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Psychology Graduate Program

• Psychology Department

Welcome to the Psychology PhD program at Harvard University!

Our work is united in the focus on the science of mental life, yet highly interdisciplinary.

The Psychology Department is organized into four research areas: 

• Clinical Science/ Experimental Psychopathology  
• Developmental Psychology  
• Social Psychology
• Cognition, Brain, and Behavior (CBB)

Students enrolled in the PhD program may follow one of two tracks: Clinical Science or the Common Curriculum, which includes Social Psychology, Developmental Psychology, and Cognition, Brain, and Behavior (CBB). Students may only be considered for Clinical Science during the graduate school application process, and may not transfer in at a later date.

Click here to view our current graduate student profiles. 

APA-Accredited Programs

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IMPORTANT NOTE REGARDING 2020, 2021, 2022, 2023 SITE VISITS: Due to the COVID-19 pandemic, site visits for the majority of programs scheduled to be visited in 2020, 2021, 2022, and 2023 have been shifted. Please note that the “next site visit date” listed for each program does not represent an expiration of accreditation. It represents a timeline for a program’s next periodic review. The accreditation status of the 2020, 2021, 2022, and 2023 programs will not be impacted by site visit delays. Cycle shifts are listed here . 

Other Accreditation Statuses

Accredited program lists, related pages.

Choosing a Program

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Why APA Accreditation Matters

Office of Program Consultation and Accreditation

750 first st, ne  washington, dc 20002-4242 [email protected], telephone: (202) 336-5979  tdd/tty: (202) 336-6123  fax: (202) 336-5978 .

PhD Program Rankings (Adapted from US News and World Report)

Below are reputation scores and ranks of the top 27 PhD programs in Psychology, including top-ranked schools in each of six subspecialties. From US News and World Report, “America’s Best Graduate Schools” rank/school average reputation score.

Rank                                      School Average reputation score

1                                 Stanford Univ.                                                         4.8

2                                 Univ. of California-Berkeley                                       4.6

2                                 Univ. of Michigan-Ann Arbor                                     4.6

4                                 Univ. of Illinois-Urbana-Champaign                         4.5

4                                 Yale Univ.                                                                 4.5

6                                 Harvard Univ.                                                        4.4

6                                 Univ. of California-Los Angeles                             4.4

6                                 Univ. of Minnesota-Twin Cities                             4.4

9                                 Carnegie Mellon Univ.                                             4.2

9                                 Princeton Univ.                                                          4.2

9                                 Univ. of Pennsylvania                                                4.2

9                                 Univ. of Wisconsin-Madison                                        4.2

13                               Indiana Univ.-Bloomington                                          4.1

13                               Univ. of California-San Diego                                         4.1

13                               Univ. of North Carolina-Chapel Hill                               4.1

16                               Johns Hopkins Univ.                                                       4.0

16                               Univ. of Colorado-Boulder                                              4.0

16                               Univ. of Texas-Austin                                                  4.0

19                               Cornell Univ.                                                               3.9

19                               Duke Univ.                                                                   3.9

19                               Northwestern Univ.                                                  3.9

19                               Univ. of Chicago                                                      3.9

19                               Univ. of Washington                                                    3.9

24                               Columbia Univ.                                                             3.8

24                               Ohio State Univ.                                                             3.8

24                               Univ. of California-Irvine                                                 3.8

24                               Univ. of Virginia                                                              3.8

Top Specialty Programs

C linical Psychology

1. Univ. of Minnesota-Twin Cities

2. Univ. of Illinois-Urban a-Champaign

3. Univ. of Michigan-Ann Arbor

4. Univ. of California-Los Angeles

5. Univ. of Washington

Co unseling Psychology

1. Univ. of Maryland-College Park

2. Ohio State Univ.

3. Univ. of Minnesota-Twin Cities

4. Univ. of Missouri-Columbia

5. Univ. of Iowa

Developme n tal

2. Univ. of Virginia

2. Stanford Univ.

4. Univ. of Michigan-Ann Arbor

5. Univ. of Illinois-Urban a-Champaign

5. Univ. of California-Berkeley

Expe ri menta l P sychology

1. Stanford Univ.

2. Univ. of Michigan-Ann Arbor

3. Univ. of California-Berkeley

4. Univ. of Illinois-Urban a-Champaign

5. Carnegie Mellon Univ.

I ndustrial / Organizational

2. Univ. of Maryland-College Park

3. Michigan State Univ.

4. Ohio State Univ.

5. Bowling Green State Univ.

5. Univ. of Illinois-Urbana-Champaign

Schoo l Psychology

1. Univ. of Wisconsin-Madison

2. Univ. of Texas-Austin

3. Univ. of South Carolina-Columbia

3. Univ. of Nebraska-Lincoln

3. Columbia Univ.

(The response rate for psychology was 34%, the lowest response rate for the six PhD fields surveyed. Political Science had the highest response rate, at 54%.)

Reprinted with permission from US News and World Report. Copyright, 1995, US News and World Report.

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Privacy Overview

About the Program

The Graduate Program in Psychology at Georgetown University offers a fully funded five-year, full-time program of study leading to a Ph.D. in Psychology. Students in the program concentrate in either Human  Development and Public Policy (HDPP) or Lifespan Cognitive Neuroscience (LCN). The program is fundamentally a research program. Students are expected to meet rigorous research milestones and receive training in conducting independent scholarly research. Students in the HDPP track also take core courses at the McCourt School of Public Policy, while students in the LCN track take core courses in the Interdisciplinary Program in Neuroscience at The Georgetown University School of Medicine. Students in both concentrations also take core and elective courses in the Psychology Department. A dual degree in Psychology (Ph.D.) and Master of Public Policy (MPP) is also offered in collaboration with the McCourt School of Public Policy to students in the HDPP concentration.

Degrees Offered

• Ph.D./Master’s in Public Policy (M.P.P.)

Admissions Requirements

For general graduate admissions requirements, visit the Office of Graduate Admission’s Application Information  page. Review the  program’s website  for additional information on program application requirements.

Application Materials required:

• Application Form
• Non-refundable Application Fee
• Academic Statement of Purpose
• Optional: Statement on Diversity, Personal Background & Contributions
• Writing Sample
• Letters of Recommendation (3)
• Transcripts  – Applicants are required to upload to the application system copies of official  transcripts  from all undergraduate and graduate institutions attended. Visit the Office of Graduate Admission’s  Application Information  page for additional details and FAQs.
• TOEFL = 80 minimum
• IELTS = 7.0 minimum

Application Deadlines

Degree requirements.

The core graduate curriculum includes coursework in statistics/methodology; advanced theory and evidence; applications of developmental science; and scientific ethics, as well as experience and instruction in teaching, grant writing and other practical skills.

The requirements of the graduate program are designed to:

• Ensure that students receive solid grounding in the interdisciplinary roots and methods of developmental science.
• Involve students in research immediately upon starting their graduate education and, over the course of their education, encourage them to develop an original line of inquiry.
• Instruct students in the critical analysis, teaching and communication skills that are critical to success in an array of post-Ph.D. positions.

Credits Required

• Ph.D. with a concentration in Human Development and Public Policy: 36 credits
• Ph.D. with a concentration in Lifespan Cognitive Neuroscience: 39 credits
• Ph.D./M.P.P. (Master’s in Public Policy): 48 credits

There is no option of part-time study in this graduate degree program.

Connect with Us

Program Contact: Bonnie Ginsberg: [email protected]

Quick Links

Begin your application today!

PhD Degree Requirements

This webpage provides a quick overview of the requirements for our PhD program. More detailed information can be found in the Psychology Graduate Guide . This webpage and the Graduate Guide supplement the Psychology PhD requirements defined in the Stanford Bulletin and the policies for all Stanford graduate education as defined in the Graduate Academic Policies and Procedures Handbook . 

The most important component of our PhD program is engaging in scientific research. Students in our PhD program conduct in-depth research in at least one of five areas of study: Affective , Cognitive , Developmental , Neuroscience , or Social Psychology. All students are expected to spend at least half of their time engaged in research. Each quarter, students should register for 8 - 10 research units (PSYCH207: Graduate Research) and take no more than 10 units of coursework.

The sections below outline program requirements regarding coursework and teaching, as well as key milestones towards a PhD degree.

Course Requirements

• Teaching Requirements  
• Key Program Milestones

Core Courses, Statistics/Methods Courses, and Advanced Units must be taken for a letter grade and passed with a grade of B- or higher. Click each requirement to open the relevant sections in the Graduate Guide.  

Professional Seminar 

All incoming students are required to take PSYCH207 in the first quarter (Year 1 Autumn). This is a course taught by the Department Chair with guest lectures from faculty across all areas, and serves to introduce the first-year students to the Department. 

• PSYCH 207: Professional Seminar for First-Year Ph.D Students

As a part of PSYCH 207, first-year students are also expected to meet with their advisor(s) early in the fall quarter of the first year to discuss mentorship expectations. 

Core Courses

Students are required to complete 4 of the following Core Courses by the end of Yr 3.

• PSYCH 202: Cognitive Neuroscience
• PSYCH 205: Foundations of Cognition
• PSYCH 211: Developmental Psychology
• PSYCH 213: Affective Science
• PSYCH 215: Mind, Culture, and Society

Statistics / Methods Courses

Students must complete PSYCH 251 and one additional statistics/methods courses by the end of Year 2. At least one of the two courses must be taken in the first year. 

• PSYCH 251: Experimental Methods (Required) 
• PSYCH 249: Large-Scale Neural Network Modeling for Neuroscience
• PSYCH 252: Statistical Methods for Behavioral and Social Sciences
• PSYCH 253: Measurement and the Study of Change in Social Science Research
• PSYCH 289: Longitudinal Data Analysis in Social Science Research

Some students may wish to take advanced courses in Statistics or CS not listed above; please consult with your advisor and send an inquiry to the Student Services Manager. These requests may be reviewed by the DGS and/or the GPC.

Advanced Units / PhD Minor  

Students must complete 12 units of advanced graduate coursework (“Advanced Units”, or AU), or complete a PhD Minor by the end of Year 4.  

Students and their advisor(s) should discuss the course requirements and create a plan together for completing the Advanced Units. To this end, rising 2nd year students must submit an Advanced Courses Form by the first Monday in October (usually the first Monday of the Fall Quarter) of the 2nd year. 

Terminal Graduate Registration (TGR) Statu s

Students should apply for Terminal Graduate Registration (TGR) status once they have accumulated 135 units of residency and have filed a Dissertation Reading Committee form . Students in TGR status should register for PSYCH 802: TGR Dissertation (0 units) and take no more than 3 units of coursework per quarter. Typically, students transition to TGR in the Winter quarter of 5th year. 

For more information about Course Requirements, consult the Graduate Guide and the Stanford Graduate Academic Policies and Procedures Handbook .

Teaching Requirements

All students serve as teaching assistants for at least 5 Psychology courses during their graduate study, regardless of the source of their financial support. Of these 5 TAships, students must apply for 2 of their TAships to be in one of the two tracks: 

• PSYCH 1 Track (2 quarters of Introduction to Psychology)  
• STATS Track (2 quarters of core statistics/methods course: PSYCH 10, PSYCH 251, PSYCH 252, PSYCH 253).  

Students can review the Department's complete  TA policy  for more details. Questions about TA assignments or TA policy should be directed to the Student Services Manager. 

Program Requirements and Milestones

Year 1: First Year Project (FYP)

At the end of their first year of graduate study, students must submit a written report of their first-year research activities, called the First Year Project (FYP) by June 1 The FYP is submitted to their advisor, second FYP reader (another faculty), and the students’ services manager. Students are also expected to present the results of their FYP in their area seminar. 

Year 2: Admission to Candidacy

In our department, a student’s application for candidacy must be filed as soon as all requirements for Year 1 and Year 2 are completed (and by the end of the 2nd year). The decision to advance a student to candidacy is made based on a holistic assessment of the student’s progress in the program. For more information, please refer to the Graduate Guide, section on Admission to Candidacy. 

Conferral of a masters degree: Graduate students in the Department of Psychology who have completed (a) the first-year and second-year course requirements and (b) at least 45 units of Psychology courses may apply for a conferral of the MA degree.

Master of Arts Degree in Psychology (Optional)

Graduate students in the Department of Psychology who have completed (a) the first-year and second-year course requirements and (b) at least 45 units of Psychology courses may apply for conferral of the MA degree. The application should be reviewed with the Student Services Manager. The  application process  typically occurs in 2nd or 3rd year.

Year 3: Research Plan and Dissertation Reading Committee   

Students in Year 3 are expected to:

(1) Form a dissertation reading committee (due Feb 1): The research committee includes the dissertation advisor and at least 2 additional faculty members, for a total of 3 members, at least two of whom should have primary appointments in the Psychology Department. 

(2) Schedule and hold the 3rd Year Committee Meeting to take place in Winter or Spring quarter (before June 1), and submit a research plan to their committee 2 weeks before the meeting

(3) After the committee meeting, submit the Research Plan to the Student Services Manager and report the meeting date using the Committee Meeting Google Form .

Year 4: Area Review and Research Roadmap (ARRR) and Committee Meeting

Students in Year 4 are expected to:

(1) Schedule and hold the 4th Year Committee Meeting in the Winter quarter and submit an Area Review & Research Roadmap (ARRR) to the committee two weeks before the meeting.

(2) After the committee meeting, submit the ARRR to the Student Services Manager and report the meeting date using the Committee Meeting Google Form . 

Final Year: Oral Examination and Dissertation  

Students in Year 3 and above are expected to hold a committee meeting every year. In their final year, students must form their Oral Examination Committee including identifying an external chair. Students must submit the Oral Exam Form to the Student Services Manager at least 2 weeks before the anticipated defense and follow the standard Department protocol for reserving a room for their defense.

Individual Development Plan

Every year, each graduate student completes an Individual Development Plan (IDP) and has a meeting with their advisor to discuss the IDP and set an Action Plan for the coming year. The goal of the IDP is for the student to step back from their daily tasks, reflect on the larger picture, discuss these topics with their mentor, and make an action plan for achieving their goals going forward. The IDP meeting must occur by June 1 each year. 

The IDP process has 4 steps:

1. Student completeness the IDP Self-Reflection form  

2. Student prepares the IDP Meeting and Action Plan form and schedules a one-on-one meeting with the advisor. 

3. Student and Advisor(s) complete the Action Plan (pages 3-4 of the IDP Meeting and Action Plan form ). 

4. Student submits the IDP Meeting Google Form to report the meeting to the Student Services.

Students can also use the IDP meeting to discuss mentorship expectations and schedule additional meetings if further conversations are needed. Note that first-year students must schedule a separate meeting with their advisors to discuss Mentorship Expectation as a part of their ProSem requirement

Graduation Quarter

Registration for Graduation Quarter is required for the term in which a student submits a dissertation or has a degree conferred. Please consult the Registrar's Academic Calendar for the quarterly deadlines for submitting dissertations; they are strict, and missing the deadline can have serious funding implications. For more information, please refer to the Graduate Guide and Registrar's Office website .

PhD Program Timeline At-A-Glance

• FYP Proposal and name of 2nd reader due to Student Services

End of Fall Quarter 

• Complete the mentorship expectations meeting with advisor
• FYP due to Student Services, advisor, and 2nd reader

Summer of 1st Year

• Meet and receive feedback from advisor and 2nd reader
• Submit  Advanced Units coursework form  to Student Services

June 1  

• IDP Meeting Due

By the end of 2nd Year

• Submit  Candidacy Form  to Student Services
• Submit  Doctoral Dissertation Reading Committee form  to Student Services
• Schedule 3rd Year Committee Meeting
• Hold Committee Meeting (Research Plan to committee 2 weeks before meeting), and report meeting to Student Services; IDP Meeting
• Schedule 4th Year Committee Meeting
• Submit ARRR to the committee two weeks before the meeting
• Hold Committee Meeting
• Report meeting to Student Services
• IDP Meeting

2 weeks before Defense: 

• Submit the  Oral Exam form  to Student Services

End of Spring Quarter: 

• Oral Examination
• Submit Dissertation 
• Schedule and hold a 5th Year Committee Meeting 

Psychology PhD

Psychology as a scientific discipline aims to describe, understand, and predict the behavior of living organisms. In doing so, psychology embraces the many factors that influence behavior-from sensory experience to complex cognition, from the role of genetics to that of social and cultural environments, from the processes that explain behavior in early childhood to those that operate in older ages, and from typical development to pathological conditions. The Department of Psychology at Berkeley reflects the diversity of our discipline's mission covering six key areas of research: Behavioral and Systems Neuroscience; Clinical Science; Cognition; Cognitive Neuroscience; Developmental, and Social-Personality Psychology. Our program learning goals focus on honing methodological, statistical and critical thinking skills relevant to all areas of Psychology research, enabling students with sufficient breadth to retain perspective in the field of psychology and sufficient depth to permit successful independent and significant research.

• The major academic objectives of the PhD program are for students to:
• Develop an understanding of the different theoretical and empirical frameworks that have defined and shaped the field
• Develop an understanding of the central questions and issues in contemporary psychology
• Develop expertise in one or more relevant research methodologies
• Build expertise in formulating testable hypotheses and designing appropriate studies
• Hone ability to critically evaluate scientific research
• Develop expertise in statistics and advanced data analytic approaches
• Develop an awareness of the importance of science to humanity while recognizing its limits (i.e., some scientific knowledge is culture-specific and may not be applicable to the human condition universally)
• Develop competence as a teacher of undergraduates and mentor to graduate students

Students select one of the following concentrations:

Behavioral and Systems Neuroscience: The Behavioral and Systems Neuroscience area encompasses faculty and students united by a common interest in the neurobiological/physiological bases of behavior, including but not limited to circadian and seasonal rhythms, decision-making, sex differentiation and behavior, energy balance, birdsong and animal communication, animal spatial orientation and navigation, gene-environment interactions, selective attention and visual perception, social behavior, attachment, developmental processes, physiological substrates of emotion and stress, and motivation. The methodologies currently employed by faculty and students cover the entire spectrum from the behavioral study of animals and humans to computational, cellular, molecular and neuroimaging analyses.

Clinical Science: Graduate students in Clinical Science combine rigorous research with hands-on clinical experience. In addition, students take courses that cover general areas of psychological science as well as more specialized areas based on a students interests. Most students will spend four to six years in residence at Berkeley plus one year at a Clinical Internship site, at or near the completion of the dissertation. Degrees are awarded after completion of the internship, even if the dissertation is completed earlier. The faculty advisor/mentor plays an important role in a students training. At the beginning of Year 1, each student is matched with a faculty advisor, usually one of the core Clinical Science Program Faculty, who supervises the student's research. In subsequent years, the student is free to continue working with that person or to seek a new research advisor. In addition to research supervision, the advisor works with the student in planning a program that fits that student's interests, while at the same time meeting program requirements. If a student is conducting research under the supervision of someone other than a core Clinical Science Program Faculty member (e.g., a faculty member in another area of the Psychology Department), then a core Clinical Science Program Faculty member is assigned to advise that student in matters related program requirements.

Cognition: The Cognition Program brings together faculty and students engaged in behavioral and computational investigations of fundamental cognitive processes, including learning, memory, categorization, reasoning, language, and perception. Our interdisciplinary approach borrows methods and insights from the cognitive sciences and other areas within the department.

Cognitive Neuroscience: Programs in Cognitive Neuroscience focus on neuroimaging and neuropsychological approaches to human behavior. Functional neuroimaging techniques, such as magnetic resonance imaging (MRI), electroencephalography (EEG), and intracranial EEG (iEEG) are used to study the neural bases of human behavior. Neuropsychological methods assess varieties of psychological dysfunction associated with brain damage or disease. Areas of specialty within this track include Sensory and Perceptual Processes, Attention and Working Memory, Learning and Memory, Emotion, and Motor Control.

Developmental: Our research goal is to understand how the organism and its capabilities develop throughout the lifespan. Our interdisciplinary approach is multi-species, multi-system, and multidisciplinary in nature. We study change over time in cognitive, linguistic, social, emotional, and neural processes. Our explanations include both neural accounts of the plasticity that is observed in the developing brain and other systems, and computational and psychological accounts of development. The bi-directionality of these processes is emphasized, with the organism's genetically program development being influenced by its physical and social environments and in turn influencing those environments. Thus, our research is situated at the interface between the fields of developmental psychology, computational modeling, psycholinguistics, cognitive psychology, developmental cognitive neuroscience, social psychology, cultural psychology, and clinical psychology. Our research examines numerous areas of development, plasticity, and change including sensory processes, cognitive capacities, language, reasoning, everyday knowledge of the world, emotions, and social relationships. We examine both typical and atypical development, each providing rich insights for better understanding the other and suggesting new approaches for effective treatments and preventive interventions.

Social-Personality Psychology: The social-personality program is devoted to training graduate students for careers in research and teaching. The program faculty and several affiliates conduct research and provide intensive training in six core areas of the field: (1) Self and identity; (2) Social cognition; (3) Emotion, emotion regulation, and affective neuroscience; (4) Personality processes and adult development; (5) Interpersonal, intergroup, and intercultural processes; and (6) Power, hierarchy, and social class. In addition to training in these core areas, the program encourages graduate students to develop their own research interests and build an independent research program. The program is characterized by considerable breadth and diversity. It provides students with special research opportunities, such as access to unique longitudinal databases, multi-method approaches (self-report, observational, archival, life-data, physiological), and biological perspectives on social behavior (e.g., evolutionary, neuroimaging).

Contact Info

[email protected]

2121 Berkeley Way University of California

Berkeley, CA 94720-1650

At a Glance

Department(s)

Admit Term(s)

Application Deadline

December 4, 2023

Degree Type(s)

Doctoral / PhD

Degree Awarded

GRE Requirements

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Source: Psychology News Center

• Graduate Program

The goal of the graduate program in Psychology at Berkeley is to produce scholar-researchers with sufficient breadth to retain perspective in the field of psychology and sufficient depth to permit successful independent and significant research. The members of the department have organized themselves into six training units. The requirements for each unit vary but always involve a combination of courses, seminars and supervised independent research. Students are also encouraged to take courses outside the Psychology Department, using the unique faculty strengths found on the Berkeley campus to enrich their graduate training. We are a STEM designated program.

For the Latest updates on COVID-19 related exceptions to policy relevant to Graduate Students, please see Graduate Division's Resource Page.

The areas offered to students to specialize in are the following: 

• Behavioral and Systems Neuroscience
• Clinical Science
• Cognitive Neuroscience
• Developmental
• Social-Personality

To learn more about each offered area visit: Research Areas

Here are answers to most commonly asked questions about the process of applying to graduate school.

How do I find a program that is right for me? – See this handy  decisions tree , reposted from University of Houston Psychology website, to help you determine a route to your desired Psychology career.

For those interested in our Clinical Program, visit Mitch's Uncensored Advice for Applying to Graduate School in Clinical Psychology to answer many of your questions, including those you may have not previously considered.

• GRE scores (please note; the GRE is not required for FA24 Applications)
• Transcripts
• Resume or A curriculum vita (CV)
• Well-written personal statement(s)
• Letters of recommendation

You will want to check requirements for each school to which you plan to apply, but the above links to Cal's graduate program will give you an idea of what to expect.

Psychology Ph.D. Program Components  - with Christine Mullarkey - Student Services Advisor

Ph.D. Program through the Perspective of Professor Sheri Johnson - Head Graduate Advisor

Find your fit at Berkeley.

You are invited to Berkeley's Graduate Diversity Admissions Fair on October 30 - November 3 . This virtual event will help prospective professional, master's, and doctoral students:

• learn more about our top ranked graduate programs and award winning faculty
• gain a deeper understanding of Berkeley's culture and resources available
• understand the application process, and important deadlines
• consider funding options and opportunities

You can expect a lot to choose from. Over 50 sessions from UC Berkeley graduate programs in one hour info sessions, and discussion groups.

Register now to customize your fair schedule by signing up to the sessions that interest you.

Berkeley is a place that fosters a supportive community that is at the heart of our students' success. Our graduate diversity programs aim to create a culture of belonging for all students. This fair is one example of that. Though the fair is open to all – it's designed specifically for prospective students from historically excluded, and underrepresented backgrounds.

We hope you will join us.

Fall 2022 - Prof. Serena Chen (Social Personality), Prof. Aaron Fisher (Equity Advisor), and featuring graduate students

Fall 2021 - Prof. Serena Chen (Social Personality), Prof. Sheri Johnson (Clinical), Harumi Quinones (Student Services Director), and featuring graduate students 

Visit the Graduate Division website to learn more about the Fall 2023 Diversity Admissions Fair and register in the graduate application portal !

• Current Graduate Students
• Graduate Student Instructor (GSI)
• Psychology Dept. Ph.D. Graduates

Explore the 10 Best Graduate Clinical Psychology Programs

Graduates with Ph.D. degrees in clinical psychology often work in academia.

(Getty Images) |

Clinical psychologists help treat mental illness.

With the rise in mental health awareness, clinical psychology has become an attractive career path for those who care about mental health issues. Clinical psychologists diagnose and treat mental health problems and often work in private practice or health care facilities. These are the Best Graduate Clinical Psychology Doctorate Programs , based on the results of peer assessment surveys sent by U.S. News to academics in the field in fall 2019.

Scott Goldsmith | Aurora for USN&WR

• 10 (tie). Harvard University

Location: Cambridge, Massachusetts

Peer reputation score (scale of 1-5) : 4.3

Key facts about the program: "The main emphasis of the program is research, especially on severe psychopathology," Harvard's website explains. "The program includes research, course work, and clinical practica, and usually takes five years to complete." Required courses for the program include classes in psychological testing, diagnostic interviewing and psychometric theory.

Learn more about Harvard University .

Indiana University |

• 10 (tie). Indiana University—Bloomington

Location: Bloomington, Indiana

Key facts about the program: This graduate program is very small and highly selective; it usually admits between three and five students per year. The curriculum of each student is tailored to the needs of that student, which means that students can define their own majors. "We have minimal course requirements, which enables our students to learn by doing," the program website states.

Learn more about Indiana University—Bloomington .

Andy Colwell |

• 10 (tie). Pennsylvania State University—University Park

Location: University Park, Pennsylvania

Key facts about the program: This clinical psychology Ph.D. program offers two tracks, one that focuses on adults and another that focuses on children. Doctoral students generally spend three to four years on coursework, and then spend a year apiece on producing a dissertation and completing a predoctoral internship. "The program includes courses in clinical psychology, neuroscience, personality, research design, psychopathology, psychotherapy, clinical assessment, and statistics," the Penn State website explains.

Learn more about Pennsylvania State University—University Park .

Temple University photography |

• 10 (tie). Temple University

Location: Philadelphia

Key facts about the program: "The overarching mission of the program is to train creative and accomplished clinical scientists who produce, consume, and disseminate psychological science and who function successfully in academic, research, and applied settings," the program website states. From the start of their Ph.D. program, Temple University clinical psychology graduate students gain research and clinical experience, and they receive education on mental, behavioral and emotional disorders, according to the university.

Learn more about Temple University .

Photo by Glenn Asakawa | University of Colorado

• 10 (tie). University of Colorado—Boulder

Location: Boulder, Colorado

Key facts about the program: The university's clinical psychology Ph.D. students are encouraged to work on interdisciplinary projects, according to the university website, which notes that the school has several interdisciplinary academic institutes that relate to clinical psychology. These include the Institute for Behavioral Genetics, the Institute of Behavioral Science and the Institute of Cognitive Science. The clinical psychology graduate program also operates several clinics, such as The Raimy Psychology Clinic, Sutherland Center for Bipolar Disorder, The Attention Behavior and Learning Clinic, and Brain Behavior Clinic.

Learn more about the University of Colorado—Boulder .

Daryl Marshke | MichiganPhotography

• 10 (tie). University of Michigan—Ann Arbor

Location: Ann Arbor, Michigan

Key facts about the program: Alumni of this program often find jobs at top-flight academic institutions. "Our recent graduates have obtained post-doctoral appointments at some of the most prestigious programs such as the University of Minnesota, UCLA, and the University of Pittsburgh Western Psychiatric Institute and Clinic," the program website states. "Our graduates also hold tenure track positions at leading universities such as the University of Michigan, the University of North Carolina-Chapel Hill, Emory University, and NYU."

Learn more about the University of Michigan—Ann Arbor .

The University of Texas at Austin |

• 10 (tie). University of Texas—Austin

Location: Austin, Texas

Peer reputation score (scale of 1-5): 4.3

Key facts about the program: Doctoral students must complete four years of graduate-level coursework, a second-year research project and a clinical practicum sequence to gain hands-on experience interacting with patients. They also need to finish a one-year predoctoral internship at a specific treatment site and successfully defend a dissertation in order to qualify for a doctorate. It typically takes six years, particularly for students who want to compete for academic positions, to complete the program, according to university faculty.

Learn more about the University of Texas—Austin .

Joe Angeles | WUSTL Photo

• 10 (tie). Washington University in St. Louis

Location: St. Louis

Key facts about the program: This clinical science training program is accredited by the American Psychological Association and the Psychological Clinical Science Accreditation System, according to the program website. Students sometimes specialize in neuropsychology, clinical aging or health psychology. "Our students do not need to choose whether they will be scientists or practitioners; they must see these activities as being inherently intertwined, and they must be able to function in both roles," the program website states.

Learn more about Washington University in St. Louis .

University of Pennsylvania | University Communications

• 8 (tie). University of Pennsylvania

Peer reputation score (scale of 1-5) : 4.4

Key facts about the program: This program is tailored to the needs of aspiring clinical researchers, according to the program website. "Clinical training (in assessment, diagnosis and psychotherapy) is seen as an integral part of the education of highly qualified, creative clinical scientists," the website states, adding that "the principal goal of Penn clinical students is to become expert psychological scientists, not simply expert clinicians, and the program is designed to support that goal."

Learn more about the University of Pennsylvania .

University of Pittsburgh |

• 8 (tie). University of Pittsburgh

Location: Pittsburgh

Key facts about the program: The mission of this program is to prepare future research scientists to conduct groundbreaking research on mental health issues and to advance understanding of those issues, according to the university. "Program faculty members include presidents of national organizations, journal editors, and members of federal grant review committees," the program website states. "Faculty research funding was several million dollars for the past year, which supports extensive laboratory facilities."

Learn more about the University of Pittsburgh .

University Relations Department, University of Minnesota Crookston |

• 5 (tie). University of Minnesota—Twin Cities

Location: Minneapolis

Peer reputation score (scale of 1-5) : 4.5

Key facts about the program: According to the university, the Clinical Science and Psychopathology Research program's faculty particularly excel in personality and behavioral genetic research, as well as research into psychological disorders. The program's faculty conduct psychological experiments and epidemiological studies. "Our program is designed to train students who wish to become academic clinical psychologists or research scientists, although of course graduates will also find themselves well-prepared for various careers as clinicians or more applied researchers," the university website states.

Learn more about the University of Minnesota—Twin Cities .

Dennis Wise | University of Washington

• 5 (tie). University of Washington

Location: Seattle

Key facts about the program: A goal of the Ph.D. program in clinical psychology is to prepare students to become excellent researchers who can discover new information about mental health conditions and potential treatments, according to the university website. "Our training program is primarily an apprenticeship for a career that will encompass making significant contributions to scientific clinical psychology," the university website states. "The program is not appropriate for those interested solely in clinical practice and not in research."

Learn more about the University of Washington .

Bryce Richter | UW-Madison

• 5 (tie). University of Wisconsin—Madison

Location: Madison, Wisconsin

Key facts about the program: Because this program involves mentorships between faculty and students, one of its admissions criteria is the alignment of student and faculty research interests, according to the university website. Most students selected for the program majored in psychology, but some have majors in other related academic disciplines. The university encourages prospective clinical psychology students to conduct research on the school's faculty in this field.

Learn more about the University of Wisconsin—Madison .

Stony Brook University |

• 3 (tie). Stony Brook University—SUNY

Location: Stony Brook, New York

Peer reputation score (scale of 1-5) : 4.6

Key facts about the program: This Ph.D. program in clinical psychology is most appropriate for students interested in either a research or academic career, according to the Stony Brook University website. The program historically placed a heavy emphasis on behavioral psychology, but it has evolved to embrace a broader array of psychological perspectives while still providing a strong foundation in behavioral psychology. The program is designed to teach students how to take an empirical approach to the practice of psychology, according to the university.

Learn more about Stony Brook University .

Steve McConnell | UC Berkeley Public Affairs

• 3 (tie). University of California—Berkeley

Location: Berkeley, California

Key facts about the program: Doctoral students are matched with a faculty mentor at the beginning of their first year, and that person oversees the student's research, according to the university. The psychology clinical science program involves a combination of research and "hands-on clinical experience," according to the program website. It includes a one-year clinical internship. Berkeley's program is a member of the Academy of Psychological Clinical Science, a coalition of doctoral programs that is focused on advancing clinical science.

Learn more about the University of California—Berkeley .

Dan Sears UNC-Chapel Hill |

• 2. University of North Carolina—Chapel Hill

Location: Chapel Hill, North Carolina

Peer reputation score (scale of 1-5) : 4.7

Key facts about the program: Students in this program have a choice between two tracks, one focused on adult mental health and the other on the mental well-being of children and families. "We emphasize training in clinically-informed research and evidence-based clinical work and recognize that students have varying career aspirations that may evolve over the course of graduate training," the program website states.

Learn more about the University of North Carolina—Chapel Hill .

• 1. University of California—Los Angeles

Location: Los Angeles

Peer reputation score (scale of 1-5) : 4.8

Key facts about the program: This is a six-year, full-time-only Ph.D. program. UCLA's psychology department does not offer separate M.A. or Psy.D. programs. The Ph.D. course of study includes a full-time, one-year internship. The Ph.D. program's mission is to train influential experts in the field of clinical psychology.

Learn more about the University of California—Los Angeles .

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• Department of Psychology >
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Clinical PhD Program

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

• UB's General Admission Requirements
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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:

Dr. Timothy Laskis

Psychologist , phd.

My Practice at a Glance

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Psychology Graduate Programs in America

1-25 of 462 results

Stanford University Department of Humanities and Sciences

Stanford, CA •

Stanford University •

Graduate School

Stanford University ,

Graduate School ,

STANFORD, CA ,

Harvard Graduate School of Arts and Sciences

Cambridge, MA •

Harvard University •

• • Rating 4.56 out of 5   9 reviews

Other: I am Harvard Extension School student pursuing a master degree, ALM, in sustainability. I have achieved a 3.89 in this program so far and have qualified, applied, and accepted as a 'Special Student' in the Harvard Graduate School of Arts and Sciences. Through this School, I will be focusing my time at the John A. Paulson school of Engineering & Applied Sciences. Looking forward to wrapping up my final year on campus! ... Read 9 reviews

Harvard University ,

CAMBRIDGE, MA ,

9 Niche users give it an average review of 4.6 stars.

Featured Review: Other says I am Harvard Extension School student pursuing a master degree, ALM, in sustainability. I have achieved a 3.89 in this program so far and have qualified, applied, and accepted as a 'Special Student'... .

Read 9 reviews.

The Graduate School at Duke

Durham, NC •

Duke University •

• • Rating 4.8 out of 5   5 reviews

Current Master's student: The program is the best in the nation. It is the origin of the profession and it has helped developed it to what it is today. They seem to ver much involve alumni and are involved in your future. ... Read 5 reviews

Duke University ,

DURHAM, NC ,

5 Niche users give it an average review of 4.8 stars.

Featured Review: Current Master's student says The program is the best in the nation. It is the origin of the profession and it has helped developed it to what it is today. They seem to ver much involve alumni and are involved in your future. .

Read 5 reviews.

Kenneth P. Dietrich School of Arts and Sciences

University of Pittsburgh •

Graduate School •

PITTSBURGH, PA

Radford University

RADFORD, VA

• • Rating 4.54 out of 5   24

Miami University

• • Rating 4.56 out of 5   25

School of Arts & Sciences - University of Pennsylvania

Philadelphia, PA •

University of Pennsylvania •

University of Pennsylvania ,

PHILADELPHIA, PA ,

Rice School of Social Sciences

Houston, TX •

Rice University •

Blue checkmark.

Rice University ,

HOUSTON, TX ,

Weinberg College of Arts and Sciences

Evanston, IL •

Northwestern University •

Northwestern University ,

EVANSTON, IL ,

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College of Arts and Science

Nashville, TN •

Vanderbilt University •

Vanderbilt University ,

NASHVILLE, TN ,

Guarini School of Graduate and Advanced Studies

Hanover, NH •

Dartmouth College •

• • Rating 5 out of 5   1 review

Alum: I had a beautiful life-changing experience at the grand Guarini School of Graduate and Advanced Studies. The Guarini graduate program MALS created so many beautiful opportunities in interdisciplinary learning. Guarini is well integrated within the College, which provides a unique world-class learning experience. Guarini went beyond my expectations and made this experience the best I had and will ever have in my life. The only thing I would like changed is having a GRAD diploma in Latin instead of English to keep up with College tradition. ... Read 1 review

Dartmouth College ,

HANOVER, NH ,

1 Niche users give it an average review of 5 stars.

Featured Review: Alum says I had a beautiful life-changing experience at the grand Guarini School of Graduate and Advanced Studies. The Guarini graduate program MALS created so many beautiful opportunities in interdisciplinary... .

Read 1 reviews.

College of Arts and Letters - University of Notre Dame

Notre Dame, IN •

University of Notre Dame •

• • Rating 4.5 out of 5   2 reviews

Doctoral Student: The faculty at Notre Dame is excellent. The student to professor ratio makes for a wonderful one to one interaction between students and teachers. At Notre Dame, my interests, dreams, goals, research and career path matter. I loved this most. I feel taken seriously and supported with every possible resources for my mental, academic and career success. One gets many opportunities to grow talents through research, and presentations with helpful and supportive feedback from students and professors. For these reasons, I find it a place to be! On the down side, the weather is at first always a challenge for one who is not used to the harsh and gloomy midwestern winter. ... Read 2 reviews

University of Notre Dame ,

NOTRE DAME, IN ,

2 Niche users give it an average review of 4.5 stars.

Featured Review: Doctoral Student says The faculty at Notre Dame is excellent. The student to professor ratio makes for a wonderful one to one interaction between students and teachers. At Notre Dame, my interests, dreams, goals, research... On the down side, the weather is at first always a challenge for one who is not used to the harsh and gloomy midwestern winter. .

Read 2 reviews.

Dornsife College of Letters, Arts and Sciences

Los Angeles, CA •

University of Southern California •

University of Southern California ,

LOS ANGELES, CA ,

Cornell University College of Arts & Sciences

Ithaca, NY •

Cornell University •

Cornell University ,

ITHACA, NY ,

Rackham School of Graduate Studies

Ann Arbor, MI •

University of Michigan - Ann Arbor •

• • Rating 5 out of 5   3 reviews

Master's Student: I was nervous about attending a prestigious school like The University of Michigan but once classes started I realized that I had made the right decision. Tuition is very expensive but I love my professors and I believe that I am getting the best education in the country! ... Read 3 reviews

University of Michigan - Ann Arbor ,

ANN ARBOR, MI ,

3 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says I was nervous about attending a prestigious school like The University of Michigan but once classes started I realized that I had made the right decision. Tuition is very expensive but I love my... .

Read 3 reviews.

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Graduate School of Arts & Sciences - Georgetown University

Nw Washington, DC •

Georgetown University •

• • Rating 5 out of 5   2 reviews

Master's Student: The program is highly practical. The professors explain concepts in class and give us home works to submit on each topic discussed on a weekly basis. This enables us to grasp the concepts more. We are informed of the professors office time and so we can email them to make inquiries and get assistance when needed. We make presentations during class which train us to become more bold and be able to communicate the concepts easily. We are able to discuss and critic writings independently. We work on projects in groups of about 3-4 and discuss findings to the entire class and professor. We review research papers and make meta-analyses inform of class projects. The program is well structured and i am gaining skills. My worst experience is having to worry about Tuition and other related school bills. ... Read 2 reviews

Georgetown University ,

NW WASHINGTON, DC ,

2 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says The program is highly practical. The professors explain concepts in class and give us home works to submit on each topic discussed on a weekly basis. This enables us to grasp the concepts more. We... .

UCLA College of Letters and Science

University of California - Los Angeles •

• • Rating 3 out of 5   1 review

University of California - Los Angeles ,

1 Niche users give it an average review of 3 stars.

Krieger School of Arts & Sciences

Baltimore, MD •

Johns Hopkins University •

• • Rating 4.53 out of 5   19 reviews

Master's Student: I have yet to enroll for Fall 2023 after receiving my acceptance letter due to a delay in my need-based financial aid from JHU. However the Homewood Campus in Baltimore is beautiful and my Student Advisor, Alexis has been extremely helpful in initiating my enrollment process and answering all of my questions in a timely matter. My intended Advanced Academic Program is the accelerated (2 semester), dual-modality, 40-credit M.S. in Biotechnology, Biodefense concentration. All of the anticipated course subjects are diverse and there's even a customizable core lab course on campus (at least until Summer 2024). I can't wait and I wish you all the best in your search for academic programs or professional certifications. ... Read 19 reviews

Johns Hopkins University ,

BALTIMORE, MD ,

19 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says I have yet to enroll for Fall 2023 after receiving my acceptance letter due to a delay in my need-based financial aid from JHU. However the Homewood Campus in Baltimore is beautiful and my Student... .

Read 19 reviews.

Dietrich College of Humanities & Social Sciences

Pittsburgh, PA •

Carnegie Mellon University •

Carnegie Mellon University ,

PITTSBURGH, PA ,

The Graduate School of Arts & Sciences - University of Virginia

Charlottesville, VA •

University of Virginia •

• • Rating 4 out of 5   1 review

Alum: Very good in some areas, excellent in other areas, many academic choices available in all areas of study ... Read 1 review

University of Virginia ,

CHARLOTTESVILLE, VA ,

1 Niche users give it an average review of 4 stars.

Featured Review: Alum says Very good in some areas, excellent in other areas, many academic choices available in all areas of study .

Laney Graduate School

Atlanta, GA •

Emory University •

Master's Student: I chose the graduate programs at Emory because they are ranked among the best in the country. The school of nursing also provides the clinical experiences, something many of the online only nurse practitioner programs do not do. ... Read 2 reviews

Emory University ,

ATLANTA, GA ,

Featured Review: Master's Student says I chose the graduate programs at Emory because they are ranked among the best in the country. The school of nursing also provides the clinical experiences, something many of the online only nurse... .

UC Berkeley College of Letters & Science

Berkeley, CA •

University of California - Berkeley •

University of California - Berkeley ,

BERKELEY, CA ,

Wake Forest University Graduate School of Arts and Sciences

Winston-salem, NC •

Wake Forest University •

• • Rating 4.63 out of 5   8 reviews

Current Master's student: The academic program is great. The size of each class gives students the perfect opportunity to make connections with professors and other faculty. There could be an improvement in helping students understand the organization of the program. I love that there are multiple paths you can take within the program. ... Read 8 reviews

Wake Forest University ,

WINSTON-SALEM, NC ,

8 Niche users give it an average review of 4.6 stars.

Featured Review: Current Master's student says The academic program is great. The size of each class gives students the perfect opportunity to make connections with professors and other faculty. There could be an improvement in helping students... .

Read 8 reviews.

College of Arts & Sciences - University of North Carolina at Chapel Hill

Chapel Hill, NC •

University of North Carolina at Chapel Hill •

University of North Carolina at Chapel Hill ,

CHAPEL HILL, NC ,

Morrissey College of Arts and Sciences

Chestnut Hill, MA •

Boston College •

Boston College ,

CHESTNUT HILL, MA ,

College of Liberal Arts - University of Texas - Austin

Austin, TX •

University of Texas - Austin •

University of Texas - Austin ,

AUSTIN, TX ,

Wesleyan University

Middletown, CT •

• • Rating 4 out of 5   3 reviews

Graduate Student: I attended as a graduate student and my son is there now. I have never met professors who were more passionate about their profession. I loved every one of my classes and was so inspired. My son is having an even better experience than I did. He has loved every moment of his college career. ... Read 3 reviews

MIDDLETOWN, CT ,

3 Niche users give it an average review of 4 stars.

Featured Review: Graduate Student says I attended as a graduate student and my son is there now. I have never met professors who were more passionate about their profession. I loved every one of my classes and was so inspired. My son is... .

College of Arts and Sciences - Lehigh University

Bethlehem, PA •

Lehigh University •

Lehigh University ,

BETHLEHEM, PA ,

Valparaiso University

VALPARAISO, IN

• • Rating 4.7 out of 5   10

College of Arts and Sciences - American University

American University •

WASHINGTON, DC

Mississippi State University

MISSISSIPPI STATE, MS

• • Rating 4.52 out of 5   50

Showing results 1 through 25 of 462

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GSE alumna empowers and advocates for others around the world

Published May 7, 2024

BY DANIELLE LEGARE

From school psychology student to successful entrepreneur.

University at Buffalo alumna Keba M. Rogers, BA ’00, MA ‘04, PhD ‘10, has recently made waves in the field of psychology and education with her successful business ventures, including her consultancy practice Keba S.P.E.A.K.S., LLC Established in 2021, Keba S.P.E.A.K.S. works with schools and organizations around the world, serving people through empowerment, activation, knowledge and support (S.P.E.A.K.S.).

How did she decide to start this venture? “This is what I've been doing my whole existence,” she said.

As CEO and founder, Rogers provides individuals with resources to accept and empower themselves, fostering a motivation to bring forth their genuine selves in both professional and everyday settings (activation). This process involves educational initiatives covering various aspects of self and the world, promoting awareness and understanding (knowledge). Additionally, it includes establishing foundational skills to assist individuals on their path toward success (support).

“I have this knack for providing dense intellectualized information in a simple, actionable way… And, I just said to myself, ‘I should offer consultation,’” she explained. “People always ask me, ‘Hey, can you come speak with our school? Hey, can you do this talk?’ And I was like, ‘That’s a lot of work’—It's not just the hour that I'm talking; it's all the research and preparation that I have to do. So I was inspired to formalize this and turn it into a business.

“In the last couple of years, I've been working consistently with a couple of organizations, both of which are international… I've been doing a lot of work, mostly around the connection between emotional intelligence and diversity, equity and inclusion. I've done a lot of work around that since George Floyd’s murder,” Rogers continued. “That has been a main point—helping people understand emotional intelligence or social and emotional skills, and then that connection with DEI as well as trauma.”

In addition to her consulting services, Rogers offers individual and group therapy, psychological assessments, and parent education through her private practice, Third Avenue Psychological Services, PLLC, established in 2019.

Originally from Mount Vernon, New York, Rogers credits her success in business and psychology partly to the experiences and education she received as a student at the Graduate School of Education.

After completing GSE’s master's program with an advanced certificate in school psychology , she worked as a school psychologist in the Syracuse area before returning to UB and earning her PhD in GSE’s combined doctoral program in counseling psychology and school psychology . She was awarded a Schomburg fellowship in both her master’s and doctoral programs—a testament to her dedication and potential.

Keba Rogers, BA ’00, MA ‘04, PhD ‘10

As a GSE student, she actively participated in CSTEP (Collegiate Science and Technology Entry Program) and the Cora P. Maloney Center, where her experiences as a graduate assistant were pivotal. “I was born and raised in Mount Vernon and the Bronx, but I feel like I grew up in Buffalo; I became an adult and found a nonbiological family. That is truly how I feel about the [Cora P. Maloney] family.” According to Rogers, that family included the late John M. Staley, former headmaster of Cora P. Maloney Center; Shanna Crump-Owens, director of CSTEP; Letitia Thomas, assistant dean for diversity in the UB School of Engineering and Applied Sciences and former director of the Cora P. Maloney Center; and Curtis Hamm, former public service and internship program coordinator in the Cora P. Maloney Center.

During her doctoral program, Rogers also found inspiration and guidance from mentors like former GSE Dean Mary Gresham, whom she describes as her "auntie away from home." Gresham's attentive listening and encouragement impacted Rogers, shaping her perspective and influencing her decisions. “She was pretty amazing. What stuck out for me most was that she listened. With many people, it didn't feel like they were listening to me. But she would listen and say things like, ‘Well, what do you think we should do?’ And I think that was the first time I was asked that,” Rogers recalled.

Another influential figure in her academic journey was the late LeAdelle Phelps, former GSE dean and professor, who was a mentor and advocate. With Phelps’ encouragement, Rogers recalls learning to critically assess and choose her battles as a student and professional, emphasizing the importance of prioritizing and adapting to different situations.

"I just think that UB was foundational in my growth and development as an adult and as a professional," Rogers said.

She remains connected to her alma mater today, giving back to the UB community in meaningful ways. She returns every year to speak about self-care and provide mentorship to current CSTEP students, embodying the spirit of community and support that she experienced during her academic journey. Additionally, she supports two students per semester by donating to the CSTEP Student Research Scholarship Program to help support research experiences that are critical for student success.  

Whether working with UB students or organizations across the globe, her commitment to advocating for and empowering others remains unwavering: "I feel like my purpose on this earth is to be a voice for the voiceless. I hope that I can speak to challenges, discomforts and other things that are taboo,  bringing them to the surface in a way that helps with problem-solving around making things better for folks, giving people skills, and empowering them to live their most authentic lives."

Tuesday News Briefs feature the stories of the Graduate School of Education faculty, students and alumni who are engaged in their communities and making an impact through their hard work, dedication and research initiatives. If you have a story to share, please email us with the details for consideration as a future news feature.