columbia university psychology phd application

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Inside the Graduate School Application

As with the job search, your graduate school application process  starts long before you actually apply . This may include taking prerequisite courses and standardized tests, or building relationships with faculty. So, plan ahead!

If you’ve clarified your goals and researched programs , you are probably ready to dive in! Remember, these applications may be time-intensive, so start early. As a rule of thumb, be sure to allot at least one month to prepare them. Even better, start working on your application materials the summer before you apply.

Showcasing Your Metrics and Motivation

In your graduate school application you’re aiming to show the admissions committee two things:

• Your motivation : why you’re interested in this school, in this field, at this time
• Your metrics:  that you’re ready for graduate-level work

What’s in the Application

Each element of the application adds a new dimension to your motivation and metrics. Here’s what they are and how they fit into the application as a whole

Personal Statements and Statements of Purpose

Some graduate programs will ask you for a personal statement, and others for a statement of purpose. What’s the difference?

It depends on your field and program of interest.

• Statement of Purpose. If you are applying for a masters or PhD program, you will likely be asked for a statement of purpose. This statement shows your experience, interests, and goals in the field. These should, in turn, make clear your fit for the department. You’ll also want to clearly articulate your motivation for pursuing an advanced degree, and how it will influence your career path. For PhD programs , this statement will center on who you are as a scholar and researcher. Remember, the committee wants to know how you’ll contribute to their academic community.
• Personal Statement. If you are applying for a medical or law degree, you’ll probably be writing a personal statement. A personal statement usually has a stronger narrative element, which may integrate an anecdote or scenes from your experience. As with the statement of purpose, you’ll want the reader to come away with a clear sense of your commitment to the field. In addition, you will aim to showcase the qualities you have that will help you succeed in that program or that field.

Keep in mind, this terminology and guidelines are not set in stone. Pay attention to what topics or questions the application asks you to answer in your statement, and be sure to address them. And when in doubt, consult your advisers and mentors. Your preprofessional adviser will be able to provide insight into statements for graduate programs in medicine, public health, law, or business. For programs in the humanities, social sciences, or sciences, your professors will likely have the most valuable advice.

Whatever type of statement you’re asked to write, take advantage of the opportunity to bring your story to life. Make sure your essay is concise and clear, and does not simply restate your resume. Check out the recording and slides from our Design Your Next Steps workshop, How to Get Started on Your Graduate School Personal Statement for more tips and strategies for your statement!

Finally, begin drafting early—ideally, the summer before you apply. This will ensure that you have plenty of time to seek feedback from professors and advisers and to revise your statement. 

Resume or CV

Your resume or CV will help show the committee your academic achievements, work, and extracurricular experiences. They are another piece of the story you craft to show the admissions committee why you want to attend their program and what experiences have prepared you for it. These documents can also be a place to put in something fun about yourself to remind the committee that you have additional interests.

Follow the instructions about which type of document to submit. As with your essays, you can seek field-specific feedback from your faculty mentors or preprofessional adviser and generalist feedback from CCE advisers and the Writing Center.

Letters of Recommendation

You will likely be asked to submit two to five letters. Usually at least one academic reference is required.  Identify people who know you and your work well as the graduate school wants to learn about you through the recommendation letter. Did you connect with a professor in class or through a research experience on campus? If you have time, you can begin to develop a relationship before you build your application. Visit professors during their office hours to speak with them and let them get to know you and your interest in graduate school.

Remember, faculty members write letters of recommendation as a courtesy. Occasionally, if a professor is uncomfortable writing a letter, they may decline. If this happens, you should look for another reference rather than try to convince them to change their mind.  In some cases, an employer or supervisor may serve as a reference.  

Recommendation letters are valued by graduate schools since these letters can speak to both your motivation and your metrics. Focus on what you can do to make it easy for your recommender to write a tailored letter that strengthens your application. Make sure that you provide your recommenders with any information they will need to write a strong letter specific to your unique story and interests. 

This information may include:

• How you know each other
• If the recommender is a professor, the grade(s) you received in their course and a sample of your work, if applicable
• Why you are interested in the graduate program
• What you hope to bring to the program
• Your application deadlines
• Your transcript
• Your application materials, like: your resume or CV,  your personal statement or statement of purpose, a writing sample
• Your contact information
• Instructions about how to submit the letter of recommendation
• A stamped and addressed envelope so that the recommender may send the letter directly to the school(s) you are applying to, if the letter will not be submitted online

Because at least one of these letters will be from a professor, it’s ideal to build relationships with faculty during your time in school. You can do this by taking multiple classes with the same professor, attending office hours, writing a senior thesis, and even seeking out research opportunities with them, like independent studies.

Finally, give your recommenders plenty of time to write your letters. We suggest requesting requesting recommendations at least one month before the deadline. Be sure to always thank your recommenders. After you apply and hear back from schools, update them on your status.

GPA and Transcript

Your GPA and transcript demonstrate your academic preparedness for the program. If a particular issue affected your grades, you may want to briefly explain it in your statement or an addenda essay. If so, explain it concisely—do not be defensive.

Current students and recent alumni can order transcripts through  Student Services Online  (SSOL). If you graduated before 2001, you can request your official transcript from the registrar . There is no charge for either service. You may want to request that your transcripts be sent out after your fall grades have been calculated into your GPA.

Test Scores

Many schools require specific standardized tests for admissions, such as the GRE , MCAT , GMAT , or LSAT . Another metric, these tests may be more or less important depending on the program. In addition, depending on the test, a significant amount of studying may be necessary. It may be easier to take these tests while you’re in student mode, rather than years after graduation.

While planning your application process, identify test dates and how long it takes to score results. Consider taking your tests over the summer before you apply, or even the previous spring. This will build in time in case you want to retake them.

Application-Related Resources

• Undergraduate Research and Fellowships : This office at Columbia has great worksheets and resources for brainstorming your story, tackling your research proposal, requesting letters of recommendation, and preparing for interviews.
• Admissions Essays:  You can find tips for writing personal statements in our resource, How to Get Started on Your Graduate School Personal Statement. 

Testing Information

• Graduate Record Exam
• Graduate Management Admissions Test (GMAT)
• Law School Admissions Test (LSAT)
• Miller Analogies Test (MAT)
• Princeton Review

Related Resources

Thinking about graduate school this timeline will help you plan.

Use this timeline to kickstart your grad-school planning! It will help you think through what to do each year to prepare for your graduate education.

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Psychology in Education: General Track MA

Master of arts in psychology in education.

For students interested in the field of Clinical Psychology

Our Master of Arts degree is formally titled “Psychology in Education” for historical reasons, but is widely known as the premier MA program for students interested in the field of Clinical Psychology. The program provides foundational knowledge of psychopathology, treatment, theory, and research methods, with a range of courses in areas such as trauma, forensics, women's mental health, global mental health, and mindfulness practice. It is ideally suited for applicants who are looking to strengthen their academic background prior to applying to doctoral programs such as the Psy.D. or Ph.D. in Clinical or Counseling Psychology.

Please note: This program is not intended to prepare students for the independent practice of professional psychology and will not lead to licensure in New York State. Applicants interested in a license-eligible Master's level education are encouraged to consider the department's M.Ed. program in Mental Health Counseling.

The Department of Counseling and Clinical Psychology at Teachers College is a world-renowned training ground for researchers and clinicians, particularly known for innovation in research, pedagogy and clinical practice. Students within the M.A. program experience the demands of a graduate-level education in Clinical Psychology while also exploring the multiple avenues available in the ever-growing mental health field beyond. Our mission is to provide students with a platform to clarify their interests and then direct themselves toward their next professional goals. The M.A. program exposes students to diverse perspectives and populations, and supports them with intensive academic advisement, so that they may discover the best fit for their unique abilities as they prepare for the next major step in their career development.

During their tenure, students are closely guided by M.A. program advisors, who are current Ph.D. students in Clinical Psychology. Advisors help students to clarify their academic goals, to gauge progress, and assist with professional development. Through the innovative M.A. program curriculum, which includes a combination of didactic instruction and experiential learning, students develop the critical thinking skills needed to interpret scientific knowledge, review traditional and contemporary treatment models, and engage in innovative research at research centers throughout New York City. By the end, students are abundantly prepared for the transition to doctoral level education in their chosen area of expertise.

A master's degree in psychology is a critical step toward the attainment of a doctoral degree. Our M.A. program is intended to focus a student's passion for clinical psychology in a direction that will help to realize their goal of attaining a doctoral degree. Our 10 concentration areas are designed to provide students with intensive didactics, and the Integrative Project allows students to pursue competence in a chosen topic area in earnest.

Students have the option to concentrate their studies in any of ten areas of study. Whereas most students choose one concentration, some organize their coursework around more than one.

• Child & Family (Bodnar)
• Clinical Psychology & Technology (Nitzburg)
• Community Psychology & Integrated Health Services (Rosa)
• Forensic Psychology (Mantell)
• Global Mental Health & Trauma (Verdeli & Bonnano)
• Neuropsychology (Waxman)
• Psychotherapy (Farber)
• Research Methods (Richardson)
• Sexuality, Women & Gender (Athan)
• Spirituality & Mind/Body Practices (Miller)

The M.A. program student body draws students from all over the world with the current class comprising students from over 30 countries and almost every state in the Union. Students are typically serious about pursuing doctoral degrees, and are excited by the opportunity to prove themselves in a rigorous learning environment.

The program has many dimensions; and is appropriate for students who have obtained undergraduate degrees in Psychology as well as for those with a limited exposure to the field. Some students use the program to enhance their current work (e.g., neuroscience, global mental health), while others use it to distill their interests within psychology (e.g., forensic psychology, computational methods). The M.A. program celebrates that our students are not of one voice. This diversity of perspectives is considered necessary to solve the very real-world problems they will encounter upon graduation. Each student has a unique contribution to make.

Admissions Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Master of Arts

• Points/Credits: 36
• Entry Terms: Fall
• Enrollment Formats: Full-Time, Part-Time

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

The program for the Master of Arts (M.A.) degree in Psychology in Education requires 36 points of coursework and the Integrative Project. The program has a simple structure, in which 18 credits (6 classes) must be completed within the Psychology in Education program (CCPX). An additional 9 credits (3 classes) of Breadth Requirement must be taken at Teachers College in other Programs or Departments (e.g,, Statistics in HUDM). Nine additional credits of Electives (3 classes) may be taken anywhere at Columbia University, including the Psychology in Education Program. Students typically take 3 classes per semester, over a period of 4 semesters. Although the degree can be completed in less time (e.g., 2 semesters, and 2 summer periods) it is advisable for students to allow themselves time to focus on independent research. Students may take up to five years to finish the degree program.

Transfer credits from courses taken outside of Teachers College are not accepted toward any M.A. degree program at Teachers College. Some CCPX classes may be restricted to doctoral students only. Please refer to the course schedule to determine which courses are open to M.A. students.

All students matriculating in the M.A. degree program are given a copy of the Student Handbook for the specific academic year in which they matriculate. The Handbook outlines these requirements in detail.

The Curriculum:

18 credits in Psychology in Education (within CCPX) 9 credits of Breadth (outside CCPX)

9 credits of Electives (Any graduate program at Columbia University)

 Integrative Project (Independent research project)

The Integrative Project

The Integrative Project is intended to be the culmination of a student's development in the Master's degree program and represents a substantial contribution to the field. Students are encouraged to meet with the Program Director as early as possible in the development of their project to review their proposal and to identify an appropriate Sponsor, who will be the person primarily responsible for evaluation of the finished work. For more information on the Integrative Project, please see the Student Handbook.

*The Program Director or the M.A. Program Assistants are available for consultation about course selection and about the Integrative Project.

*Please note: Clinical required and elective ‘topics’ courses (CCPX 4199) change each year. Information about these courses can be found in the M.A. Handbook but not in the Teachers College Catalog.

• View Other Degrees

Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

Phone: (212) 678-3267 Fax: (212) 678-8235

Email: shulevitz@tc.columbia.edu

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Clinical psychology, antioch university interviewed on 8/12 and received acceptance on 8/20. no notification (by text or email) thus far, but application portal noted that i had an "admission decision available to view.".

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