experience in providing services in Spanish, and it can just keep growing from there.

This story was originally published in the spring 2024 issue of UMSL Magazine . If you have a story idea for UMSL Magazine, email  [email protected] .

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The University of Western Australia was established in 1911. UWA is a public research university located in state of Western Australia. The university is ranked at 2nd in undergraduate degree program. It is the best university of Australia.  You may also be interested in What is an English Proficiency Language Certificate and Where to get it .

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• Verified by Psychology Today Licensed by State of South Carolina / 1151 Dr. Timothy Laskis

Specialties and Expertise

Top specialties.

• Behavioral Issues
• Career Counseling
• Chronic Illness
• Chronic Impulsivity
• Chronic Pain
• Emotional Disturbance
• Family Conflict
• Life Transitions
• Marital and Premarital
• Mood Disorders
• Relationship Issues
• School Issues
• Sports Performance
• Testing and Evaluation
• Thinking Disorders
• Trauma and PTSD
• Video Game Addiction

Client Focus

Participants, treatment approach, types of therapy.

• Cognitive Behavioral (CBT)
• Solution Focused Brief (SFBT)

Primary Location

Nearby areas.

• Lexington, SC
• North Myrtle Beach, SC
• Summerville, SC

• Department of Psychology >
• Graduate >
• Graduate Admissions >

Clinical PhD Program

For information regarding the online application and admissions process, please visit the UB Graduate School. 

• UB's General Admission Requirements
• Admissions FAQs
• Check Your Admissions Status

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Admission Requirements and Process

The Department of Psychology at the University at Buffalo uses a holistic admissions process in our consideration of applications.  This means that we evaluate the entire application, rather than any single indicator or a few indicators. Thus, applicants are viewed as a whole person, the sum of their experiences, accomplishments, and aspirations. Consistent with this, we do not rely on or use “cut offs” for numerical indices of an academic record such as grade point average. A holistic approach also means that a candidate who may be less strong in some areas, can still have a highly competitive application by having greater strength in other areas. All elements of an application are taken into consideration, to maximize a good fit of the applicant with our training program and potential mentors, to reduce bias that can result from reliance on a limited number of components, and to reduce inequities in access to opportunities for graduate training. 

Over the years, we have learned that a holistic admissions process helps us identify applicants who are likely to succeed in our graduate programs, brings a diversity of experience and ideas into our academic community, and supports a fair review of all applicants. Our goal is to recruit the next generation of academic psychologists who are passionate about making new discoveries and generating new knowledge in their chosen discipline.  We expect students to bring hard work, professional ambition, resilience, grit, intellectual acumen, and enthusiasm to our graduate programs.

Although we value quantitative criteria like GPA, we take a broad view of academic excellence and recognize that indices of success in our graduate programs and professional achievement cannot be reduced to numbers alone. In short, we endeavor to balance quantitative and qualitative indices of success. Because we want to give students the greatest opportunity to thrive in our program, we place a strong emphasis on fit with our programs and potential faculty mentors. A highly qualified applicant may not be strongly considered if their interests and goals do not provide a good fit with the orientation of our training program or with faculty research interests. Accordingly, we consider the following components in our admissions decisions: personal statement, undergraduate transcript and GPA (and prior graduate record if applicable), letters of recommendation, and resume/research experience. Interviews are required for applicants to the Behavioral Neuroscience, Clinical, and Social-Personality doctoral programs, and our MA programs in General Psychology; interviews are not required for applicants to the Cognitive Psychology doctoral program. After initial review of applications, the selected applicants to program requiring an interview will be contacted by prospective advisors to set up an interview time.

Schomburg statements are optional for applicants to our doctoral programs interested in being considered for a Schomburg Fellowship. These statements are not used for admissions decisions.

Clinical PhD Program:

Components of the application and how they are used, personal statement (required).

Helps contextualize the more quantitative and objective credentials of an applicant.  The statement is used to evaluate the applicant’s goals and fit with the program and research interests of the faculty as well as how they would contribute to the diversity of thought and perspectives.

Prompt for Personal Statement (1000 words or less):

Describe the area of research you are interested in pursuing during your graduate studies and explain how our program would help you achieve your intellectual goals. The statement should include your academic background, intellectual interests and training or research experience that has prepared you for our program. The statement should also identify specific faculty members whose research interests align with your own interests.

Submitting Personal Statement:

Uploaded as part of the online application.

Transcript and GPA (required)

Provides evidence that the applicant is seeking challenging coursework, while excelling and showing academic growth. The University at Buffalo requires an undergraduate GPA of 3.0 or higher.  However, applications with an undergraduate GPA below 3.0 can still be considered, particularly when other components of the application are strong (e.g., a high graduate GPA, etc.). 

Submitting transcripts:

Upload scanned copies of all undergraduate and graduate transcripts as part of your online application.  Include the English translation, if applicable. 

Letters of recommendation (3 required):

Provides a third-party endorsement of the applicant’s attributes, ability to succeed in the graduate program, and potential to contribute to the field.  The letter offers a perspective on the applicant’s prior achievements and potential to succeed, along with concrete examples of the subjective traits described in other elements of the application.

Submitting Letters:

Letters must be submitted electronically. Further instructions are included in the online application.

Resume and research experience (required):

Provides information on how the applicant has practically applied ideas and concepts learned in the classroom. It helps show that applicants possess the skills and dispositions needed to conduct extensive research and make substantive contributions to their chosen field.

Submitting resume

Interviews are a way for programs to get to know applicants as a person.  They provide a qualitative means of: (a) contextualizing quantitative and objective credentials, and (b) evaluating how well an applicant’s goals and training needs fit with the program and potential mentors. In addition, the Clinical PhD program also uses the interview to evaluate suitability for clinical work.

Schomburg Statement (optional Applications to our doctoral program):

What is a schomburg fellowship.

A Schomburg Fellowship offers support for students in doctoral programs who can demonstrate that they would contribute to the diversity of the student body, especially those who can demonstrate that they have overcome a disadvantage or other impediment to success in higher education. In order to be eligible for the Schomburg Fellowship, you need to be either a U.S. Citizen or Permanent Resident and have a cumulative undergraduate GPA of 3.0 or above. 

Here is a link to more information about Schomburg Fellowships.

https://arts-sciences.buffalo.edu/current-students/funding-your-degree/graduate-awards-fellowships/schomburg-fellowship.html

The Schomburg statement provides useful information in helping the faculty decide whether to nominate an applicant for the Schomburg Fellowship.

Schomburg Statement:

If you would like to be considered for a Schomburg Fellowship, please  upload a written statement with your online application  (maximum of 500 words) describing how you will contribute to the diversity of the student body in your graduate program, including by having overcome a disadvantage or other impediment to success in higher education.  Please note that such categorical circumstances may include academic, vocational, social, physical or economic impediments or disadvantaged status you have been able to overcome, as evidenced by your performance as an undergraduate, or other characteristics that constitute categorical underrepresentation in your particular graduate program such as gender or racial/ethnic status.

Submitting a Schomburg statement: