phd psychology penn state

This dialog contains the full navigation menu for this site.

• School of Behavioral Sciences and Education

Applied Clinical Psychology (M.A.)

The Master of Arts in Applied Clinical Psychology endorses a scientist-practitioner framework, where graduates have clinical skills in empirically supported psychotherapy interventions, the research skills to consume cutting-edge research in counseling to stay atop of their field, and a commitment to lifelong learning regarding diversity and social justice. Our graduates have training options that allow them to work with a variety of populations and settings (see our practicum and internship page for more).  Our research-active faculty have expertise in current topics, including multicultural competencies in psychotherapy and supervision , spirituality and coping in family systems , and community interventions around addiction and addiction-based stigma , among other topics. Many graduates pursue their license as a Licensed Professional Counselor in Pennsylvania, we also have students who obtain licensure across the country and some who work internationally.

We are excited to announce that, beginning Fall 2024, we anticipate a curricular shift from 48 to 60 credits. A 60-credit program is becoming the national standard and allows students to complete all courses for licensure while in the program, instead of a 48-credit hour program, which requires students to complete an additional 12 credits/4 courses after graduation.

What Makes Us Different?

Our program requires the completion of a Master’s Paper (akin to a thesis), allowing students to deepen their knowledge and skill in a specific topic area. 

Flexibility

While many of our students do attend the program full-time, we also admit part-time students. We recognize that students are also family members and friends (and some are parents) and may work full or part-time. We also offer two options for the Master’s Paper (read more about that here). 

• Our sister program at Penn State Behrend occasionally offers online coursework which our students may take for credit as an elective. Our students also have access to a diverse range of psychology courses through World Campus, which can be used to meet state-specific licensing requirements with approval from the Professor in Charge.

Research Opportunities

A strength of our program is our research active faculty. Because we offer a terminal master’s degree (no doctorate offered), our masters students have a unique opportunity to participate in faculty research labs and agendas – opportunities that traditionally go to doctoral students first. 

• Thanks to the Student Activities Fund, in partnership with the School of Behavioral Sciences and Education, at Penn State Harrisburg, student travel to conferences has been partially or fully funded.
• Our proximity to Penn State’s College of Medicine and the Penn State Hershey healthcare system means our students can engage in research opportunities in medical settings.

Employment Success – Across a Range of Opportunities

Our alumni have secured work in a variety of clinical settings, including outpatient clinics, private practice, hospitals, and school systems. In fact, some of our alumni who remained local now serve as clinical practicum/internship supervisors to our current students. Other students have found employment in research labs across the United States, and some students go on to doctoral study.

Professional Licensure/Certification

Many US states and territories require professional licensure/certification to be employed. If you plan to pursue employment in a licensed profession after completing this program, please visit the Professional Licensure/Certification Disclosures by State interactive map. 

*Please note: due to the changing landscape of licensure during and since COVID-19, we only update the map to reflect whether our program licenses graduates in the state of Pennsylvania. However, our students routinely obtain licensure in other states, and we work with students to course plan for their desired states appropriately.

Financially Planning your Graduate Education

Affording graduate education can be stressful. Through the Graduate School at Penn State Harrisburg, we are able to offer 1-2 Graduate Assistant positions and usually 1 scholarship position to each incoming cohort, in addition to 3-5 graduate wage assistant positions. Our faculty are occasionally able to fund a student, either fully or partially, through their grant-funded research. If you wish to be considered for these, we strongly encourage you to apply by February 20, as nominations for these funded spots must be made early. Please note that the Graduate Assistant positions require the GRE; general admission to the program and the other funding positions do not require the GRE.

Many of our students work part-time, and some on campus, during their time in the program to offset costs. Economically, O*NET has designated mental health counselor careers as having a bright outlook (many job openings and opportunities) and can offer some insight into how much licensed professional counselors can earn.  Visit O*NET site to read more  about wage statistics for these positions in various states and counties. 

Request More Information

Online Open House

Master of Arts in Applied Clinical Psychology Virtual Fair

Follow Us on Social Media

Social Sciences & Psychology Programs

• Brochure (PDF)
• Request Information

• Current Students

• Master of Professional Studies in Psychology of Leadership

Program summary

The online psychology of leadership master's degree program is intended for working professionals seeking advanced education in leadership. You can learn how to apply psychological theories and research to solve practical leadership problems in organizations.

100% Online

Complete your Penn State course work at your own pace and 100% online.

Application deadline

Credits and costs, gain leadership skills and competencies with a psychology of leadership degree.

Evaluate leadership challenges to understand leader behaviors, predict their effectiveness, and develop strategies for improving organizational effectiveness.

Analyze ethical dilemmas in leadership and understand the importance of ethical decision-making.

Understand people and social situations in work settings where more effective leadership can make an impact.

Improve employee relations , inspire employees through mentorship, and create a positive, productive work environment for your team.

Relevant Courses for Today’s Leaders

The curriculum can help you develop your awareness of ethical issues that can arise when leading others. You can also increase your knowledge of applications of leadership research and theory in multinational organizations, creative and innovative teams, and decision-making teams.

Course work addresses the way that aspects and techniques of leadership can enhance the motivation, attitudes, and performance of individual employees and teams in work organizations.

The program is based on well-supported psychological research and theories that have been shown to increase leadership effectiveness in workgroups and organizations. While based on research, the program emphasizes the application of learned knowledge.

Learn from our alumni how they are using their degrees since graduating from the program.

You can earn up to three related graduate certificates along the way to your Master of Professional Studies in Psychology of Leadership. Students who plan to take the stackable credentials pathway to this degree should follow the course lists for each graduate certificate program. To earn each certificate, you must apply, gain acceptance to the program, and complete the required courses.

• Psychology of Leadership Foundations (9 credits)
• Psychology of Ethical Leadership (9 credits)
• Psychology of Team Leadership (12 credits)

Students who are not pursuing stackable credentials can follow the full course list for the program:

Required Courses (9 credits)

Students will examine the social and psychological processes underlying leadership in organizations.

Students will examine the psychological and social processes underlying behavior, motivation, and attitudes in work settings.

Students will examine the role of ethics in leadership with an emphasis on supporting ethical decision-making in organizations.

Psychology Elective Courses (select 15–21 credits)

Students will examine the relation of cultural variations in psychological and social factors affecting the effective leadership of individuals and groups in work organizations.

PSY 532 and PSY 539

Students will examine the influence of leadership on the psychological and social processes related to effective decision making in work groups.

Students will examine the influence of leadership on the psychological and social processes related to developing creative ideas and implementing them within work groups and organizations.

Students will examine the psychological and social processes related to leading work groups and teams.

Students will examine the importance of developing followers and leader-follower relationships by investigating servant and authentic leadership.

Students will explore the impact of negative and destructive leader behaviors including toxic leadership, abusive supervision and leader error.

Students will examine the topic of shared and collective leadership, which includes the psychological processes surrounding collective, team-based, and dyadic leadership in organizations.

Students will examine a variety of assessments used for assessing leadership capabilities, take those assessments themselves, and reflect on their results to reach personal insights they can use in creating their own leadership development plan.

Non-Psychology Elective Courses (select up to 6 credits)

Students have opportunities to take selected courses in one or more of these areas: Communications (COMM), Fundraising Leadership (L A), Health Policy and Administration (H P A), Human Resources and Employee Relations (HRER), Labor and Human Relations (LHR), Management (MGMT), Organizational Leadership (OLEAD), and Workforce Education (WF ED).  Permission from the respective program may be required.

Only selected courses from the above-listed areas can be taken by Psychology of Leadership students. The list of approved courses is available from the PSYLD program director, Greg Loviscky ( [email protected] ), or by visiting the program's website for the most current offerings.

Culminating Experience (3 credits)

Supervised, professionally oriented student activities that constitute the culminating experience for the program.

Course Availability

If you're ready to see when your courses will be offered, visit our public LionPATH course search (opens in new window) to start planning ahead.

Advance Your Career

You can use the knowledge gained from this program and the support of Penn State career resources to pursue careers in a variety of fields, depending on your goals.

Career Services to Set You Up for Success

From the day you're accepted as a student, you can access resources and tools provided by Penn State World Campus Career Services to further your career. These resources are beneficial whether you're searching for a job or advancing in an established career.

• Opportunities to connect with employers
• Career counselor/coach support
• Occupation and salary information
• Internships
• Graduate school resources  

Ready to Learn More?

Get the resources you need to make informed decisions about your education. Request information on this program and other programs of interest by completing this form.

I agree to be contacted via phone, email, and text by Penn State World Campus and affiliates. I understand my information may also be shared with select providers to offer ads that may be of interest to me. Privacy Policy . reCAPTCHA protected. Google Privacy Policy and Terms of Service .

Learn more about this program

Ready to take the next step toward your penn state master's degree, costs and financial aid.

Learn about this program's tuition, fees, scholarship opportunities, grants, payment options, and military benefits.

Graduate Tuition

Graduate tuition is calculated based on the number of credits for which you register. Tuition is due shortly after each semester begins and rates are assessed every semester of enrollment.

2024–25 Academic Year Rates

2025–26 Academic Year Rates

Financial Aid and Military Benefits

Some students may qualify for financial aid. Take the time to research financial aid, scholarships, and payment options as you prepare to apply. Military service members, veterans, and their spouses or dependents should explore these potential military education benefits and financial aid opportunities , as well.

Additional Cost of Attendance Details

To view the detailed list of cost of attendance elements:

• visit the Tuition Information site
• click the plus sign to expand the table
• select a semester from the World Campus row

Earn Stackable Credentials on the Way to Your Degree

Earn graduate certificates while you work toward your degree. It’s a great way to quickly gain new skills and add valuable credentials to your résumé — without any additional course work, course fees, or application fees. 

Finish the following three certificate requirements and the 3-credit capstone course, and you will have completed the requirements to earn your Psychology of Leadership master's degree. Please note you must apply and be accepted to each program on an individual basis, but you will not be charged application fees for any program beyond the first.

Complete All of These Certificates (30 credits)

This 9-credit online certificate program examines the foundations of leadership psychology. The courses can help students prepare for leadership promotions, analyze and enhance their leadership styles, and motivate and influence others in the workplace.

This 9-credit online leadership psychology certificate program can help you become a better leader who fosters integrity in the workplace, successfully navigates challenging ethical dilemmas, and establishes and reinforces ethical organizational values.

This 12-credit online leadership psychology certificate explores the research and theories shown to improve team leadership effectiveness. Course work focuses on skills leaders need to motivate team members, foster collaboration, and make unbiased decisions for effective organizational leadership.

Complete the Capstone Course (3 credits)

After the certificate requirements have been met, you just need to complete the 3-credit capstone course to finish the master's.

Expand Your Leadership Skills and Define Your Leadership Style

The online psychology of leadership program can help strengthen your leadership competencies and skills. Course assignments are focused on real-world application, providing you the opportunity to apply new knowledge and skills in your current role.

The leadership competencies emphasized in the program include: 

• agility 
• communication 
• critical thinking 
• decision-making 
• execution 
• innovation 
• teamwork 

As a graduate, you should also be able to demonstrate a comprehensive understanding of the psychology of leadership, explain relevant theories underlying and related to the psychology of leadership, and apply psychological theories to leadership issues and situations.

Who Should Apply?

The MPS in Psychology of Leadership is designed for eager, motivated students working in industries including health care, finance, higher education, social services, military, law enforcement, engineering, and sales and marketing.

This program is not designed to improve such managerial skills as budgeting or business strategy, but rather to help you understand people and social situations in work settings where more effective leadership can make an impact. If you wish to gain skills that can enhance your leadership effectiveness, this program is a good fit for you. The work you put toward this degree can better position you to improve employee relations, inspire employees through your mentorship, and create a positive, productive work environment for your team.

Set Your Own Pace

Whether you are looking to finish your program as quickly as possible or balance your studies with your busy life, Penn State World Campus can help you achieve your education goals. Many students take one or two courses per semester.

Our online courses typically follow a 12- to 15-week semester cycle, and there are three semesters per year (spring, summer, and fall). If you plan to take a heavy course load, you should expect your course work to be your primary focus and discuss your schedule with your academic adviser. 

To Finish Your Degree in One to Two Years

• Take 3–4 courses each semester

To Finish Your Degree in Two to Three Years

• Take 2–3 courses each semester 

To Finish Your Degree in Three to Four Years

• Take 1 course  each semester

Timelines may vary based on course availability.

Convenient Online Format

This program's convenient online format gives you the flexibility you need to study around your busy schedule. You can skip the lengthy commute without sacrificing the quality of your education and prepare yourself for more rewarding career opportunities without leaving your home.

A Trusted Leader in Online Education

Penn State has a history of more than 100 years of distance education, and World Campus has been a leader in online learning for more than two decades. Our online learning environment offers the same quality education that our students experience on campus.

Information for Military and Veterans

Are you a member of the military, a veteran, or a military spouse? Please visit our military website for additional information regarding financial aid, transfer credits, and application instructions.

How to Apply to Penn State

Apply by November 15 to start January 13

Application Instructions

Deadlines and important dates.

Complete your application and submit all required materials by the appropriate deadline. Your deadline will depend on the semester you plan to start your courses.

Spring Deadline

Summer deadline, fall deadline, steps to apply, 1. review the admission requirements..

For admission to the J. Jeffrey and Ann Marie Fox Graduate School, an applicant must hold either (1) a baccalaureate degree from a regionally accredited U.S. institution or (2) a tertiary (postsecondary) degree that is deemed comparable to a four-year bachelor's degree from a regionally accredited U.S. institution. This degree must be from an officially recognized degree-granting institution in the country in which it operates.

GPA and Work Experience — Students who do not have a GPA of 3.0 will be considered on a case-by-case basis depending on the quality of their overall application. Applicants who are still completing their baccalaureate requirements at the time of application may be admitted to the Graduate School conditional on the awarding of the baccalaureate degree. Students are also expected to have a minimum of two years of full-time, paid work experience prior to admission.

2. Gather your required materials.

You will need to upload the following items as part of your application:

Official transcripts from each institution attended , regardless of the number of credits or semesters completed. Transcripts not in English must be accompanied by a certified translation. If you are a Penn State alum, you do not need to request transcripts for credits earned at Penn State but must list Penn State as part of your academic history.

GRE and Test Scores — No GRE or GMAT scores are required.

References (1) — You will need to initiate the process through the online application by entering name, email address, and mailing address of one reference. Upon submission of your application, an email will be sent to the reference requesting they complete a brief online recommendation regarding your commitment for success in an online program. Please inform the recommender they must submit the form in order for your application to be complete. Your recommender must have direct knowledge of, and be able to provide examples of, your academic and/or professional skills. Recommendations from family members (spouses, significant others, children, grandparents, etc.) will not be accepted.

English Proficiency  — The language of instruction at Penn State is English. With some exceptions, international applicants must take and submit scores for the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS). Minimum test scores and exceptions are found in the English Proficiency section on the  Fox Graduate School's "Requirements for Graduate Admission" page . Visit the  TOEFL website  for testing information. Penn State's institutional code is 2660.

Program-Specific Questions/Materials

Vita or Résumé — Upload your résumé to the online application.

Statement of Purpose — An essay 2–3 pages long, articulating career and educational goals that demonstrate the student’s written communication skills.

3. Create a Penn State login account.

To begin the online application, you will need a Penn State account.

Create a New Penn State Account

If you have any problems during this process, contact an admissions counselor at [email protected] .

Please note: Former Penn State students may not need to complete the admissions application or create a new Penn State account. Please visit our Returning Students page for instructions.

4. Review Stackable Credentials Application Fee Waiver and Transfer Credit Policy

If you have been previously accepted to a program with stackable credentials, you will not be charged an additional application fee for any associated programs.

Associated programs in the psychology of leadership stack:

Certificates

• Graduate Certificate in Psychology of Leadership Foundations
• Graduate Certificate in Psychology of Ethical Leadership
• Graduate Certificate in Psychology of Team Leadership

If you begin with a certificate and are interested in pursuing the Master of Professional Studies in Psychology of Leadership, work with your adviser while completing your first certificate to determine which program to apply to next.

Up to 15 credits earned in any of these certificate programs may be transferred to the Master of Professional Studies in Psychology of Leadership, subject to restrictions outlined in GCAC-309 Transfer Credit .

5. Read the application instructions.

You can begin your online application at any time. Your progress within the online application system will be saved as you go, allowing you to return at any point as you gather additional information and required materials.

• Choose Enrollment Type: "Degree Admission"
• Choose "WORLD CAMPUS" as the campus

Checking Your Status  You can  check the status of your application  by using the same login information established for the online application form. 

Technical Requirements   Review the technical requirements  for this degree program. 

6. Complete the application.

Admissions help.

If you have questions about the admissions process, contact an admissions counselor at [email protected] .

Have questions or want more information? We're happy to talk.

To learn more about the Master of Professional Studies in Psychology of Leadership, please contact:

Greg Loviscky Program Director 140 Moore Building The Pennsylvania State University University Park, PA 16802-2905 [email protected] Phone: 814-863-1116

Learn from the Best

Study with highly regarded faculty who are world-renowned researchers and practitioners of leadership who have exhibited leadership as entrepreneurs and in a variety of organizations. This program was developed in collaboration with the Penn State College of the Liberal Arts.

Richard Bakken

• Degree Ph.D., Leadership Studies, University of San Diego
• Degree M.A.Ed., University of Phoenix
• Degree B.A., Wisconsin Lutheran College

Dr. Richard Bakken is a member of the faculty in the psychology of leadership program. An experienced educator, he also serves as chief information officer for the Graduate School of Design at Harvard University. His leadership research focuses on higher education administration in a global setting, exploring the impact of native students attending western universities in Doha, Qatar. His research interests include applied leadership informing administrators how students describe their learning experiences in Western university environments and ways that technology can impact those processes.

James M. Dobbs

• Degree M.A., Counseling and Leadership, University of Colorado, Colorado Springs
• Degree M.S., Aeronautical Science, Embry-Riddle Aeronautical University
• Degree B.B.A., Business Management, University of New Mexico

Dr. James M. Dobbs is an instructor of organizational management, psychology, and leadership. He has been a behavioral change agent for approximately 15 years, coaching and mentoring high-potential leaders who are thriving and successful, as well as those who are struggling and derailing. His research and writing involve leadership development and self-awareness, toxic leadership, cynicism, and assessment of leadership programs. He understands that the pace of change facing organizations requires multiple approaches to leadership development and requires more adaptive, flexible leadership.

Keith Gatto

• Degree Ph.D., Organizational Leadership, The Chicago School of Professional Psychology
• Degree M.Ed., Psychology, Cambridge College
• Degree B.S., Business Administration and Marketing, Villanova University

Dr. Keith Gatto has more than 25 years of experience in both industry and academics and has taught professionals domestically and internationally. His research and teaching focus is on the intersection of innovation, leadership, and positive psychology. He works extensively with Silicon Valley industry leaders on the development of positive employee mindsets that impact the culture and productivity of organizations. Before working in academics, Dr. Gatto worked in various organizations, including Vanguard, CIGNA, and MFS Investment Management.

Andrew D. Katayama

• Degree Ph.D., Educational Psychology, Mississippi State University
• Degree M.Ed., Curriculum and Instruction, Freed-Hardeman University
• Degree B.S.E., Secondary Education and Psychology, Freed-Hardeman University

Dr. Andrew D. Katayama’s research and teaching foci have been in the areas of learning and cognition. He has taught courses in behavioral and cognitive psychology, educational psychology, research methods and statistics, and marriage and family. Dr. Katayama’s publications have been in the areas of learning strategies, team efficacy, assistive technology in special education, and sports psychology, among other areas of scholarship.

George Mastroianni

• Degree Ph.D., Experimental Psychology, University of New Hampshire
• Degree M.A., Experimental Psychology, University of New Hampshire
• Degree M.A., International Relations, San Francisco State University
• Degree B.S., Psychology, Georgetown University

Dr. George Mastroianni teaches courses in the psychology of leadership. Having served in the U.S. Army as a research psychologist, Dr. Mastroianni has considerable experience conducting applied psychological research to solve problems, evaluate new equipment, and measure and improve human performance. He has also published extensively on obedience, ethics, and leadership. His current research and scholarship focus on the psychology of the Holocaust.

Paul Obidinski

• Degree J.D., University at Buffalo, School of Law
• Degree B.S., Psychology, Penn State

Professor Obidinski teaches several courses, including Ethics and Leadership and the Psychology of Leading Work Groups and Teams. Over the course of his career, he has served as an attorney in private practice and has held executive leadership roles in ethics, compliance, and human resources at several Fortune 100 companies. He works closely with professional athletes on career management initiatives and with small businesses on employee and business development projects.

Peter Reiley

• Degree Ph.D., Industrial and Organizational Psychology, Penn State
• Degree M.A., Organizational Leadership, Chapman University
• Degree B.B.A., Management, Leadership, & Administration, University of Texas at San Antonio

Dr. Peter Reiley has taught university-level courses in leadership, psychology, and management for more than a decade. He has more than 20 years of leadership experience ranging from leading a national nonprofit to service in the United States Air Force as a program manager for the multibillion-dollar U.S. space launch program, leading blended teams of military personnel, government civilians, and contractors from Fortune 500 companies. He is an international scholar with more than 50 publications and presentations on leadership, power, influence, and military veteran transition, and he has consulted for organizations across the government and private sectors.

Eileen Schiffer

• Degree Ph.D., Industrial/Organizational Psychology, University of South Florida
• Degree M.A., Industrial/Organizational Psychology, University of South Florida
• Degree B.A., Psychology, University of South Florida

Dr. Eileen Schiffer is an industrial organizational psychologist who has had a wide range of opportunities to support students and clients in their pursuits of their professional goals. Those experiences have included individual counseling, comprehensive project management, program development and evaluation, and training and support of others who shared a commitment to facilitating academic and professional growth of students and clients. Dr. Schiffer is an advocate and driver for high-quality online adult education.

Jill K. Wheeler

• Degree Ph.D., Industrial-Organizational Psychology, University of Maryland, College Park
• Degree M.A., Industrial-Organizational Psychology, University of Maryland, College Park
• Degree B.A., Psychology (Honors), Wayne State University

Dr. Jill K. Wheeler is an instructor in the MPS in Psychology of Leadership program. In addition to teaching, she is a consultant with expertise in developing practical business solutions to help organizations succeed by selecting, developing, engaging, and retaining outstanding talent. She possesses a broad experience base, having worked for 20 years in Fortune 500 and privately held companies in a variety of industries. Dr. Wheeler has also authored or delivered more than 20 publications and presentations on topics including employee selection, job satisfaction, performance management, and leadership.

Explore Other Academic Programs

• Seminar Series
• Mission Statement
• Strategic Plan
• Career Opportunities
• Mentoring Program
• Research Areas
• Diversity Statement
• Jesse Arnelle Fly Fishing Initiative
• HHD Resources
• Student Profiles
• Visit and Apply
• Major in Kinesiology
• Options within Major
• Minor in Kinesiology
• Options within Minor
• Honors Study
• Integrated Undergraduate / Master of Public Health Program
• Kinesiology Physical Activity Program (KPAP)
• Explore KINES Courses
• Independent Study
• Internship Forms and Content
• Study Abroad Programs
• Opportunities for Current and Future Students
• Additional Resources
• Martha A. Adams Advising Center
• Kinesiology General Education Health and Wellness Courses
• Undergraduate Program Goals
• Discover Student Life Through Instagram
• Meet with Your Adviser
• Center for Student Advising and Engagement
• Join a Student Organization
• Exercise is Medicine
• Undergraduate Research Opportunities
• Meet with your KINES adviser
• Drop-in Advising
• Prerequisite override request
• Areas of Study
• Masters Program in KINES
• Ph.D. Program in KINES
• Master of Athletic Training
• Graduate Program Mission
• Application Process
• Review Graduate Courses
• Graduate Faculty Directory
• Graduate Student Directory
• Follow KINES Researchers on Twitter
• Research Labs and Initiatives
• Graduate Exhibition
• Postgraduate Placement Data
• Review Published Dissertations and Theses
• Graduate School Resources
• Graduate Admissions
• Upcoming Research Talks
• Featured Research Projects
• Celebrating 50 years of Noll Laboratory
• Athletic Training and Sports Medicine
• Biomechanics
• Exercise Physiology
• History and Philosophy of Sport
• Motor Control

Psychology of Physical Activity

• Opportunities for Students
• Research Studies Seeking Participants
• HHD Research
• Become a Member
• Benefits of Membership
• Career Opportunities for Alumni
• Join the KINES Affiliate Program Group
• Alumni Spotlight
• Donate to KINES
• Update Your Contact Information
• American Kinesiology Association
• Street Medicine Initiative
• Center for Fitness and Wellness
• Joe Humphreys Fly Fishing Program
• General Information
• Administration
• Faculty and Staff
• Social Media
• Student Advising and Engagement
• Development and Alumni Relations
• Biobehavioral Health
• Communication Sciences and Disorders
• Health Policy and Administration
• Hospitality Management
• Human Development and Family Studies
• Kinesiology
• Nutritional Sciences
• Recreation, Park, and Tourism Management
• Center for Childhood Obesity Research
• Center for Health Care and Policy Research
• Center for Healthy Aging
• Center for Safe and Healthy Children
• Edna Bennett Pierce Prevention Research Center
• Dean's Office
• Communications and Marketing
• Finance and Accounting
• Human Resources
• Information Systems and Services (ISS)
• Online Education and Outreach
• Research and Graduate Education
• Office for Faculty Affairs
• Faculty and Staff Resources
• Computing Support/IT Help
• HHD Digest - Submission and Archive
• Communications Training and Resources
• Powerpoint Templates
• Zoom Virtual Backgrounds
• Emergency Planning
• Contacts/Directory

Studies in the Psychology of Physical Activity focus on the determinants and outcomes of psychological factors and physical activity in broad contexts and across a variety of populations. The faculty in this area draw from many specialty areas of psychology, including behavioral, clinical, cognitive, developmental, experimental, psychophysiological, and social. Faculty also have an appreciation for the psychology of physical activity in the context of the broader public health domain.

Particular themes of research include the role of various psychological processes (attention, motivation, self-regulation, interpersonal) in the performance of movement skills, behavioral and psychophysiological indices of motor learning, the influence of physical activity on the psychological well-being and brain functions of individuals over the life-span, theoretically-developed physical activity and health behavior change interventions, measurement of physical activity and psychological health, and examining the community, environmental and policy level factors associated with physical activity behavior.

Facilities in the Psychology of Physical Activity area include well-equipped research laboratories for examining the different research foci. Systems include recording equipment for whole-body and various segment movement kinematics and forces, an electrophysiological setup for examining brain electrical activity (EEG) during cognitive-motor tasks, assessment tools for measuring physical activity and health behaviors, and facilities to deliver graded exercise testing and intervention. Special purpose computer programs are available for simulation of movement dynamics, analysis of physical activity behavior output (e.g., accelerometry, pedometry, heart rate, etc.), data capture and visualization, and behavioral observation data videotaped in the field or in the lab. Transcription equipment and software for analysis of qualitative data also are available.

Learn more about the faculty members who mentor Psychology of Movement and Sport graduate students at Penn State:

• Danielle Symons Downs , Professor of Kinesiology
• David E. Conroy , Professor of Kinesiology
• Melissa Bopp , Professor of Kinesiology
• Semyon M. Slobounov , Professor of Kinesiology

Additional faculty

Additional faculty who have an interest in this area:

• R. Scott Kretchmar , Emeritus Professor of Exercise & Sport Science

This dialog contains the full navigation menu for this site.

Graduate Programs

A master's degree from Penn State Behrend can help boost your career. Workers with master's degrees earn about 16 percent more on average than those with bachelor's degrees, according to data from the U.S. Bureau of Labor Statistics. And your newfound expertise can help you change careers or just get ahead in your current job.

Why Penn State Behrend? Our programs are designed to help professionals become leaders in their field. And because it’s a Penn State degree, you know it will be recognized—and respected—around the globe.

• Attend a graduate info session

What Can I Study?

Penn State Behrend offers four master’s programs (one of which can be completed in Pittsburgh!) and several graduate certificates. 

• Clinical Psychology
• MBA (Business Administration)
• Manufacturing Management
• Project Management
• Graduate Certificate Programs

How Do I Apply?

Admissions to our master’s degree programs are granted jointly by the Fox Graduate School of Penn State and the program’s academic school at Behrend. Academic pre-requisites vary by program, but all applicants must hold a bachelor’s degree from a regionally accredited U.S. institution or a comparable postsecondary degree. You can learn about pre-requisites and application deadlines on each program’s page.

Can I Afford Graduate School?

As a graduate student, you face unique challenges when it comes to paying tuition. That’s why we offer resources—including scholarships, assistantships, loans, and tuition reimbursement options—to help you fund your master’s education. 

How Can I Learn More?

We understand you have questions. Don’t worry—we’re here to help. There are many ways to get in touch with our Graduate Admissions team, who can answer your questions.

• Request Information
• Talk One-On-One

814-898-7255 [email protected]

Graduate Admissions Metzgar Center 4851 College Drive Erie, PA 16563

Earn a Master’s Degree in Business Administration

Earn a Master’s Degree in Manufacturing Management

Human development and family studies launches two new degree options

The developmental science for health professions option supports students preparing for graduate study in health professions.

Credit: Penn State . Creative Commons

September 18, 2024

UNIVERSITY PARK, Pa. — The Penn State Department of Human Development and Family Studies (HDFS) is offering two new options within the bachelor of science in human development and family studies degree , effective this fall.

The new degree options allow students to customize their learning according to their personal and professional goals, preparing them to enter meaningful careers promoting health and wellness. The degree uniquely combines perspectives and training from the fields of psychology, sociology, public policy and human development, teaching students how people and families develop and flourish across contexts and communities in the face of unequal opportunities and challenges.

The two new degree options are developmental science for health professions and human development and family science.

The developmental science for health professions option is designed for students preparing for graduate study in health professions, including medicine, second degree nursing and occupational therapy. This option has the flexibility for students to complete the pre-health requirements for their desired graduate programs alongside core HDFS coursework and opportunities for credit-earning experiential learning.

“The developmental science for health professions option is built on the premise that patients are people and health professionals benefit from both a broad understanding of healthy human development and basic helping and interpersonal skills,” said H. Harrington “Bo” Cleveland, professor of human development and family studies and professor-in-charge of the department’s undergraduate program. “Only focusing on the mechanics of health doesn’t always prepare students to enter helping roles in the health care field. This option allows people to enter advanced training programs in the health field prepared to understand issues of health and medicine, and the societal and family contexts in which those issues emerge.”

With the developmental science for health professions option, students combine coursework that prepares them for health professions with a new understanding of how social, emotional, cognitive and physical development interact, as well as how environments — from genes and biology to families, communities and social policies — influence developmental outcomes. Students also develop core skills in communication, ethics, intervention science and research methods.

The second new degree option, human development and family science, prepares students for a wide range of careers in nonprofit and for-profit settings that promote the well-being of individuals, families and communities. This kind of work includes child, youth and family services, early childhood education and intervention, foster care and adoption, services for older adults and individuals with disabilities, and program administration and coordination.

Students pursuing this option learn how social systems function and evidence-based ways to intervene to promote well-being. They also explore research that helps understand how healthy development happens, the causes of developmental challenges and the science of intervention.

The degree requirements across both options integrate opportunities for hands-on learning — both on campus and in the community — supported by designated internship coordinators and expert faculty.

“Because HDFS is organized around internships and experiential learning, our faculty are well prepared to support students in integrating classroom experiences and co-curricular opportunities,” Cleveland said.

These experiences — an internship, research experience or combination — allow students to apply the skills they have learned in the classroom to real-world scenarios, as well as build a resume and further specialize their plan of study to their career and personal interests.

“HDFS is an ideal place for students to prepare to positively impact individuals and society,” Cleveland said. “With these new degree and option requirements, students still benefit from the established evidence-based knowledge and applied skills focus of our curriculum, while having new flexibility to tailor their courses for their professional and personal goals.”

Students entering the human development and family science major prior to fall 2024 will continue to progress through the degree according to the previous degree requirements. Students can review the previous degree requirements on the archived University Bulletin .

Learn more about the human development and family studies undergraduate degree and the updated degree requirements .

• [email protected]
• @ pennstateHDFS
• Career Development
• Featured Courses
• Faculty and Staff
• University Park
• Health and Human Development
• Human Development and Family Studies

Get the news by email

• All bulletins
• Undergraduate
• Penn State Law
• Dickinson Law
• College of Medicine
• Departments

School Psychology

This intercollege program is based primarily on courses in educational psychology, psychology, and special education. In addition, courses are often drawn from counselor education, human development and family studies, educational theory and policy, educational administration, and curriculum and instruction. The objective is to develop a psychologist capable of providing health care who is interested in and knowledgeable about education and psychology in the school setting. The school psychologist must utilize professional skill and knowledge about children and youth to make contributions that are meaningful to and utilized by teachers, other school personnel, and parents. The development of competencies needed by a fully qualified school psychologist requires at least the education represented by a doctoral degree.

Practicum facilities, in addition to those in nearby public schools, include:

• the Center for Educational Diagnosis and Remediation,
• the School Psychology Clinic,
• the Communication Disorders Clinic,
• the Reading Center, and
• the Psychology Clinic.

Facilities for work with children are also available through other academic units, as well as through assistantship assignments.

The program has been accredited by the American Psychological Association, the National Commission for Accreditation in Teacher Education (NASP), and the Pennsylvania Department of Education.

Admission Requirements

Applicants apply for admission to the program via the Graduate School application for admission . Requirements listed here are in addition to Graduate Council policies listed under GCAC-300 Admissions Policies .

Only those students who anticipate a doctoral degree will be admitted. Students are selected within the limitations of program facilities. Priority is given to applicants with work experience with children.

An undergraduate major emphasizing work in psychology and/or education is preferred, but students with fewer than 20 upper-division credits in psychology, educational psychology, or special education may be admitted with limited deficiencies to be fulfilled concurrently with their graduate work. Requirements for admission include:

• a minimum of one-third of graduate credits of A quality;
• undergraduate GPA of B or higher;
• satisfactory recommendations from two or more professors, preferably psychologists; and
• a score of 1000 or higher on the two general sections or a score of 1500 or higher, including the analytical or an advanced test, of the Graduate Record Examination.

Exceptions may be made for students with special backgrounds, abilities, and interests.

Degree Requirements

Master of education (m.ed.).

Requirements listed here are in addition to Graduate Council policies listed under GCAC-700 Professional Degree Policies .

Students qualifying for a certificate to practice in the schools must meet standards specified by the Pennsylvania Department of Education. These include, but are not limited to,

• a master's degree,
• about 60 graduate credits,
• practicum experiences, and
• successful completion of precertification tests.

Master of Science (M.S.)

Requirements listed here are in addition to Graduate Council policies listed under GCAC-600 Research Degree Policies.

Students entering the program with a bachelor's degree complete the M.S. as prescribed by the Graduate School.

Doctor of Philosophy (Ph.D.)

Students may be admitted with a master's degree from school psychology programs from other institutions or from related programs in this or other universities. The doctoral program includes:

• a predissertation research requirement;
• the core program described here (which qualifies the candidate for a school psychology certificate);
• a special proficiency of 6 to 18 credits;
• an internship; and
• a dissertation.

Students completing the School Psychology Core Program will have courses in:

• the biological bases of behavior,
• the cognitive bases of behavior,
• the social bases of behavior,
• personality theory or abnormal psychology,
• human development,
• professional ethics and standards,
• research design and methodology,
• statistics,
• psychometrics,
• counseling theory,
• educational foundations,
• educational administration,
• the education of exceptional children, and
• curriculum.

Dual-Titles

Dual-title m.ed., m.s., and ph.d. in school psychology and comparative and international education.

Requirements listed here are in addition to requirements listed in GCAC-208 Dual-Title Graduate Degree Programs .

Students must apply and be admitted to the graduate program in School Psychology and The Graduate School before they can apply for admission to the dual-title degree program. After admission to their primary program, students must apply for admission to and meet the admissions requirements of the Comparative and International Education dual-title program. Refer to the Admission Requirements section of the Comparative and International Education Bulletin page . Doctoral students must be admitted into the dual-title degree program in Comparative and International Education prior to taking the qualifying examination in their primary graduate program.

To qualify for the dual-title degree, students must satisfy the degree requirements for the degree they are enrolled in School Psychology. In addition, students must complete the degree requirements for the dual-title in Comparative and International Education, listed on the Comparative and International Education Bulletin page .

The qualifying examination committee for the dual-title Ph.D. degree will be composed of Graduate Faculty from School Psychology and must include at least one Graduate Faculty member from the Comparative and International Education program. Faculty members who hold appointments in both programs’ Graduate Faculty may serve in a combined role. There will be a single qualifying examination, containing elements of both School Psychology and Comparative and International Education. Dual-title graduate degree students may require an additional semester to fulfill requirements for both areas of study and, therefore, the qualifying examination may be delayed one semester beyond the normal period allowable.

In addition to the general Graduate Council requirements for Ph.D. committees , the Ph.D. committee of a School Psychology and Comparative and International Education dual-title Ph.D. student must include at least one member of the Comparative and International Education Graduate Faculty. Faculty members who hold appointments in both programs’ Graduate Faculty may serve in a combined role. If the chair of the Ph.D. committee is not also a member of the Graduate Faculty in Comparative and International Education, the member of the committee representing Comparative and International Education must be appointed as co-chair. The Comparative and International Education representative on the student’s Ph.D. committee will develop questions for and participate in the evaluation of the comprehensive examination.

Students in the dual-title program are required to write and orally defend a dissertation on a topic that is approved in advance by their Ph.D. committee and reflects their original research and education in School Psychology and Comparative and International Education. Upon completion of the doctoral dissertation, the candidate must pass a final oral examination (the dissertation defense) to earn the Ph.D. degree. The dissertation must be accepted by the Ph.D. committee, the head of the graduate program, and the Graduate School.

A graduate minor is available in any approved graduate major or dual-title program. The default requirements for a graduate minor are stated in Graduate Council policies listed under GCAC-600 Research Degree Policies and GCAC-700 Professional Degree Policies , depending on the type of degree the student is pursuing:

• GCAC-611 Minor - Research Doctorate
• GCAC-641 Minor - Research Master's
• GCAC-709 Minor - Professional Doctorate
• GCAC-741 Minor - Professional Master's

Student Aid

Graduate assistantships available to students in this program and other forms of student aid are described in the Tuition & Funding section of the J. Jeffrey and Ann Marie Fox Graduate School’s website. Students on graduate assistantships must adhere to the course load limits set by the Fox Graduate School.

Graduate courses carry numbers from 500 to 699 and 800 to 899. Advanced undergraduate courses numbered between 400 and 499 may be used to meet some graduate degree requirements when taken by graduate students. Courses below the 400 level may not. A graduate student may register for or audit these courses in order to make up deficiencies or to fill in gaps in previous education but not to meet requirements for an advanced degree.

School Psychology (SPSY) Course List

Professional Licensure/Certification

Many U.S. states and territories require professional licensure/certification to be employed. If you plan to pursue employment in a licensed profession after completing this program, please visit the Professional Licensure/Certification Disclosures by State interactive map.

Print Options

Print this page.

The PDF will include all information unique to this page.

The PDF will include content on the Overview tab only.

The PDF will include content on the Admission Requirements tab only.

The PDF will include content on the Degree Requirements tab only.

The PDF will include content on the Dual-Titles tab only.

The PDF will include content on the Minor tab only.

The PDF will include content on the Student Aid tab only.

The PDF will include content on the Courses tab only.

The PDF will include content on the Professional Licensure/Certification tab only.

The PDF will include content on the Contact tab only.

Download Complete Bulletin PDFs

Ohio State navigation bar

• BuckeyeLink
• Search Ohio State

Welcome to our PhD Program in Political Science!

For students interested in graduate study in political science, we provide excellent opportunities for you to succeed at Ohio State. Our location in Columbus offers exciting extra-departmental opportunities as a major research university in one of the thirty largest metropolitan areas in the country. In 2021, U.S. News and World Report ranked the department 17th overall in the country, 12th in International Relations, 11th in American Politics, 20th in Comparative Politics, and 13th in Political Methodology.

Our distinguished and diverse faculty are strongly committed to working closely with graduate students. We combine traditional disciplinary major fields and innovative departmental specializations along with providing students with the most up-to-date training in theory and methods. 

You will have the opportunity to join a highly competitive, supportive community of students, who typically receive full financial support to pursue their degrees. Most students receive a five-year funding package that pays a stipend, tuition and fees, and health care. 

Fields of Study and Departmental Specialization

For most students, arriving at a course of study will involve the selection of two focus fields and a course-out minor from either one of the focus fields, a graduate interdisciplinary specialization, or a graduate minor. 

Focus Fields of Study

American Politics ( Ranked 11th in the nation in 2021) Comparative Politics  ( Ranked 20th in the nation in 2021) International Relations ( Ranked 12th in the nation in 2021) Political Methodology ( Ranked 13th in the nation in 2021) Political Theory

In addition, students may choose one or more departmental specializations. More individualized programs emphasizing either breadth or depth may be developed in consultation with an academic advisor.

Departmental Specializations

Political Psychology Formal Theory Political Economy Race, Ethnicity, and Gender

"I was attracted by Ohio State’s graduate program in political science because of its commitment to supporting graduate student research. The department’s outstanding faculty have guided me throughout the challenging process of selecting a dissertation topic, gathering preliminary evidence, spending months abroad collecting data, and finally writing my Ph.D. thesis. I am particularly grateful for exceptional financial support that allowed me to travel across Africa in search of the best available evidence for answering my research questions. " - Vladimir Chlouba, Ph.D. Candidate

• Prospective Undergraduate Students
• Prospective Graduate Students
• Scholarships and Financial Aid
• College of Education Scholarships
• Scholarship FAQ's
• How to Apply
• Professional Development
• Schedule a Visit
• ExCEL Program Details
• ExCEL Program
• Student Teaching Abroad
• Components of the Hubert H. Humphrey Fellowship Program
• Meet the Current Humphrey Fellows at Penn State
• Apply for ExCEL
• Frequently Asked Questions
• Teacher Testing & Certification
• World Campus Education Doctorate Faculty Affiliates
• World Campus Education Doctorate Students Fall 2023
• World Campus Education Doctorate Students Spring 2024
• World Campus Education Doctorate Students Fall 2024
• World Campus Education Doctorate Summer Summit
• CAPS Table of Contents
• Career and Technical Education Certifications
• Center Advisory Committee
• Cooperative Education
• Teaching the Educator
• Workforce Education Forum
• PPDC Territories
• Doctoral Degree Program
• Empower Your Future: Undergraduate Course Offerings for Spring 2025 by WFED
• WFED Faculty and Staff
• Postbaccalaureate certificates
• Graduate Minor in Adult Education
• M.Ed Degree
• D.Ed. Degree
• PH.D. Degree
• Careers in LLAED
• LLAED Resources
• LLAED Faculty
• Lifelong Learning and Adult Education
• LLAED Students
• Student Dissertations
• Scholarship and Research Integrity Requirements
• Visiting the Program
• Forms and Resources
• History and Ranking
• PDN Webinars
• Student Projects
• WFED Virtual Conference
• PDN Publications
• PDN Career Coaching Program
• PDN Upcoming Events
• PDN Directory
• Director's CTE Certification
• Master of Professional Studies in Organization Development and Change
• Master of Science in Workforce Education and Development
• Master of Education in Workforce Education and Development
• Organization Development and Change Master's Program
• Undergraduate Certificates
• Learning, Design, and Technology Students
• LDT Ph.D. degree
• Research and Teaching
• Students Information
• Rehabilitation and Human Services Special Interest Areas
• Rehabilitation and Human Services Minor
• Rehabilitation and Human Services Internship
• Educational Psychology Admission Information
• Educational Psychology Doctoral Degree Program
• Educational Psychology Master's Degree Program
• Counselor Education Ph.D. Degree
• Career Counseling Emphasis
• Clinical Mental Health Counseling in Schools and Communities Emphasis
• Clinical Rehabilitation and Mental Health Counseling Emphasis
• Rehabilitation Counseling Emphasis
• School Counseling Emphasis
• Counselor Education Ph.D. Application Information
• Counselor Education M.Ed. Application Information
• Dr. Edwin L. Herr Clinic
• Project TEAM
• Special Education Clearances and Insurance Requirements
• Special Education Competency Clusters
• Master of Education (M.Ed.) in Curriculum and Instruction
• Ph.D. Manual
• Exploring Directions in Ubiquitous Computing and Teacher Education (EDUCATE)
• K–12 Reading Specialist Certification
• Course Schedule
• How to Apply, Teaching with Immersion, ESL
• What Do TESL Alumni Say?
• PDS Intern Guide
• Social Studies Post-Baccalaureate Certification
• Curriculum & Supervision
• Curriculum and Instruction and Women Studies
• Early Childhood Education
• Language, Culture, and Society
• Literacies and English Language Arts
• Mathematics Education
• Frequently Asked Questions for Science Education
• Science Education Lab
• Secondary English Teacher Preparation
• Social Studies Education
• Doctor of Philosophy
• For New Students
• Assistantships
• Master of Science
• Secondary English Professional Development School Guidebook
• Welcome to our secondary English Professional Development School website
• PDS Application
• Research and Evaluation
• Student Aid and Awards
• Core Values of Elementary & Early Childhood Education
• Suggested Courses
• Middle Level Math Education, B.S. (4-8)
• Undergraduate Middle Level English Course Selections
• Undergraduate Social Studies Course Selections
• Undergraduate Secondary Literature Course Selections
• Secondary Education in Science Education, B.S. (7-12)
• Secondary Education in Math Education, B.S. (7-12)
• Secondary Education in English Education, B.S. (7-12)
• Secondary Education in Social Studies Education, B.S. (7-12)
• Penn State Teacher Education Framework
• Early Field Experience Overview
• Pre-Kindergarten through Fourth Grade Option
• Application for Student Teaching
• C I 495C Mentor Guidebook
• CI 495A Mentor Guidebook
• CI 495B Mentor Guidebook
• Next Steps after the Application
• Prerequisites for Student Teaching
• Short Term Student Teaching Abroad
• CIFE: Elementary & Early Childhood Education (PK-4)
• CIFE: Middle Level Education (4-8)
• Secondary Education & World Languages Student Teaching
• Professionalism
• Access the PSU Record of Application
• Entrance, Retention and Exit Criteria
• Certification Process
• Alternative Routes to Certification
• Post-Baccalaureate Teacher Certification
• Teaching in a State Other than Pennsylvania
• Act 48 - Professional Development Plans for PA Educators
• Education Majors in Other Penn State Units
• Student Forms and Policies
• EPS Department Contacts
• Education Policy Studies Teacher Leaders Conference
• Education Policy Studies - Not Sure?
• Center for Education and Civil Rights
• Broadband Access and Rural School and Community Development
• Charter Schools' Impacts on Rural School Districts
• Marcellus Shale Natural Gas Development
• Partnering to Strengthen Rural Indian Education
• Poverty, Housing Insecurity and Student Transiency in Rural Areas
• Researchers Find Few Positives in Vermont's Proposed Education Reforms
• Rural High School Student Aspirations & College Success for Rural Youth
• Rural Schooling and Agrarian Change: Global Perspectives on Education and Development
• Rural and Community Contexts for Childhood Obesity
• HEPAC Alumni Directory
• HEPAC Board of Directors
• HEPAC Committees, Philanthropy and Initiatives
• HEPAC Constitution and Bylaws
• HEPAC Faculty and Alumni in the News
• HEPAC Helpful Links
• HEPAC Meetings and Events
• HEPAC Membership Information
• HEPAC Past Board of Directors Members
• Pennsylvania School Study Council
• Center for Educational Disparities Research
• Center for Evaluation and Education Policy Analysis
• Higher Education Program Alumni Council
• Become a Member
• Agencies Supporting Education
• Research and Outreach
• Topics in Rural Education
• Meeting Needs
• Policy Briefs
• Technical Assistance
• Batschelet Conference
• CIED Admission Process
• CIED Alumni
• CIED Affiliate Faculty Information
• CIED Core Faculty Information
• CIED Master's Requirements
• CIED Ph.D. Requirements
• Doctoral minor in Comparative and International Education
• Dual-Title Doctoral degree in Comparative and International Education
• Dual-Title Master's degree in Comparative and International Education
• More Information about the CIED Program
• Admissions information, Ph.D. in Educational Leadership
• Current Educational Leadership students
• Admissions Information, D.Ed. in Educational Leadership
• Educational Leadership Alumni
• Admissions Information, M.Ed. in Educational Leadership (University Park)
• Admissions Information, M.Ed. in Educational Leadership (World Campus)
• Superintendency Graduate Certificate
• Admissions Information, Principalship Graduate Certificate
• Admissions Information, Teacher Leadership Graduate Certificate
• Educational Leadership and Joint Degrees with Penn State Law
• Educational Leadership/Comparative and International Education Dual-Title Degrees
• Educational Leadership: Centers, Councils & Journals
• Meet the Educational Leadership Faculty
• Education Policy and Leadership
• EDTHP Current Students on the Job Market
• Educational Theory & Policy with a Dual Title in Comparative & International Education
• Educational Theory & Policy: Application Process
• Educational Theory and Policy Alumni
• Educational Theory and Policy and Joint Law Degree
• Educational Theory and Policy Ph.D. Degree
• Educational Theory and Policy M.A.
• What is Education and Public Policy?
• EPP - Path Through the Major
• EPP - Internship Experience
• EPS Minor Program Description
• EPS Minor Requirements
• EPS Minor Career Paths
• Alum in Higher Education
• Contact the Program
• Current Students in Higher Education
• Higher Education M.Ed. Flexible Options
• Institutional Research Certificate FAQs
• Higher Education FAQs
• Higher Education & Comparative and International Education Dual-Title Degree
• D.Ed. Degree in Higher Education
• Higher Education Online M.Ed. via World Campus
• Higher Education Residential M.Ed. with Graduate Assistantship
• How To Apply, Higher Education, M.Ed.
• Higher Education and the Joint Law Degree
• How To Apply to the Institutional Research Certificate Program
• Meet the Institutional Research Certificate Program Faculty
• Meet the Higher Education Faculty
• How To Apply, Higher Education, Ph.D.
• Journey Success Center
• In The News
• Ways to Get Involved
• Community of Practice for Familiy Literacy
• Goodling & ISAL Bi-Monthly Newsletter
• Goal #1: Goodling Institute Research
• New Book on Family Literacy Theories, Policies, and Practices
• From scratch: Using AEFLA funds to develop a family literacy program
• Family Pathways Program
• Research Spotlight
• Career Pathways Program
• Data Support (eData)
• Workforce Development
• IES Career Pathways Research
• Integrated Education and Training (IET) Initiative Library
• Funding Opportunities
• Grant Resources
• D.C. Social Justice Initiative
• Equity Work Within The College
• Mission of the Office Of Education and Social Equity
• Office of Education And Social Equity Team
• Summer College Opportunity Program in Education
• College of Education Faculty Affairs Resources
• College of Education Commencement Information
• College of Education Curricular Affairs Meeting Schedule and Deadlines
• Faculty Resources
• First Year Seminars
• Professional Certification Coordinating Council
• Student Resources
• Diversity & Community Enhancement Committee
• Vision and Mission
• Strategic Planning
• Staff & Contact
• Annual Report 2017-18
• Annual Indicators
• CAEP Annual Indicators
• CAEP Overview
• Certification Requirements Met
• Completer Data Summaries
• Completer Survey Results
• Completers Hired
• Commonwealth Campuses
• Overview of the College
• Alumni Magazine
• Annual Giving Societies
• Atherton Society
• Lifetime Giving Societies
• Philanthropy Priorities
• Philanthropy in Action
• Ways to Give
• Alumni-Student Mentoring Program
• Program Alumni Groups
• Past Alumni Society Award Winners
• Alumni Resources
• Alumni Society Board
• Alumni Student Teacher Network
• Newsletter Signup
• Commencement
• Graduate Funding Opportunities
• Student Groups
• Council Members & Committees
• Minutes of the Faculty Council
• Carrara Education Technology Center (CETC)
• Communications Office
• Events Guidance
• College of Ed Conference Rooms
• Krause Studio Conference Room Reservation Request
• Research Conference Room Request
• Mailing Services
• Social Media Guidelines
• COVID-19 Forms
• College of Education Task Forces
• Commitment to Equity
• Councils and Committees
• Design Resources
• Faculty, Staff, and Student Awards
• Finance Office
• 25-Year Award
• College of Education Policies and Guidelines
• Messages for undergraduate students from Dean Lawless
• Checklist for remote working capability
• Staff Advisory Council
• Technology Committee
• Graduate Recruitment Funding Programs
• Research Conference

Counselor Education Ph.D. Program

The Ph.D. program, accredited by CACREP (Council for Accreditation of Counseling and Related Educational Programs), prepares students to work as counselor educators, clinical supervisors, and advanced practitioners in academic and clinical settings.

Counselor Education Doctoral Admissions Information

Admissions Information

Program Evaluation Summary

CACREP Accreditation

DOCTORAL DEGREE OBJECTIVES

The Counselor Education doctoral program objectives address the professional leadership roles of counselor education, supervision, advanced counseling practice, and research competencies expected of doctoral graduates.

Typical program length is three academic years of graduate level preparation (post master’s-level preparation), defined as six semesters with some courses available during summer sessions.

Learning experiences beyond the master's-level are required in all of the following content areas:  

Theories pertaining to the principles and practice of counseling, career development, group work, systems, and consultation

Theories and practices of counselor supervision

Instructional theory and methods relevant to counselor education

Pedagogy relevant to current social and cultural issues, including social change theory and advocacy action planning

Design and implementation of quantitative research methodology, including univariate, multivariate, and single-subject design

Design and implementation of qualitative research, including grounded theory, ethnographic, and phenomenological methodologies

Models and methods of assessment and use of data

Ethical and legal considerations in counselor education and supervision

The role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical, and mental status, local, regional, national, international perspective, and equity issues in counselor education programs

Counselor Education doctoral students will have experiences that are designed to:  

Develop an area of professional counseling expertise

Develop collaborative relationships with program faculty in teaching, supervision, research, professional writing, and service to the profession and public

Foster participation in professional counseling organizations, including the Association for Counselor Education and Supervision (ACES) and the American Counseling Association (ACA)

Meet criteria for appropriate credentials

Promote scholarly counseling research

Enhance technical competence

Program and Course Information

2021-2022 CNED PhD Handbook

2022-2023 CNED PhD Handbook

2023-2024 CNED PhD Handbook

2024-2025 CNED PhD Handbook

• Development Testing

Contact the Counselor Education Co Doctoral Degree Program Coordinator

Assistant Professor of Education (Counselor Education)

205 CEDAR Building , University Park, PA, 16802

Email: [email protected]

Phone: (814) 863-2422

Professor of Education (Counselor Education)

307 CEDAR Building , University Park, PA, 16802

Phone: (814) 863-3799

Contact the Academic Program Coordinator

Academic Program Coordinator

125 CEDAR Building , University Park, PA, 16802

Phone: (814) 865-7454

You are using an outdated browser. This website is best viewed in IE 9 and above. You may continue using the site in this browser. However, the site may not display properly and some features may not be supported. For a better experience using this site, we recommend upgrading your version of Internet Explorer or using another browser to view this website.

- Download the latest Internet Explorer - No thanks (close this window)

• Penn GSE Environmental Justice Statement
• Philadelphia Impact
• Global Initiatives
• Diversity & Inclusion
• Catalyst @ Penn GSE
• Penn GSE Leadership
• Program Finder
• Academic Divisions & Programs
• Professional Development & Continuing Education
• Teacher Programs & Certifications
• Undergraduates
• Dual and Joint Degrees
• Faculty Directory
• Research Centers, Projects & Initiatives
• Lectures & Colloquia
• Books & Publications
• Academic Journals
• Application Requirements & Deadlines
• Tuition & Financial Aid
• Campus Visits & Events
• International Students
• Options for Undergraduates
• Non-Degree Studies
• Contact Admissions / Request Information
• Life at Penn GSE
• Penn GSE Career Paths
• Living in Philadelphia
• DE&I Resources for Students
• Student Organizations
• Career & Professional Development
• News Archive
• Events Calendar
• The Educator's Playbook
• Find an Expert
• Race, Equity & Inclusion
• Counseling & Psychology
• Education Innovation & Entrepreneurship
• Education Policy & Analysis
• Higher Education
• Language, Literacy & Culture
• Teaching & Learning
• Support Penn GSE
• Contact Development & Alumni Relations
• Find a Program
• Request Info
• Make a Gift
• Current Students
• Staff & Faculty

Search form

You are here, trailblazers in education honored with the 2024 harold w. mcgraw, jr. prize in education.

Edmund W. Gordon, Robert Lerman, and Jody Lewen selected for outstanding achievement in pre-K–12, lifelong learning, and higher education.

Jeff Frantz, RW Jones Agency 717-779-7458 | [email protected]

Kat Stein, Executive Director of Communications, Penn GSE 215-898-9642 | [email protected]

*Note for TV and radio: The University of Pennsylvania has an on-campus ISDN line and ready access to a satellite uplink facility with live-shot capability.

PHILADELPHIA (Sept. 17, 2024) — Three visionary leaders who have revolutionized the landscape of education are being celebrated as the 2024 recipients of the Harold W. McGraw, Jr. Prize in Education . The prestigious award, bestowed by the McGraw Family Foundation in partnership with the University of Pennsylvania Graduate School of Education (Penn GSE), recognizes Dr. Edmund W. Gordon, Dr. Jody Lewen, and Dr. Robert Lerman for their trailblazing work that has transformed lives and reshaped learning across generations.

For more than 40 years, the McGraw Prize has championed leaders who have had a profound impact on our world, so that others might follow their example and extend that impact. Prizes are awarded in three categories: pre-K–12 learning, higher education, and lifelong learning. This year’s winners will receive an award of $50,000 and an iconic awards sculpture at a ceremony on November 13.

“The McGraw Prize honors my father’s dedication to education and literacy and celebrates innovative and courageous educators who make a difference,” said Harold McGraw III , former Chairman and CEO of The McGraw-Hill Companies. “This year’s winners forged pathbreaking roles to provide educational access and career opportunities to all members of society. Their remarkable achievements, tireless advocacy, and continued mentorship inspire us all.”

“The McGraw Prize in Education recognizes educators who devote their lives and careers to improving the world around them. These three visionaries truly changed the world for the better by ensuring that everyone – from young children to incarcerated individuals and to working professionals – can access high-quality educational experiences. We are beyond gratified that we can honor and thank them for their commitment to equity, access, and opportunity,” said Katharine Strunk , Dean of Penn GSE and the George and Diane Weiss Professor of Education.

The 2024 Winners

Pre-K–12 Education Prize : Dr. Edmund W. Gordon, a luminary in education, has dedicated over six decades to transforming pre-K–12 education through his visionary leadership, pathbreaking scholarship, and profound commitment to promoting equity and access to quality education for all students. He has had an enduring, deep, and wide impact on education, psychology, and social science research. An early champion of supplementary education in its many forms—including preschool education, summer learning, tutoring, and extracurricular activities—Dr. Gordon was an architect of the federal Head Start program, serving as its original Director of Research and Evaluation. As a distinguished emeritus professor at Yale University and the Teachers College, Columbia University, Director Emeritus of the Gordon Institute for Advanced Study at the Teachers College, and Honorary President of the American Educational Research Association (AERA), he continues to inspire, mentor, and lead at the age of 103.

Higher Education Prize: Dr. Jody Lewen has dedicated over two decades to transforming higher education in prisons. As the founder and president of Mount Tamalpais College —an accredited, degree-granting institution located within San Quentin State Prison that charges no tuition and receives no government funding—Dr. Lewen has helped approximately 4,000 incarcerated individuals benefit from college courses and holistic academic support. Dr. Lewen is also a co-founder of the Alliance for Higher Education in Prison, a national network supporting education for incarcerated students. She serves as a trusted advisor to policymakers and has provided consulting to over 65 prison education programs nationwide.

Lifelong Learning Prize : Dr. Robert Lerman, a distinguished economist and pioneering educator, is helping to transform the pathways through which people acquire essential job-related skills and enter rewarding careers. As a professor of economics at American University, senior fellow at the Urban Institute, and co-founder of Apprenticeships for America, Dr. Lerman has been a tireless advocate for “earn, produce, and learn” apprenticeship-based alternatives to traditional college education. His work has been guided by the belief that a conventional, one-size-fits-all approach limits opportunities for many Americans and places the U.S. at a competitive disadvantage. By documenting high returns to apprenticeships for workers and employers and by highlighting successful apprenticeship systems in other countries, Dr. Lerman has influenced federal and state policymakers, workforce professionals, and researchers. His efforts have led to significant policy changes, including California's implementation of formula-based funding for apprenticeship programs.

The Harold W. McGraw, Jr. Family Foundation selected Penn GSE as the home for the McGraw Prize in 2020. Penn GSE is recognized internationally for its cutting-edge initiatives, distinguished faculty and as a training ground for top educators and leaders. The partnership includes administering the annual prize in November, and ongoing programming with more than 100 past winners, including symposia and a webinar series.

Through a public nomination process, McGraw Prize awardees were submitted for consideration by their peers, with winners then selected during three rounds of judging, including a final round by an independent panel of esteemed leaders in the field. Past winners have included teachers, professors, superintendents, university presidents, non-profit leaders, entrepreneurs and public officials. Many continue to play major roles across the education landscape.

To learn more, visit McGrawPrize.com , sign up for our mailing list and follow us on LinkedIn .

ABOUT THE HAROLD W. MCGRAW, JR. FAMILY FOUNDATION

The Harold W. McGraw, Jr. Family Foundation, established by Harold W. McGraw, Jr., is a not-for-profit private foundation whose primary mission is focused on education, youth services, community health and medical research. Harold W. McGraw, Jr. was the Chairman and CEO of McGraw-Hill and dedicated his life to education and literacy.

ABOUT THE UNIVERSITY OF PENNSYLVANIA GRADUATE SCHOOL OF EDUCATION

The University of Pennsylvania Graduate School of Education, or Penn GSE, is one of the nation’s leading research education schools and is currently ranked #3 in the nation by U.S. News & World Report. The school is notably entrepreneurial, launching innovative degree programs for practicing professionals and unique partnerships with local educators. It is also home to the Milken-Penn GSE Education Business Plan Competition and centers such as  Catalyst @ Penn GSE , a hub for global education innovation.

You May Be Interested In

Related topics, faculty expert.

Vice Dean of Innovative Programs and Partnerships, Catalyst @ Penn GSE

Related News

Media inquiries.

Penn GSE Communications is here to help reporters connect with the education experts they need.

Kat Stein Executive Director of Penn GSE Communications (215) 898-9642 [email protected]  

• Statements on Current Events
• Make a Gift

Developmental

Graduate study in developmental psychology at Penn State provides students with comprehensive training in theory, methods, and empirical study of the processes and mechanisms of developmental change from infancy to adolescence. Separate pages on this site describe the research interests of our  faculty , information about our  labs and current postdocs and graduate students , and details about our  training program . If you are considering graduate study in developmental psychology, we encourage you to explore this site to learn more about our program and our faculty’s particular areas of expertise.

We offer training in several thematic areas described in more detail on the  Themes page . These include Perceptual and cognitive development; Biological Bases; Gender; Emotion, Temperament, and Adjustment; and Ecology of Development.

Graduate applications  are due  December 1 , and we encourage prospective students to contact  faculty members  by email if they have questions or want more information about the program.

Contact the Developmental Area

• Graduate Office, Graduate Records
• [email protected]
• 814-863-1721
• 133A Moore Building, Penn State University, University Park, PA 16802