quantitative psychology phd

Quantitative Psychology Graduate Program

Our guiding mission is to make novel and unique contributions to the science of psychology through the development, evaluation, and application of advanced quantitative methodologies. We primarily focus on methods for measuring and modeling individual behavior, particularly when assessed repeatedly over time. We also strive to meaningfully embed our quantitative and methodological work within the broad realm of the psychological sciences.

Please explore the resources we provide here for more details about our research, teaching, and service missions, and contact us if you have any additional questions.

Diversity and Inclusion

The Quantitative Psychology Program in the Department of Psychology and Neuroscience at the University of North Carolina Chapel Hill supports the University’s core values encouraging diversity and equal educational and employment opportunities throughout our community. We unequivocally denounce racism and other forms of hateful and discriminatory behavior with regard to culture, ethnicity, gender, sexual orientation, socioeconomic status, and age, among others. We are strongly committed to promoting diversity in our program as we consider an ideal scientific community to be one that includes a diverse representation of individuals at all academic levels. We are especially committed to training early career scientists of diverse backgrounds, and we encourage students from backgrounds historically underrepresented in the sciences to apply, including but not limited to BIPOC, LGBTQIA+, first generation college students, and those of low socioeconomic status. Our views reflect University policy as reflected the UNC Policy on Prohibited Discrimination, Harassment and Related Misconduct and the policy of University Office for Diversity and Inclusion . Please also see the Code of Conduct [PDF] for members of our Program, approved by the Equal Opportunity and Compliance Office at UNC .

Psychology (Quantitative Research Methods), PHD

On this page:, at a glance: program details.

Location: Tempe campus
Second Language Requirement: No

Program Description

Degree Awarded: PHD Psychology (Quantitative Research Methods)

The PhD program in psychology with a concentration in quantitative research methods offers an immersive education in advanced statistical techniques and research methodologies that are employed in the conduct of both basic and applied psychological research.

A collaborative, interdisciplinary approach to research empowers students to deepen their understanding and tackle key issues, such as exploring the limits of existing methods, pushing the methodological frontiers forward, evaluating the effectiveness of established and emerging methodologies, and improving the robustness of psychological research through innovative measurements and analytical methods.

What sets this program apart is its distinguished, award-winning faculty, known for their expertise and dedication to training the next generation of psychological methodologists. Alongside the faculty, students gain practical experience and master techniques in the areas of measurement, study design, data analysis, statistical modeling, and evaluation of the utility of new and existing methods.

Graduates of this program emerge as experts in quantitative research who are prepared to make meaningful contributions to the field by developing and applying sophisticated statistical and methodological solutions to address pressing research issues.

Quantitative Faculty Research Labs

Degree Requirements

Curriculum plan options.

84 credit hours, a written comprehensive exam, an oral comprehensive exam, a prospectus and a dissertation

Required Core (3 or 4 credit hours) PSY 502 Professional Issues in Psychology (3) or PSY 531 Multiple Regression in Psychological Research (4)

Concentration (3 credit hours) PSY 533 Structural Equation Modeling (3)

Other Requirements (31 credit hours) PSY 530 Intermediate Statistics (4) PSY 532 Analysis of Multivariate Data (3) PSY 534 Psychometric Methods (3) PSY 536 Statistical Methods in Prevention Research (3) PSY 537 Longitudinal Growth Modeling (3) PSY 538 Advanced Structural Equation Modeling (3) PSY 539 Multilevel Models for Psychological Research (3) PSY 540 Missing Data Analysis (3) PSY 543 Statistical Mediation Analysis (3) PSY 555 Experimental and Quasi-experimental Designs for Research (3)

Electives (22 or 23 credit hours)

Research (12 credit hours)

Culminating Experience (12 credit hours) PSY 799 Dissertation (12)

Additional Curriculum Information Electives are determined in consultation with the student's supervisory committee.

Other requirements courses may be substituted for other courses based on consultation with the student's supervisory committee.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program or a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

graduate admission application and application fee
official transcripts
SlideRoom application and fee
statement of purpose form
curriculum vitae or resume
three letters of recommendation
proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

ASU does not accept the GRE® General Test at home edition.

To apply to the doctoral program, applicants must follow the instructions on the doctoral program admissions instructions and checklist. It is strongly recommended that applicants download and print the instructions and checklist to ensure completion of the application process and that all required supplemental forms are included.

The Department of Psychology application process is completed online through ASU's graduate admission services, which includes the application form and official transcripts. Application to the Department of Psychology doctoral programs is also completed via SlideRoom, for processing of supplemental application materials. The SlideRoom account requires an additional fee.

Applicants must submit three academic letters of recommendation from faculty members who know the student well. Three letters are required, but four letters of recommendation may be submitted.

Next Steps to attend ASU

Learn about our programs, apply to a program, visit our campus, application deadlines, career opportunities.

Quantitative psychologists possess advanced statistical and methodological expertise applicable to various research challenges. While rooted in psychology, their skills find broad applications in fields such as education, heath, neuroscience and marketing. Graduates of the doctorate in psychology (quantitative research methods) program excel in interdisciplinary collaboration and effective communication of complex ideas.

Potential careers induce roles as:

consultants
data scientists
policy analysts
psychology professors
psychometricians
research scientists

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

[email protected]
480/727-4561

Psychological Sciences

Alert Content Goes Here

Graduate Program

Quantitative Methods

Program overview.

Faculty in the Quantitative Methods (QM) program train students in state-of-the-art statistical methods and engage in research that develops and applies such methods. Students in the QM doctoral program develop expertise in the principles of research design and in the theoretical foundations and application of advanced statistical models for human behavior. Students work closely on research projects with a faculty mentor throughout their graduate career, and often collaborate with other faculty and students. QM faculty collectively have expertise in factor analysis and structural equation modeling; network analysis; measurement and item response theory; exploratory data analysis; mediation and moderation; longitudinal methods; multilevel modeling; mixture modeling; categorical data analysis; and generalized linear models. Quantitative faculty approach the study of these topics from a variety of angles, such as: developing computational tools to promote the use of new or existing methods; evaluating the performance of such methods under real-world conditions; and applying these methods in novel and sophisticated ways to solve substantive problems. Several QM faculty have substantive specializations in, for example, individual differences, personality psychology, clinical psychology, learning sciences, and developmental psychology, which facilitate intensive investigation of analytic approaches critical to those substantive domains. Students may pursue greater or lesser degrees of substantive psychological training, in addition to quantitative training, depending on their and their advisors' interests.

The QM program is housed within the Department of Psychology and Human Development at Peabody College-- a top-ten ranked school of education for the past ten years. This unique context exposes QM students to a variety of applications, methods, and statistical problems that arise in psychological and educational research, as well as the social sciences more generally.

QM faculty teach courses on a broad variety of fundamental and advanced topics in design and data analysis. These courses are attended by students from a variety of social science disciplines, as well as by QM students. QM students are encouraged to tailor their curriculum to maximize relevancy for their particular research interests, background, and career goals. QM course offerings include correlation and regression; analysis of variance; psychological and educational measurement; data science methods; multivariate analysis; psychological, field, and clinical research methods; item response theory (basic and advanced); exploratory/graphical data analysis; structural equation modeling; factor analysis; latent growth curve modeling; categorical data analysis; multilevel modeling; mixture modeling; nonparametric statistics; individual differences; causal analysis in field experiments and quasi-experiments; network analysis; statistical consulting; and meta-analysis. Additionally, many of our students get an optional Minor in Biostatistics . Students may also take courses in Scientific Computing , and/or other areas of psychology and education. Several research centers on campus also provide QM students with training opportunities. Vanderbilt’s new Data Science Institute (DSI) offers numerous workshops, short courses, colloquia, and collaboration opportunities using data science methods and tools. QM faculty also serve as teaching faculty and/or faculty affiliates of the DSI and are involved with the development, operations, and strategic goals of the DSI. Also, the Vanderbilt Kennedy Center maintains a statistics and methodology core which provides a methodology lecture series as well as statistical consulting training and resources. Additionally, students gain presentation and research skills by participating in the Quantitative Methods Forum (schedule below).

Core faculty

More information about individual faculty's research programs can be obtained from their websites by clicking on their names. Alternately, a list of QM faculty is available here . Prospective students are encouraged to contact core QM faculty with shared interests to ask questions about the program. Core QM faculty recruit and train Ph.D. students through the QM program.

* Sun-Joo Cho (item response theory; generalized latent variable modeling; test development and validation)
* Alex Christensen (network analysis; data science; psychometrics; measurement)
David Cole (structural equation modeling; mediation analysis; longitudinal methods; developmental psychopathology)
Shane Hutton (survival analysis; dynamical systems modeling)
David Lubinski (measurement; assessment; individual differences; intellectual talent development)
Kristopher Preacher (structural equation modeling; multilevel modeling; mediation and moderation)
Sonya Sterba (mixture models; multilevel and longitudinal methods; latent variable models)
Chris Strauss (measurement and assessment; multilevel measurement; structural equation modelling)
Hao Wu (model evaluation; uncertainty quantification; robust and nonparametric methods; structural equation modeling)

(* = interested in recruiting a QM Ph.D. student to start in the 2025-2026 academic year)

Emeritus faculty

Joseph Rodgers (general multivariate methods; exploratory/graphical data analysis; multidimensional scaling and measurement; behavior genetics; adolescent development)
Jim Steiger (structural equation modeling; model evaluation; inferential methods; statistical computing)
Andrew Tomarken (categorical data analysis; generalized linear models; longitudinal methods; clinical psychology)

Affiliated faculty

Li Chen (statistical consulting; quantitative pedagogy)
Scott Crossley (natural language processing)
Will Doyle (data science; education policy)
Kelly Goldsmith (business analytics, marketing, consumer psychology)

The program maintains its own quantitative computer lab, and additionally individual faculty have labs and computing resources that support their research programs. There are also computing labs in the department and elsewhere in Peabody College that are supplied with statistical software often used for classroom teaching. Special funds for research-related software and computing equipment, as well as external workshop and conference travel, are available to QM students.

Information for Prospective QM Applicants

QM doctoral program graduates are prepared for faculty positions in academic settings, methodology positions in basic or applied research centers, or methodology positions in industry. Students work together with their advisor and advisory committee to refine their career goals, and tailor their research, coursework, and teaching experiences accordingly. The American Psychological Association reports that there are far more jobs for doctoral students trained in quantitative methods in psychology than there are applicants. Further information can be found here , here , and here .

The QM program is designed to lead to a Ph.D. degree within 5 years. In the first two years, students take a series of fundamental methods courses and begin working on research with their advisor. To build students' oral presentation skills, students present their research to the program on a yearly basis. Students who did not enter with a full year of calculus also complete such coursework in the Mathematics Department during this time. In their third year, students complete their masters thesis and continue research in collaboration with their advisor and others, while furthering their expertise with an individualized set of advanced coursework. Students take an exam in their third or fourth year that is based on reading lists related to content in courses they have taken up until that point. In their fourth and fifth years students finish their coursework and conduct a dissertation project under the guidance of their advisor and other committee members, while building additional independent research and/or teaching skills relevant to their particular career goals.

Doctoral applicants admitted to the QM program receive a guaranteed 5 years of stipend and tuition support, which usually takes the form of a combination of research assistantships and/or teaching assistantships in quantitative courses (for instance, the introductory graduate statistics sequence). Additionally, QM students have a successful track record of obtaining prestigious NSF fellowships. Senior students routinely also may obtain other kinds of stipends as statistical analysts or consultants for various research projects and grants on campus; these opportunities serve as valuable supplementary training experiences. Some students also serve as teaching instructors for their own section of an undergraduate statistics course or undergraduate measurement course in order to deepen their teaching credentials. Application instructions are available here .

QM Masters Program

In Spring 2014, the QM program launched a terminal M.Ed. in Quantitative Methods. This program is distinct from our longstanding research-focused Ph.D. program. More information about the goals and expectations for applicants to our M.Ed. program can be found here .

Graduate QM Minor

Doctoral students outside the QM program may elect to minor in quantitative methods. This formal minor involves taking four advanced methods courses from the QM program beyond the first year required graduate statistics sequence (6 courses total). The minor requires a 3.5 average GPA (for all 6 minor courses), with no grade below a B. The minor provides students with exceptional training in the application of complex psychometric and statistical procedures and provides students with skills that can enhance the quality of their research program over the course of their career. Many students find that the credential of a graduate minor in quantitative methods is a valuable asset in the pursuit of research-oriented academic positions or quantitatively-oriented industry positions after graduation. Detailed information on minor requirements can be obtained from the Psychological Sciences graduate student handbook. For more information, contact Kris Preacher .

Undergraduate QM Minor

The QM program offers an 18-credit undergraduate minor in quantitative methodology. For information on our new undergraduate QM minor, please click here .

Quantitative Methods Colloquium Series

The QM program offers a weekly Quantitative Methods Colloquium Series which covers novel methodological advances, cutting-edge applications of quantitative methods, inclusivity in QM, teaching pedagogy in QM, QM professional development activities, QM outreach, and QM workshops. The QM colloquium series features a mix of external speakers from different settings (e.g., academia and industry) and different stages of their careers in order to expose our QM students to a variety of career paths and perspectives. Each semester our QM forum also contains internal program speakers, QM students and QM faculty, to allow us to share our research with, and gain feedback from, our colleagues. For more information on the QM Colloquium please visit the Colloquium schedule .

Quantitative Methods Outreach

At least once per year the QM Colloquium Series features an Open House where statistical consulting problems presented by Peabody faculty guest(s) receive a program-level discussion. Additionally, our QM program offers a statistical consulting course on a yearly basis to which Peabody faculty can submit statistical problems to serve as student projects. QM faculty also maintain a listserv ([email protected]) to which Peabody faculty can submit statistical problems that are limited in scope. Submitted questions will first be considered for open house or course project slots and secondarily for a graduate assistant to the QM faculty for further attention.

Fall 2024 QM Course Offerings

PSY-GS 8861-01: Statistical Inference . TR 1:15p - 2:30p Hutton
PSY-GS 8870-01 / PSY-PC 3735-01: Correlation and Regression . TR 9:30a - 10:45a Strauss
PSY-GS 8873-01: Structural Equation Modeling . TR 11:00a - 12:15p Cole
PSY-GS 8876-01 / PSY-PC 3724-01: Psychological Measurement / Psychometrics . T 4:15p - 7:05p Lubinski
PSY-GS 8878-01 / PSY-PC 7878-01: Statistical Consulting . T 1:15p - 4:05p Strauss
PSY-GS 8879-01 / PSY-PC 3743-01: Factor Analysis . F 10:10a - 1:00p Preacher
PSY-GS 8882-01: Multilevel Modeling . W 10:10a - 1:00p Preacher

Undergraduate

PSY-PC 2110-01: Introduction to Statistical Analysis . TR 11:00a - 12:15p Hutton
PSY-PC 2110-05: Introduction to Statistical Analysis . MWF 11:15a - 12:05p Chen
PSY-PC 2110-06: Introduction to Statistical Analysis . MWF 12:20a - 1:10p Osina
PSY-PC 2110-07: Introduction to Statistical Analysis . MWF 10:10a - 11:0 0a Chen
PSY-PC 2110-08: Introduction to Statistical Analysis . TR 9:30a - 10:45a Vinci-Booher
PSY-PC 2110-09: Introduction to Statistical Analysis . TR 1:15p - 2:30p Wu
PSY-PC 2110-10: Introduction to Statistical Analysis . TR 2:45p - 4:00p Wu
PSY-PC 3722-01: Psychometric Methods . TR 8:00a - 9:15a Cho

Graduate Program

Program Requirements
Course offerings
Professional Development
Teaching Preparation
Student Funding and Awards
Student Success
Quantitative Methods Certificate
Developmental
Quantitative Methods, Measurement and Statistics (QMMS)
Conferences in the Psychological Sciences
Post-Doctoral Career Opportunities

Quantitative Methods, Measurement, and Statistics (QMMS)

QMMS Faculty

Sara h D epaoli Fan Jia Haiyan Liu Ren Liu

Emeritus Faculty: Jack Vevea Emeritus and Founding Faculty: William Shadish

QMMS Program

Quantitative Methods, Measurement, and Statistics is central to all aspects of social and behavioral sciences: science, education, public interest, and practice. This essential role of quantitative methods is reflected in the fact that Division 5 - Evaluation, Measurement, and Statistics - is one of the Charter Divisions of the APA.

QMMS program includes research and development three broad areas: measurement, research design and statistical analysis (see Aiken, West, Sechrest & Reno, 1990), as well as mathematical and statistical modeling of psychological processes.

Within each area, faculty in the QMMS program develop new methodologies and evaluate existing methodologies to examine their behavior under conditions that exist in behavioral science data (e.g., with small samples). This work supports the substantive research of all areas within social and behavioral sciences.

Faculty in the QMMS program have strengths in a wide a rray of topics, including Bayesian statistics, experimental and quasi-experimental desi gn, measurement and psychometric theory, structural equation modeling, social network theory, missing data analysis, hierarchical linear modeling, item response theory, longitudinal statistical modeling, sample size planning, etc.

Certificate in Quantitative Methods (For Non-QMMS PhD Students)

Statistical workshop series, presented by the qmms program, qmms curriculum.

In addition to the core coursework , students interested in quantitative psychology are encouraged to take the following courses:

PSY 202c: Multivariate Statistics
PSY 203: Multilevel Modeling
PSY 205: Measurement Theory and Psychometrics
PSY 207: Structural Equation Modeling
PSY 209: Longitudinal Data Analysis and Bayesian Extensions
PSY 210: Item Response Theory
PSY 213: Mathematical Toolbox for Quantitative Psychology
PSY 215: Essential Mathematics for Quantitative Social Research
PSY 290: Statistical Computing
PSY 290: Bayesian Statistics
PSY 290: Missing Data Analysis

Additional specialized courses will be offered within this area. Students should work with their faculty mentors to select appropriate courses that can provide the best foundations for their research. This may include taking courses in other specialties within Psychological Sciences and courses offered by other programs or by other UC campuses offering courses in quantitative methods.

Students who are interested in quantitative psychology can also take substantive psychology courses in another area of psychology (e.g., developmental , health ). This serves two purposes. First, it ensures a minimal level of contact with the field of psychology, commensurate with getting a doctorate in psychology. Second, it can increase the marketability of quantitative psychologists by demonstrating the ability to talk to faculty members in substantive areas such as developmental psychology or health psychology.

Representative Publications for QMMS Faculty

Bold font indicates QMMS Faculty Member.

Chen, P., Wu, W., Brandt, H., Jia, F. (2020). Addressing missing data in backward specification search in measurement invariance testing with Likert scale variables: A Comparison of Two Approaches. Behavior Research Methods . doi:10.3758/s13428-020-01415-2
Chen, P. Y., Wu, W., Garnier-Villarreal, M., Kite, B. A., & Jia, F. (2020). Testing measurement invariance with ordinal missing data: A comparison of estimators and missing data techniques. Multivariate Behavioral Research, 55 (1), 87-101.
Cheng, Y., & Liu. H. (2016). A short note on the maximal point-biserial correlation under non-normality. British Journal of Mathematical and Statistical Psychology , 69(3), 344-351.
Citkowicz, M., & Vevea, J.L. (2017). A parsimonious weight function for modeling publication bias. Psychological Methods, 22, 28-41 .
Coburn, K.M., & Vevea, J.L. (2015). Publication bias as a function of study characteristics. Psychological Methods, 20 310-30.
Depaoli, S. (2014). The impact of inaccurate “informative” priors for growth parameters in Bayesian growth mixture modeling. Structural Equation Modeling, 21 , 239-252.
Depaoli, S. (2013). Mixture class recovery in GMM under varying degrees of class separation: Frequentist versus Bayesian estimation. Psychological Methods, 18 , 186-219.
Depaoli, S. (2012). The ability for posterior predictive checking to identify model mis-specification in Bayesian growth mixture modeling. Structural Equation Modeling, 19 , 534-560.
Depaoli, S. (2012). Measurement and structural model class separation in mixture-CFA: ML/EM versus MCMC. Structural Equation Modeling, 19 , 178-203
Depaoli, S. , and Clifton, J. (2015). A Bayesian approach to multilevel structural equation modeling with continuous and dichotomous outcomes. Structural Equation Modeling, 22, 327-351 .
Depaoli, S. , Lai, K, and Yang, Y. (2020). Bayesian model averaging as an alternative to model selection for multilevel models. Multivariate Behavioral Research. Online advanced publication
Depaoli, S. , Rus, H., Clifton, J., van de Schoot, R., and Tiemensma, J. (2017). An introduction to Bayesian statistics in health psychology. Health Psychology Review, 11, 248-264.
Depaoli, S. , and van de Schoot, R. (2017). Improving transparency and replication in Bayesian statistics: The WAMBS-checklist. Psychological Methods, 22, 240-261.
Depaoli, S. , Winter, S. D., Lai, K., & Guerra-Peña, K. (2019). Implementing continuous non-normal skewed distributions in latent growth mixture modeling: An assessment of specification errors and class enumeration. Multivariate Behavioral Research, 54, 795-821 .
Depaoli, S. , Yang, Y., and Felt, J. (2017). Using Bayesian statistics to model uncertainty in mixture models: A sensitivity analysis of priors. Structural Equation Modeling: A Multidisciplinary Journal, 24 , 198-215.
Jia, F. , & Wu, W. (2019). Evaluating methods for handling missing ordinal data in structural equation modeling. Behavior Research Methods, 51 (5), 2337-2355.
Jia, F. , Moore, E. W. G., Kinai, R., Crowe, K. S., Schoemann, A. M., & Little, T. D. (2014). Planned missing data design with small sample size: How small is too small? International Journal of Behavioral Development, 38 (5), 435-452.
Lai, K. (in press). Using information criteria under missing data: Full information maximum likelihood versus two-stage estimation. Structural Equation Modeling.
Lai, K. (2020). Correct estimation methods for RMSEA under missing data. Structural Equation Modeling. Advance online publication.
Lai, K. (2020) Confidence interval for RMSEA or CFI difference between nonnested models. Structural Equation Modeling, 27 , 16-32.
Lai, K. (2019). Correct point estimator and confidence interval for RMSEA given categorical data. Structural Equation Modeling . Advance online publication.
Lai, K. (2019). Creating misspecified models in moment structure analysis. Psychometrika, 84 , 781-801.
Lai, K. (2019). More robust standard error and confidence interval for SEM parameters given incorrect model and nonnormal data. Structural Equation Modeling, 26 , 260-279.
Lai, K. , Green, S. B., & Levy, R. (2017). Graphical displays for understanding SEM model similarity. Structural Equation Modeling, 24 , 803-818.
Lai, K. , & Green, S. B. (2016). The problem with having two watches: Assessment of fit when RMSEA and CFI disagree. M ultivariate Behavioral Research, 51 , 220-239.
Liu, H ., Jin, I. H., & Zhang, Z. (2018). Structural Equation Modeling of Social Networks: Specification, Estimation, and Application. Multivariate Behavioral Research .
Liu, H. , & Zhang, Z. (2017). Logistic regression with misclassification in binary outcome variables: a method and software. Behaviormetrika , 44(2), 447-476.
Liu, H. , Zhang, Z, & Grimm, K. J. (2016). Comparison of Inverse Wishart and Separation-Strategy Priors for Bayesian Estimation of Covariance Parameter Matrix in Growth Curve Analysis. Structural Equation Modeling: A Multidisciplinary Journal , 23 (3), 354-367.
Liu, R. , & Liu, H. (2020). Nested diagnostic classification models for multiple-choice items. British Journal of Mathematical and Statistical Psychology.
Liu, R. (2019). Addressing score comparability in diagnostic classification models: An observed-score equating approach. Behaviormetrika .
Liu, R. , & Jiang, Z. (2019). A general diagnostic classification model for rating scales. Behavior Research Methods.
Liu, R. , & Jiang, Z. (2018). Diagnostic classification models for ordinal item responses. Frontiers in Psychology - Quantitative Psychology and Measurement, 9 , 2512.
Liu, R. , Qian, H., Luo, X., & Woo, A. (2018). Relative diagnostic profile: a subscore reporting framework. Educational and Psychological Measurement, 78 (6), 1072–1088 .
Liu, R. (2018). Misspecification of attribute structure in diagnostic measurement. Educational and Psychological Measurement, 78 (4), 605-634 .
Liu, R. , Huggins-Manley, A. C., & Bulut, O. (2018). Retrofitting diagnostic classification models to responses from IRT-based assessment forms . Educational and Psychological Measurement, 78 (3), 357-383 .
Liu, R. , Huggins-Manley, A. C., & Bradshaw, L. (2017). The impact of Q-matrix designs on diagnostic classification accuracy in the presence of attribute hierarchies. Educational and Psychological Measurement. 77 (2), 220 – 240.
Qu, W., Liu, H ., & Zhang, Z. (2020). A method of generating multivariate non-normal random numbers with desired multivariate skewness and kurtosis. Behavior Research Methods , 52, 939-946.
Rhemtulla, M., Jia, F. , Wu, W., & Little, T. D. (2014). Planned missing designs to optimize the efficiency of latent growth parameter estimates. International Journal of Behavioral Development, 38 (5), 423-434.
Shadish, W. R. , Cook, T. D., & Cambell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
Shadish, W. R. , Cook, T. D., & Leviton, L. C. (1991). Foundations of program evaluation: Theories of practice . Sage.
Shadish, W. R. , Clark, M. H., Steiner, P. M. (2008). Can nonrandomized experiments yield accurate answers? A randomized experiment comparing random and nonrandom assignments. Journal of the American Statistical Association, 103, 1334-1344.
Shadish, W. R. , & Haddock, C. K. (2009). Combining estimates of effect size . Russell Sage Foundation.
Shadish, W. R. , Navarro, A. M., & Phillips, M. G. (2000). The effects of psychological therapies under clinically representative conditions: A meta-analysis. Psychological Bulletin, 126, 512.
Wu, W., & Jia, F. (2013). A new procedure to test mediation with missing data through nonparametric bootstrapping and multiple imputation . Multivariate Behavioral Research , 48 (5), 663-691.
Wu, W., Jia, F. , & Enders, C. (2015). A comparison of imputation strategies for ordinal missing data on Likert scale variables. Multivariate Behavioral Research, 50 (5), 484-503. Research .
Wu, W., Jia, F. , Kinai, R., & Little, T. D. (2017). Optimal number and allocation of data collection points for linear spline growth curve modeling: a search for efficient designs. International Journal of Behavioral Development, 41 (4), 550-558.
Wu, W., Jia, F. , Rhemtulla, M., & Little, T. D. (2016). Search for efficient complete and planned missing data designs for analysis of change. Behavior Research Methods, 48 (3), 1047-1061.
Vevea, J.L. & Coburn, K.M. (2019). Publication Bias. In Valentine, J., Cooper, H., & Hedges, L.V., The Handbook of Research Synthesis and Meta-Analysis (3rd Edition) . New York: Russel Sage Foundation.
Vevea, J.L. , & Hedges, L.V. (1995). A general linear model for estimating effect size in the presence of publication bias. Psychometrika, 60, 419-435.
Vevea, J.L. & Woods, C.M. (2005). Publication bias in research synthesis: Sensitivity analysis using a priori weight functions. Psychological Methods, 10, 428-443.
Zhang, Z., Jiang, K., Liu, H. , & In-Sue Oh. (2017). Bayesian meta-analysis of correlation coefficients through power prior. Communications in Statistics-Theory and Methods , 46, 11988-12007.

Updated 2021

Administration

Office of the Chancellor
Office of Executive Vice Chancellor and Provost
Equity, Justice and Inclusive Excellence
External Relations
Finance & Administration
Physical Operations, Planning and Development
Student Affairs
Research and Economic Development
Office of Information Technology

University of California, Merced 5200 North Lake Rd. Merced, CA 95343 Telephone: (209) 228-4400

© 2024
About UC Merced
Privacy/Legal
Site Feedback
Accessibility

Skip to Content
Bulletin Home
Institution Home
Current Students
Faculty and Staff
Find a Degree
Find People

Current and former students may login to show their courses completed, where relevant, in the Bulletin.

Graduate School of Arts and Sciences /
Psychology /

Psychometrics and Quantitative Psychology (Ph.D.)

Fordham’s doctoral program in psychometrics and quantitative psychology (PQP) offers the opportunity to acquire a variety of advanced and sophisticated measurement, evaluation, and statistical skills, preparing our graduates for careers in industry, research, or teaching. The program requires 81 credits beyond a bachelor’s degree (51 credits for students who hold an M.S. or M.A. degree in a relevant field), a comprehensive exam, and a Ph.D. dissertation.

You can use the CIP code to learn more about career paths associated with this field of study and, for international students, possible post-graduation visa extensions. Learn more about CIP codes and other information resources .

Course List
Course	Title	Credits
A. Departmental Course Requirements
I. Ethical Bases		3
	Research Ethics and Social Justice
For II to V, Choose three out of four categories		9
II. Historical Bases
	History and Systems
	Fixing Psychology's Replication Crisis
III. Biological Bases
	Introduction to Neuroscience
IV. Social and Individual Bases
	Issues in Social Psychology
	Personality Theories and Research
V. Cognitive-Affective Bases
	Cognitive Development
	Cognition and Affect
VI. Methodological Bases		15
	Introduction to Psychology Statistics w/ Lab
	Psychology Research Methodology
	Regression with Lab
	Introduction to Multivariate Analysis
	Experimental Design
B. Psychometrics & Quantitative Psychology Program Requirements
I. Statistics & Research Core Courses
Seven of the following:		21
	Multidimensional Scaling
	Advanced Multivariate Analysis for Psychology
	Models of Decision and Choice
	Structural Equation Modeling
	Hierarchical Linear Models
	Item Response Theory
	Bayesian Statistics
	Correspondence Analysis
If the student takes all eight courses, the extra course wil be counted towards Supplemental Courses
II. Supplemental Courses
Seven of the following:		21
	Psychometric Theory
	Cognitive Assessment with Lab
	Personality Assessment with Lab
	Missing Data Analysis
	Factor Analysis
	Cluster Analysis
	Meta-Analysis
	Categorical Data Analysis
	Equating Test Scores
C. Departmental-Wide Requirements
I. Seminars		3
For 1st - 5th semesters:
	Psychometric Topics Seminar I
6th semester:
	Psychometric Topics Seminar II
II. Colloquium
For 6 Semesters:
	Research Colloquium
III. Research Practicum MA Thesis		3
	Pre-Doctoral Thesis
	Independent Research
IV. PhD Comprehensive Exam
	Psychology Doctoral Comprehensive Examination
V. Proposal Acceptance		3
	Proposal Acceptance
VI. Dissertation Mentoring		3
	Dissertation Mentoring-Psychology
Total Credits		81

More information about the Comprehensive Examination can be found on the information page on the Fordham website.

Print this page.

The PDF includes all information on this page and its related tabs. Subject (course) information includes any changes approved for the current academic year.

The PDF will include the entire catalog.

Psychology (Quantitative Research Methods), PhD

Program description
At a glance
Degree requirements
Admission requirements
Tuition information
Application deadlines
Career opportunities
Contact information

Data Analysis, Data Analytics, Data Mining, Data Science, Data analysis and mining, Machine Learning, Psychology, Quantitative Science, Research Methods, analysis, approved for STEM-OPT extension, statistics

Elevate your expertise in psychology research methodologies at one of the top-ranked programs in the nation. You'll collaborate with esteemed faculty to master cutting-edge statistical techniques, innovate in psychological research and become a leader in shaping the future of the field.

This program may be eligible for an Optional Practical Training extension for up to 24 months. This OPT work authorization period may help international students gain skills and experience in the U.S. Those interested in an OPT extension should review ASU degrees that qualify for the STEM-OPT extension at ASU's International Students and Scholars Center website.

The OPT extension only applies to students on an F-1 visa and does not apply to students completing a degree through ASU Online.

College/school: The College of Liberal Arts and Sciences
Location: Tempe
STEM-OPT extension eligible: Yes

84 credit hours, a written comprehensive exam, an oral comprehensive exam, a prospectus and a dissertation

Required Core (3 or 4 credit hours) PSY 502 Professional Issues in Psychology (3) or PSY 531 Multiple Regression in Psychological Research (4)

Concentration (3 credit hours) PSY 533 Structural Equation Modeling (3)

Electives (22 or 23 credit hours)

Research (12 credit hours)

Culminating Experience (12 credit hours) PSY 799 Dissertation (12)

Additional Curriculum Information Electives are determined in consultation with the student's supervisory committee.

Other requirements courses may be substituted for other courses based on consultation with the student's supervisory committee.

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree from a regionally accredited institution.

All applicants must submit:

graduate admission application and application fee
official transcripts
SlideRoom application and fee
statement of purpose form
curriculum vitae or resume
three letters of recommendation
proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

ASU does not accept the GRE® General Test at home edition.

Applicants must submit three academic letters of recommendation from faculty members who know the student well. Three letters are required, but four letters of recommendation may be submitted.

Session	Modality	Deadline	Type
Session A/C	In Person	12/05	Final

Potential careers induce roles as:

consultants
data scientists
policy analysts
psychology professors
psychometricians
research scientists

Department of Psychology | PSY 201 [email protected] 480-727-4561

Quantitative Psychology

Quantitative psychology emphasizes applied methods for the analysis of data resulting from psychological experiments and correlational studies.

Program Focus
UC Davis offers a wealth of opportunities for training in quantitative psychology. This program is an applied quantitative program, with emphasis on linear models and psychometrics. The program covers standard topics, such as experimental design and the analysis of variance, regression analysis, and multivariate analysis. More advanced courses are offered in the areas of structural equation modeling, factor analysis, hierarchical linear and nonlinear modeling, and psychometric theory.
Research Topics
Research by faculty includes both the development of new techniques in the areas of hierarchical modeling, structural equation modeling, and factor analysis as well as the application of these techniques to the study of several domains of behavior, including cognitive or intellectual development and health behaviors.
Research Centers
We offer students a stimulating and congenial work atmosphere. There are excellent field, laboratory, computer and library facilities, as well as exceptional colleagues in other areas of psychology and ancillary sciences.
Why UC Davis?
The city of Davis and the surrounding areas offer rich intellectual, cultural, and recreational opportunities. UC Davis sponsors a number of cultural events, including world-class performances, distinguished speakers, free summer concerts, and innovative exhibits at galleries and museums. The campus is located about 15 miles from Sacramento (the state capital), roughly 50 miles from the beautiful Napa and Sonoma valleys (wine country), 72 miles from the cosmopolitan Bay Area (Berkeley and San Francisco), and about 150 miles from such spectacular resort and wilderness areas as Lake Tahoe and Yosemite. Northern California, including Davis, is known for its outstanding quality of life.
Fellowships available for PhD Students
Fellowships available for PhD Students in Quantitative Psychology and in Education

Quantitative Psychology

Quantitative Psychology at the University of Illinois, Urbana-Champaign, has a long-standing tradition of academic excellence. A list of faculty who taught at Illinois during the past decades reads like a who-is-who of 20 th century Psychometrics and Quantitative Psychology. Luminaries like William Batchelder, Raymond B. Cattell, Lee J. Cronbach, Charles Osgood, Lloyd Humphries, Henry Kaiser, Robert Linn, Roderick McDonald, Jum C. Nunnally, Ledyard R Tucker, and Herbert Woodrow taught at Illinois. 16 former presidents of the Psychometric Society have close ties to Illinois--be that as faculty or former students; among them is the current president of the Psychometric Society, Daniel Bolt, who graduated from the Quantitative Psychology Program in 1999.

The PhD program in Quantitative Psychology at the University of Illinois, Urbana-Champaign, offers an integrated curriculum that blends instruction and research. Our goal is to train students to become the next generation of outstanding quantitative methodologists and mathematical and computational modelers. Our alumni work in academic institutions, testing organizations, government, research laboratories, and industry.

Our curriculum covers a broad spectrum of modern behavioral analytics : categorical data analysis, clustering, cognitive diagnosis, hierarchical linear models, latent trait theory, mathematical and computational models of judgment and choice, decision making, and information processing, multivariate analysis, psychometrics, psychological scaling, and structural equation modeling. Students are encouraged to broaden the scope of their education through coursework in neighboring disciplines such as applied statistics, computer science, operations research, educational evaluation and measurement.

Current faculty teaching in the Quantitative Psychology Program (detailed information on faculty can be found in following the link to their individual websites):

Jared Hotaling
Hans Friedrich Koehn
Michel Regenwetter
Michelle Wang

At Illinois, we have always taken an active stance in strongly supporting women and minority students and faculty. The quantitative faculty at Illinois are committed to cultural, gender, and race equality and diversity, as well as to treating all people equally and with respect. We strongly encourage students of under-represented backgrounds to apply to our program.

The Quantitative Psychology PhD program trains the future developers and inventors of mathematical and quantitative psychology, not just savvy users of existing methods. We strongly favor applicants with prior training in STEM fields, such as Computer Science, Engineering, Mathematics, Statistics, and related disciplines. The ideal applicant is an intellectually curious double major in mathematics or statistics and psychology who also has excellent verbal skills.

The best preparation to apply to the Quantitative Psychology PhD program is to take several mathematics or statistics classes (in a Mathematics or Statistics department) and to pass them with excellent grades. International students must pay careful attention to Application Requirements, especially in Language Proficiency.

Three students in business attire talking

In most years, a large portion of our applicant pool is ineligible for admission because of insufficient evidence for language proficiency. If you are an international applicant, it is extremely important that you visit this link before you apply.

See English Proficiency Requirements

Faculty working in Quantitative Psychology

Related News

How to Prepare for Doctoral Study in Quantitative Psychology

Once a student has decided that quantitative psychology may be an area of possible doctoral study, the APA Task Force for Increasing the Number of Quantitative Psychologists advises students to consider the following academic and research experiences to prepare for the doctoral programs in North America. It is important to note that doctoral programs in quantitative psychology vary in the background and experience that they require for their applicants, so it is important to visit individual program websites for specific requirements.

Wherever possible, it is useful to identify a faculty member who has quantitative interests to supervise and mentor during the preparation for graduate school. At many schools this may be difficult because there are no faculty whose primary focus is on quantitative methods. If this is the case, it is useful to align oneself with a faculty mentor who is an active researcher from whom one can receive advice and gain experience as a research apprentice.

Coursework in mathematics and statistics in undergraduate school

Among the frequently asked questions of undergraduate students who are considering the field of quantitative psychology is what level of mathematics training is required. In fact, this answer varies widely by quantitative program. Quantitative programs do not typically state minimum mathematics and statistics requirements for admission. Yet, admissions committees carefully review transcripts for evidence that the applicant has studied mathematics and/or statistics and has talent in this area. It is useful, and for admission to some quantitative programs essentially mandatory, that students have successfully completed a college-level calculus series. A course in linear algebra is also often useful.

A sustained interest in mathematics and/or statistics is important. Many undergraduates place out of college mathematics courses through advanced placement tests and coursework completed during high school. It is also possible that students have pursued majors during college that require few mathematics requirements. If this is the case, it is still important show evidence that there is an adequate interest and good performance in mathematics.

Coursework in mathematics in graduate school

Some quantitative graduate programs will encourage applicants, once accepted to the doctoral program, either to brush up or strengthen their math abilities by taking courses in the math, statistics or biostatistics departments. In addition to calculus and linear algebra, math courses might include advanced calculus and multivariate calculus. Statistics courses might include introduction to statistics, statistical methods and theory, numerical methods, statistical linear models or probability.

Undergraduate coursework in quantitative methodology in psychology

There are courses in the psychology department that would be very useful to take prior to applying to a quantitative doctoral program. The number of these courses available within the department of psychology varies widely across universities. They may consist of courses covering introductory statistics, advanced undergraduate statistics, tests and measurement, and research methods. Sometimes these courses are offered in other departments as well. Quantitative admissions committees will expect students to show excellent performance in the following types of psychology courses: Statistics for the behavioral sciences, research methods, tests and measurements (psychometric theory) and any advanced psychological statistics course that is offered.

Taking graduate methodology courses as an undergraduate

Some psychology departments will allow (with permission) qualified undergraduates to enroll in graduate-level statistics courses such as a two-semester first year doctoral sequence or upper-level quantitative courses (e.g., multivariate analysis, structural equation modeling and psychometric theory). These experiences are extremely valuable and demonstrate to an admissions committee a student’s ability to perform as a graduate student.

Independent research project

If there is an opportunity to conduct an honors thesis, capstone experience or master’s thesis, this independent research is an excellent way to demonstrate the ability to conceptualize a research problem, select an appropriate design, obtain data, conduct analyses and report findings. Honors theses that involve data-intensive experiences involving statistical/quantitative modeling are strongly encouraged.

Data-intensive research experience

Another important experience that can help an undergraduate or master’s student prepare for a quantitative program is simply joining a professor’s laboratory where there is a chance for significant involvement in a research project (e.g., as a research assistant). While research participation is always useful, for a doctoral program in quantitative psychology a student’s involvement should ideally be focused on the data component of the research, including assisting with research design, item writing, data management, planning for statistical analyses, conducting analyses using common and specialized statistical software and reporting findings.

Other valuable experience

The following additional activities are useful ways to help an admissions committee see a student’s commitment to quantitative. Sometimes there are opportunities to participate in additional educational experiences, such as multiday workshops in quantitative methods, that are offered either at one’s own institution, prior to a national conference or in some other forum. These workshops do not substitute for a course, but they provide a valuable overview of quantitative area. Students are encouraged to present their research (preferably with a quantitative emphasis) at a professional conference and/or publish their research. Most often, it is expected that these professional activities will be conducted under the supervision of a mentor or research advisor. Some students have the opportunity to be a paid (or unpaid) teaching assistant for a research methods course, a statistics course or other related course.

Contact Science Directorate

Quantitative/Psychometric Methods (QPM)

Quantitative/Psychometric Methods Faculty

An international leader in applications and theory of psychological measurement, the Quantitative/Psychometric Methods program brings together the talents of program and affiliated faculty. You can specialize in one or more areas of psychometrics, including multivariate methodology such as:

factor analysis
structural equation modeling
item response theory
computerized adaptive testing
multi-way data analysis
nonparametric methods

You are encouraged to conduct research with more than one faculty member over your course of study. Affiliated faculty interests include methodological and substantive problems in cognitive measurement (including the measurement of abilities, aptitude, and achievement), psychopathology, personality measurement, and the measurement of preferences.

In our admissions process, we look for quantitative interests and skills as well as some understanding of basic methods, techniques, and approaches to psychological research. We do not require a mathematics major or minor for admission, but you should appreciate the usefulness of mathematical methods as a tool in psychology. Course work in calculus, linear algebra, and statistics are also helpful. We also favorably regard undergraduate training in symbolic logic, the philosophy of science, the study of tests and measurements, and psychological research.

The QPM program will prepare you for research, teaching, and technical careers. You will learn research skills that will help you develop innovative solutions to problems in psychological measurement and the analysis of psychological change. Our program covers problems of translating psychological observations into numerical form by developing psychological measurement instruments and by developing new methods for scaling psychological data, investigating the reliability and validity of psychological data, and analyzing psychometric data using a variety of modeling approaches. We also maintain a close collaboration with the School of Statistics , and many of our students acquire an MS in statistics while enrolled in the program. The QPM program does not accept students for a terminal MA.

Please visit the Graduate Education Catalog: Psychology for curriculum requirements specific to the QPM program.

You will often work with faculty from other areas and take courses offered through:

applied statistics
experimental design
correlational methods
advanced test theory
psychological scaling
the Departments of Applied and Theoretical Statistics,
the School of Mathematics
the Department of Computer Science

Depending on your goals, you may take courses in philosophy, biostatistics, sociology, child development, or other fields.

In recent years, all students in the QPM have enrolled in the master's program of the University of Minnesota School of Statistics. Faculty in QPM and the School of Statistics work closely with one another to provide a solid foundation in statistical theory. Some faculty hold joint appointments in both programs.

Funding Opportunities

The Department of Psychology offers a variety of funding opportunities to graduate students -- including assistantships, fellowships, and a training program supported by a T32 grant from the National Institutes of Health.

For more information, please see the Funding Opportunities webpage or the page on the Training Grant .

Core Faculty

Niels G. Waller , Professor and Area Director David J. Weiss , Professor Nate Helwig , Associate Professor Katerina M. Marcoulides , Associate Professor

Associated Faculty

Matthew McGue , Professor

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

Quantitative methods, doctor of philosophy (ph.d.), you are here, a doctoral program focused on measurement and evaluation that trains students to create new research methodologies and design empirical data analyses. .

The Quantitative Methods Ph.D. program is designed to prepare future professors at research universities and principal investigators at research and assessment organizations in education, psychology, and related human services fields.

What Sets Us Apart

About the program.

Rigorous coursework across the field of education will prepare students with the tools needed to conduct cutting-edge research and assessment.

Fall: 4 courses; Spring: 4 courses

Research apprenticeship Yes

Culminating experience Dissertation

The Ph.D. program in Quantitative Methods is designed to prepare students for faculty positions at universities as well as important responsibilities at research and assessment organizations. Graduates will be prepared to design first-rate empirical research and data analyses and to contribute to the development of new research methodologies. Students who apply directly to the doctoral-level study program following a baccalaureate degree will enroll in the core courses described for the M.S.Ed. degree in Statistics, Measurement, Assessment, and Technology (SMART) and the more advanced courses for the Ph.D. degree. This will include the development of independent empirical research projects.

Doctoral degree studies include advanced graduate coursework, a research apprenticeship, a Ph.D. Candidacy Examination, and the completion of a doctoral dissertation that represents an independent and significant contribution to knowledge. The research apprenticeship provides students with an opportunity to collaborate with a faculty sponsor on an ongoing basis and to participate in field research leading to a dissertation.

For information about courses and requirements, visit the Quantitative Methods Ph.D. program in the University Catalog .

Our Faculty

Affiliated Faculty

Eric T. Bradlow K.P. Chao Professor, The Wharton School Ph.D., Harvard University

Timothy Victor Adjunct Associate Professor, Penn GSE

"Penn GSE’s Quantitative Methods Ph.D. program equipped me with the methodological skills to do impactful applied education research as soon as I graduated."

Anna Rhoad-Drogalis

Our graduates.

Graduates go on to careers as university professors, researchers and psyshometricians for government agencies, foundations, nonprofits organizations, and corporations.

Alumni Careers

Assistant Professor, Texas A&M University-Corpus Christi
Associate Director, Bristol-Myers Squibb
Lead Psychometrician, American Institute of Certified Public Accountants
Research Analyst, Penn Child Research Center, University of Pennsylvania
Senior Director, Educational Testing Service
Senior Researcher, Mathematica

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Christine P. Lee Program Manager (215) 898-0505 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

Related News & Research

Policy Corner: SCOTUS decision striking down Biden admin's Student Loan Forgiveness Program will have wide-ranging consequences

Alan Ruby discusses success of India’s universities in achieving sustainable development

From philadelphia to seoul, global master’s program builds higher ed management.

Professor Brooks Bowden standing in front of a black chalkboard.

Bowden: New budget formula could lead to "stunning losses" for some Pa. schools

Center on Standards, Alignment, Instruction, and Learning

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-ready standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation.

Young children participating in a classroom activity.

Penn Early Childhood and Family Research Center

The Penn Early Childhood and Family Research Center aims to advance the use of science in a context of public trust to address problems affecting the well-being of young children and families facing systemic injustice and disadvantage.

Quantitative Program

> graduate
> areas
> quantitative

As a discipline, Quantitative Psychology encompasses research on applied statistics and methodology, mathematical models of behavior, as well as philosophy of science. Quantitative research ranges from purely mathematical to sophisticated applied work in a particular substantive domain.

Some broad examples of questions encountered in Quantitative Psychology are:

How is the conceptualization of a psychological construct operationalized and measured?
Does a specific system of equations and distributions reproduce obtained data sufficiently well?
How well do the assumptions underlying a statistical model correspond to a class of research problems?
What novel hypotheses does a new analytic technique allow one to pose?

Our Ph.D. program is highly selective and interdisciplinary. It also provides a great degree of flexibility, allowing one to tailor the program of study to her or his goals and interests. In addition to the resources and expertise within the Psychology Department, University of Washington offers outstanding opportunities in statistics, mathematics, computation and modeling. Student are encouraged to immerse themselves in the broader UW environment.

Subscribe to our updates

Experiential Learning
Human Subject Pool
Student Associations
Student Research
PhD Program
Behavioural Neuroscience
Cognitive Science
Developmental

Quantitative Methods

Social & Personality
Opportunities
Research Streams
Participate
Postdoctoral Research
PSYC240: Research Experience
Newsletters
Pets of UBC Psych
EDI Committee
EDI Strategy, Goals & Initiatives
EDI Involvement
EDI Resources & Support
EDI Funding
EDI Research
Diversity Mentorship Program
Equity, Diversity, and Inclusion
Psychology Clinic
Community Pantry
Job Opportunities
Sustainability

Gain training in the theory and application of quantitative methods for psychological research and contribute to the development of new knowledge in the field of quantitative psychology.

With regard to training, we seek to develop a foundational knowledge for graduate students of all areas and to provide state-of-the-art training for graduate students seeking a PhD in this field. The graduate program provides a rigorous curriculum, opportunities for experience in teaching, and extensive training and experience in research.

Our mission also involves the conduct of research that will make valuable contributions to the growth in knowledge regarding the theory and use of quantitative methods in psychological research. In addition, we contribute to the advancement of knowledge in substantive areas through the careful and proper use of sophisticated quantitative methods.

Program Overview

The Quantitative Methods program offers graduate study leading to both the MA and PhD degrees. The field of quantitative methods emphasizes measurement and data analysis, but covers a broad spectrum of topics ranging from the mathematical modelling of psychological processes and phenomena (mathematical psychology) to the theory and techniques of mental measurement, individual differences, statistics, and data analysis techniques generally.

The underlying philosophy in the quantitative methods area is that students are best served by an interdisciplinary program embracing the mathematical-theoretical underpinnings of the field as well as the applied techniques and substantive ideas that have emanated from them. Students will take courses in mathematical statistics and allied topics from the Statistics and Mathematics departments, as well as courses in applied topics given by other departments. Within the Department of Psychology, students will take courses in such topics as analysis of variance, multiple regression analysis, multivariate analysis, structural equation modelling, hierarchical linear modelling, factor analysis psychometric theory, and assessment techniques in psychology.

In addition to their coursework, students will be expected to become involved in research in the field. This research might entail joint activities with faculty members associated with the program or research initiated by the students themselves. Broad research areas currently represented by faculty members of the area include the development and testing – via Monte Carlo methods – of new statistical procedures, the investigation of sampling properties of some established statistics using computer simulation methods and analytical asymptotic derivations, mathematical models of personality structure and person perception, and applied assessment techniques.

MA program (at least 30 credits)

The MA program requires full-time resident study and should be completed within two years.

6 credits of Quantitative Methods core program courses
6 credits of statistics
3 credits of PSYC courses outside the Quantitative Methods area
Thesis (18 credits)

In addition, certain students may be required to complete additional courses or other undertakings because of deficiencies in their preparatory background; these requirements are specified by the program in coordination with the Graduate Student Progress Committee in writing during the first term of the student’s residence in the program.

Note: Students completing the MA program must apply for acceptance into the PhD program; acceptance depends upon the quality of the master’s-level work.

PhD program (at least 12 credits)

Full academic year residency is required for PhD students until the attainment of candidacy.

9 credits of Quantitative Methods core program courses
Comprehensive examination
Dissertation

Core program courses

Quantitative Methods students must take at least five (3-credit) courses beyond the 6 credits of required statistics at the MA level. In addition to the courses listed below, core program courses in Quantitative Methods include selected 500-level EPSE statistics courses and selected undergraduate or graduate STAT courses. Other courses may be substituted on a case-by-case basis with approval from the student’s supervisor, area, and Associate Head, Graduate Affairs. Please refer to the Graduate Student Handbook for more details.

PSYC 546b – ANOVA and the General Linear Model PSYC 546d – Survey of Multivariate Methods PSYC 546e – Multiple Regression PSYC 546h – Measurement in Psychology PSYC 546i – Statistical Tools for the Replication Crisis PSYC 546j – Multilevel Modeling PSYC 546x – Applied Multivariate Statistics PSYC 546y – Structural Equation Modeling

The GRE is optional for Fall 2022 graduate admissions in the Quantitative Methods area. Successful applicants will have demonstrated quantitative reasoning skills; thus, we encourage interested applicants who have not otherwise demonstrated such skills (e.g., through excelling in mathematics and statistics courses) to take the GRE.

Ohio State navigation bar

BuckeyeLink
Search Ohio State

Ph.D. Program Requirements

Quantitative graduate program handbook.

This document outlines requirements for completion of the Ph.D. program in quantitative psychology. Students in the quantitative program are also subject to policies and procedures stated in the Graduate School Handbook and the Psychology Department Rules for Graduate Students. All graduate students in the program are responsible for being familiar with the applicable contents of these documents.

I. Choosing an Advisor

Each student in the quantitative psychology program will have an advisor with a primary appointment in the quantitative program. Initial matches will happen upon admission based on student interests and faculty availability.

Students are encouraged to work with more than one faculty member, and, if necessary, they are permitted to change advisors. The most appropriate time to change advisors is following completion of the Master's thesis, but changes may be considered at other times. A student wishing to change advisors should discuss the matter with both the current and prospective future advisor. Both the current and prospective future advisor must approve the change, and the Psychology Graduate Program Office must be advised of the change after it is approved.

II. Course Requirements

The overall program of study for each student is developed in consultation with the advisor. There are certain course requirements around which the program of study should be built:

A. Students entering the Quantitative program without a degree in Psychology should consider, in consultation with their advisor, completing Psychology 6809, Historical Development of Psychology. Because Psychology 6809 is not always available each year, students who intend to take this course should take the first available course offering.

B. The Psychology department requires completion of Psychology 6810 and 6811, the introductory graduate statistics sequence in psychology, for the Ph.D (see the Psychology Graduate Handbook). For the Quantitative area, these courses are required for the Master’s and will normally be completed in the first year. Students who enter the program with more substantial mathematics and statistics backgrounds, or who intend to complete a dual Master’s degree in Statistics and Psychology, are encouraged to satisfy the Psychology 6810/6811 requirement by substituting either Statistics 6301 and 6302 or Statistics 6801 and 6802. Whether or not a student should or is proficient enough to take these more advanced courses, is at the discretion of the student’s advisor. Similarly, if a student does not have sufficient background for Psychology 6810 and 6811, he or she should consult his or her advisor in devising a plan for remediation. Remedial courses will not satisfy the statistics sequence requirement for the department or for the Master’s in Quantitative Psychology.

If a student, together with his or her advisor, believes that his or her prior course work or experience is equivalent to either Psychology 6810 or 6811, he or she may substitute one or more of the Statistics classes listed above. Students should, however, consider that there are hidden benefits to taking the Psychology 6810/6811 sequence, including:

A unique opportunity to form relationships with other members of their cohort, including students outside their area of study whom they would not in other circumstances have had a chance to meet; An opportunity to refresh or broaden potentially rusty skills in a class that should not be very demanding if the student has already mastered the material; If the student is coming to psychology from another discipline, an opportunity to see how statistics are used in psychology and what kinds of statistics are most relevant to psychological research; and If the student is planning a career in academics, an opportunity to see how statistics is taught and to obtain a set of notes that can later be used in preparing his or her own course after obtaining a university position.

C. Graduate students in Quantitative Psychology should register for Psychology 7896 (the Quantitative colloquium series) every fall and spring semester. This course is an internal colloquium series in which faculty and students in the program give presentations on their work, and outside speakers will be invited as well. Each graduate student in the program is expected to give a presentation to the area at least once per year. It is assumed that each student will register for Psychology 7896 unless they are exempted by their advisor and the course instructor. Reasons for exemption usually involve scheduling conflicts with teaching and other courses.

D. Each student must also satisfy the course requirements for a concentration or minor program outside of Quantitative Psychology. A student may minor in another area of Psychology, or in another department, such as Computer Science, Economics, Mathematics, or Statistics. Specific requirements for a minor are defined by the specific program areas, but must include a minimum of two courses. Minor program requirements should be completed by the end of the third year of study. Students in dual Master’s degree programs are not required to complete an additional minor. Completion of a minor or a dual degree also satisfies the Psychology department’s breadth requirement.

E. Students who intend to complete a dual Master’s degree in Statistics and Psychology will be required to submit a dual-degree program plan approval form to the Graduate School. Per the Graduate School’s requirements, “A minimum of 50 percent of the hours counted toward the credit hour requirement for each degree must be unique to that degree and cannot be used for dual credit. The graduate studies committee may establish a minimum higher than 50 percent.” Pursuit of a dual degree must be approved by the advisor.

F. The Graduate School Handbook specifies minimum grade requirements for coursework. Students must recognize that expected performance in courses is substantially higher than those minimum levels. Because many of the courses offered by the Quantitative Psychology program attract substantial numbers of students from substantive programs in Psychology, Quantitative Psychology students will often constitute a small minority in these courses. The faculty expect that performance by Quantitative students in these courses will generally be superior to students from other programs. The grading scale for Quantitative students in Quantitative courses is viewed according to the following criteria: A = excellent; A- = minimum expected; B+ = below expectation; B = poor. These criteria will be taken into account during the annual evaluation of each student (see below). In addition, area faculty have the option of requiring additional work by Quantitative students in courses where Quantitative students are in the minority.

III. Masters Degree

All students in the Psychology Department are expected to obtain a Master's degree. Degree requirements in the Quantitative area are:

A. Completion of Psychology 6810, 6811, and four additional courses in the quantitative program. Note that students are required by the Graduate School to complete a minimum of 30 credit hours before obtaining a Master’s degree, so students need to take other graduate level courses to meet the 30-credit requirement.

B. Completion and successful defense of a Master's thesis. The purpose of the thesis is to provide the student with experience in conducting research and producing a research document. The topic for the thesis is developed through reading, research, and discussions with faculty, especially the advisor. The student prepares a research proposal, which is evaluated by the student's Master's Examination committee. Upon approval of the proposal, the student carries out the research, writes the thesis, and completes the Master's thesis oral examination. Students who have already carried out research may write their Master’s thesis on the completed work, pending approval from their committee. Students should reference the Graduate School Handbook for university requirements and deadlines.

C. The Master’s examination committee consists of at least three faculty members. Two of these faculty members must be from the Psychology department and at least two of the committee members must be graduate faculty. Further, the advisor must be category M or higher in the graduate program. The advisor serves as chair of the committee. If the advisor does not have his/her primary appointment in the Quantitative area, at least one other faculty member on the committee must have a primary appointment in the Quantitative area and must be able to serve as "co-chair" of the committee.

D. Students who enter the program with a Master’s degree in Psychology (or closely related field) from another university may waive Master’s degree requirements. To be eligible, the student must submit a copy of their Master’s (or other) thesis to the Quantitative area faculty for approval. If the thesis is approved, the student must, in accordance with department guidelines, complete a written first-year project to be kept on file with the Graduate Studies Committee. If the thesis is not approved, the student must complete a Master’s degree as outlined above.

E. Upon completion of the oral defense of the Master’s thesis, the Master’s examining committee, in consultation with the Quantitative area faculty, will recommend whether or not the student should continue in the program as a Ph.D. student. This recommendation will appear on the "Recommendation for Continuation" form provided to the Psychology department. Students who are recommended to continue may pursue candidacy.

F. The Master’s degree should be completed by the end of the second year.

IV. Candidacy Examinations

The candidacy exam is intended to evaluate students' mastery of significant knowledge and literature in the field, and to help students consolidate their knowledge and to prepare for dissertation-level research. The candidacy exam has both a written and an oral component. The written component includes a major area exam in quantitative psychology, and may include a component covering the minor program. The requirement of a written minor exam is left to the discretion of the minor program. The candidacy examination is normally completed during the third or fourth year in the program.

A. The candidacy committee consists of four graduate faculty members. Three of these faculty members must be from Psychology. The advisor must be category P in the graduate program. The advisor serves as chair of the committee and at least two committee members must have a primary appointment in the Quantitative area. If the advisor does not have an appointment in the Quantitative area, one of the Quantitative committee members must be able to "co-chair" the committee. One of the four graduate faculty members must be a representative of the concentration/minor program. A Graduate Faculty Representative may be assigned at the request of the student and the advisor.

B. The candidacy exam proceeds as follows:

In consultation with the advisor and the candidacy examination committee, the student identifies several relevant topic areas of interest. These topic areas should represent depth within the student’s particular subfield (e.g., mixture modeling) as well as breath in related subfields (e.g., structural equation modeling, factor analysis, hierarchical modeling).
The student develops a reading list covering these topics. The list could include important books, classic journal articles, and journal articles representing important lines of research in the area, including current research. The reading list must be approved by the members of the candidacy examination committee, excluding the minor area representative unless the minor area requirements state otherwise.
The student is given time (at least two months, but not more than six months, to be negotiated with the advisor) to study the material represented on the reading list.
At least three members of the candidacy examination committee shall write questions covering the topics on the student’s reading list. The advisor shall collate these questions and present them to the student at the beginning of the examination period.
The student will have four weeks to answer the questions, spending approximately one week on the questions from each committee member, unless otherwise specified. Responses should be typed and can be submitted either electronically or as hard copy. Each committee member should receive the responses to all questions.
About two weeks following the delivery of the written responses, the student will defend his or her answers in a two-hour oral exam.
If the candidacy examination committee determines that the student’s performance on the exam is unsatisfactory, the student may be given a second opportunity to take the exam at the discretion of the candidacy examination committee. If a second opportunity is given, the second exam, which may consist of only the oral portion or both the written and oral portion, must be completed within two semesters of the unsatisfactory attempt. The members of the candidacy examination committee must not change except with permission of the dean of the Graduate School. In addition, the Graduate School will appoint a representative to be present at the second exam.
Upon successful completion of the candidacy exam, the student is admitted to doctoral candidacy.

V. Ph.D. Dissertation

The Ph.D. dissertation represents the culmination of graduate training. The dissertation must show evidence of independent and original contributions to the chosen field of study. The doctoral student develops a research topic in consultation with the advisor. The student prepares a proposal of the research and submits that proposal to the dissertation committee, which meets with the student to evaluate the proposal. Upon approval of the proposal, the student proceeds with the research and writes the dissertation. Upon completion of the dissertation, a two-hour oral examination is conducted covering the dissertation research. Successful completion of the oral examination and approval of the dissertation document completes the requirements for the Ph.D. degree. Students who have already carried out research may write their dissertation on the completed work, pending approval from their committee.

The dissertation committee consists of at least three graduate faculty members, chosen by the student in consultation with the advisor. Three of these faculty members must be from Psychology. The advisor must be category P in the graduate program. The advisor serves as chair of the committee. At least two of the committee members must have a primary appointment in the Quantitative area. If the advisor is not a member of the Quantitative area, one of the Quantitative members must be able to “co-chair” the committee. A Graduate Faculty Representative will be assigned to attend the final oral examination.

VI. Progress and Performance in the Program

It is important for graduate students to understand the expectations regarding progress in the program, as well as other aspects of performance. Progress is defined in part by completion of degree requirements in a timely manner. Performance is judged using a variety of factors involving quality and effort in coursework and research activities. This section describes expectations regarding progress and performance, followed by an explanation of mechanisms for rectifying circumstances where progress and performance are not satisfactory.

A. Expected progress in the quantitative psychology graduate program is defined as follows:

Completion of the Master's thesis prior to the end of the second year in the program;
Completion of the candidacy exam prior to the end of the fourth year in the program;
Completion of the Ph.D. dissertation by the end of the fifth year in the program.

Failure to meet these progress expectations may lead to poor annual review ratings (see Section E. below).

B. In addition to maintaining reasonable progress in the program, students are expected to exhibit an acceptable level of quality in their coursework and research activities. Performance will be judged based on course grades, as discussed in Section II.F above, mastery of relevant literature, and ability to conceive, design, and conduct research, as well as to produce professional written and oral reports of research.

C. There are a number of other activities that will be expected of each student. These expectations are associated with the significant role of research in Ph.D. training. A Ph.D. is a research degree, and students are expected to focus on current research in the field, as well as to develop their own research interests and abilities, and to gain the skills for presenting research results in oral and written form. During the first year it is expected that each student will join appropriate professional societies, and begin reading articles from relevant journals. During the first two years it is expected that students will begin to attend professional conferences whenever possible. Prior to taking the candidacy examination, each student will be expected to have (a) made at least one conference presentation, (b) submitted at least one manuscript for publication, and (c) worked on research projects with at least two faculty members. Conference presentations and journal submissions should be high priority activities at every stage of training, but especially for students beyond the candidacy examination. The degree to which students meet these expectations will be taken into consideration during annual evaluations.

D. In the spring semester each year, the faculty of the program will meet to evaluate each student. Following that meeting, each student will meet with his or her advisor to receive feedback on progress and quality of performance in the program, and to discuss plans for the subsequent year. Each student will be provided with a written summary of this evaluation.

This annual review will include a numerical rating of overall performance by the student, using the following scale: 5 = well above expectations; 4 = above expectations; 3 = meets expectations; 2 = below expectations; 1 = well below expectations. A rating of 3 should be considered as indicating minimally acceptable performance.

E. Inadequate progress in the program is defined as either (a) receiving an annual review rating of “1” or (2) receiving two consecutive annual ratings of “2.” A student failing to make adequate progress is considered to be “in difficulty” in the program. When a student is deemed as being “in difficulty,” the program faculty will notify the student by letter of his or her status and will specify conditions that must be satisfied, along with a time frame, for the student to be re-classified in good standing. This letter will be carbon-copied to the chair of the Graduate Studies Committee. If the conditions in the letter are not satisfied, the Quantitative faculty will meet to determine further action. Possible actions include not recommending the student for further financial support, termination of current support, or activation of the mechanisms to deny further registration as specified in the Graduate School Handbook.

F. A student has the right to appeal any performance evaluation and resulting action by the faculty following grievance procedures in the Department of Psychology Graduate Program Handbook.

VII. Students With Prior Graduate Training

For students entering the program with prior graduate training, some of the requirements stated above (e.g., course requirements, minor program requirements, thesis requirements) may be modified or waived. These modifications or waivers will be treated on a case-by-case basis. In addition, an individualized schedule of expected progress in the program may be established. Such students should discuss this matter with their advisor. The advisor will make a recommendation to area faculty, and the faculty will decide which requirements are to be modified or waived and will determine a schedule of expected progress in the program.

VIII. Outside Employment

For students holding half-time GTA or GRA positions, opportunities for additional employment should be considered very cautiously. If such employment would involve substantial commitments of time and energy, students are strongly discouraged from becoming involved. Such activity almost invariably results in severely impeded progress in the program. Students will not necessarily be discouraged from accepting limited additional employment. Such arrangements might include short term consulting projects, or continuing employment for a very small number of hours. Students are expected to discuss opportunities for additional employment with their advisor. The primary issue of concern in evaluating such opportunities will be the impact on the student's academic progress and performance.

IX. Summary of Required and Expected Activities

Coursework (not to exceed three graded courses per semester, except in extraordinary circumstances):

Take 12 or more credit hours each semester, including the quantitative area colloquium;
Psychology 6810 & 6811; OR
For students who want more rigorous training in statistics: Statistics 6301 & 6302;
For students who have substantial training in statistics and want to further their training: Statistics 6801 & 6802;
Other appropriate courses in quantitative psychology;
Possibly one or more courses in concentration/minor program.
Join professional societies;
Read articles from relevant journals;
Begin involvement in research with advisor;
Complete first-year project to be presented at quantitative area colloquium;
Develop topic for Master's thesis project;

Additional coursework in quantitative psychology, including seminars and appropriate courses for selected track of study;
Additional coursework in concentration/minor program;
Additional courses in Statistics, as deemed necessary.
Complete Master's thesis project research;
Write Master’s thesis;
Defend Master’s thesis;

Coursework:

Complete concentration/minor area course requirements;
If applicable, complete last relevant advanced courses and seminars in Quantitative Psychology;
Typically 0, 1, or 2 courses per semester in Year 3.
Submit manuscript for publication based on Master's thesis, or some other research project, for publication;
Make one or more conference presentations;
Increase involvement in research projects;
Work with more than one faculty member on research projects;
Identify topic areas for candidacy examination and begin developing reading lists.
If possible successfully complete candidacy examination

Minimal coursework; advanced seminars only.
If not yet complete, complete candidacy examination;
Increase activity in research projects, conference presentations, and submission of papers to journals;
Develop dissertation proposal and begin dissertation research.

Coursework should be completed prior to the fifth year.
Complete dissertation research;
Write dissertation;
Defend dissertation;

Doctoral Programs

Quantitative and Qualitative Programs in the United States of America or Canada

These are lists of programs located in the United States of America or Canada offering a doctoral degree in quantitative methods. For information on qualitative training programs, see the Society for Qualitative Inquiry in Psychology's webpages on Graduate Training in Qualitative Methods and Undergraduate Teaching and Curricula .

To learn more about this list, as well as information about how to add or update a listing, please view the FAQs page .

Arizona State University

Department of Psychology PhD; Quantitative Psychology Program Director: Leona S. Aiken Phone: (480) 965-7156 Email Graduate Program Email

School of Social and Family Dynamics PhD in Family and Human Development, Measurement and Statistical Analysis Specialization Contact: Roy Levy Phone: (480) 727-9808 Email

University of Arizona

College of Education PhD; Concentration in Measurement and Methodology Educational Psychology P.O. Box 210069 Tucson, Arizona 85721-0069 Phone: (520) 621-7828 Fax: (520) 621-2909 Email

Claremont Graduate University

School of Behavioral and Organizational Sciences PhD, MA; and Certificate Programs in Psychology with a Concentration in Evaluation Program Coordinator: Natalie Brown 123 E. 8th St Claremont, CA 91711 Phone: (909) 621-8084 Email

Institute of Organizational and Program Evaluation Research Director of External Affairs: Paul Thomas 175 E. 12th St Claremont CA 91711 Phone: (909) 607-9016 Email

University of California, Los Angeles

Department of Education PhD; Advanced Quantitative Methods PhD; Educational Research Methods MA; Research Methods Social Research Methodology Office of Student Services 1009 Moore Hall Los Angeles, CA 90095-1521 Phone: (310) 825-8326

University of California, Davis

Department of Psychology PhD; Quantitative Psychology Area Head: Emilio Ferrer One Shields Avenue Davis, CA 95616 Email

PhD; Psychometrics 1285 Franz Hall Box 951563 Los Angeles, CA 90095-1563 Phone: (310) 825-2961 Fax: (310) 206-5895

University of California, Merced

PhD; Quantitative Psychology Area Head: Will Shadish SSHA, 5200 North Lake Rd. Merced CA 95343 Phone: (209) 228-4372 Fax: (209) 228-4390

University of California at Santa Barbara

Department of Education PhD, MA; Research Methodology Graduate Division 3117 Cheadle Hall Santa Barbara, CA 93106-2070 Phone: (805) 893-2277 Fax: (805) 893-8259

University of California, Berkeley

Graduate School of Education PhD, EdD, MA; Quantitative Methods and Evaluation 1501 Tolman Hall Berkeley, CA 94720-1670

University of Southern California

Department of Psychology PhD; Quantitative Psychology Graduate Student Advisor: Jennifer Vo Los Angeles, CA 90089-1061 Email

University of Denver

College of Education PhD, MA; Quantitative Research Methods Kathy Green 2450 S. Vine St. Denver, CO 80208 Phone: (303) 871-2509 Email

University of Colorado at Boulder

School of Education PhD; Research and Evaluation Methodology Program Chair: Derek Briggs School of Education, Room 211 University of Colorado at Boulder 249 UCB Boulder, CO 80309-0249 Phone: (303) 492-6320 Email

University of Northern Colorado

College of Education and Behavioral Sciences PhD; Applied Statistics and Research Methods Trent L. Lalonde McKee Hall 518, Campus Box 124 University of Northern Colorado Greeley, CO 80639 Phone: (970) 351-2807 Email

Connecticut

University of Connecticut

Department of Psychology PhD; Quantitative Methods 406 Babbidge Road, Unit 1020 Storrs, CT 06269-1020 Phone: (860) 486-3515 Fax: (860) 486-2760 Email

Neag School of Education Dept. of Educational Psychology PhD, Masters, and Graduate Certificate programs in Measurement, Evaluation and Assessment 249 Glenbrook Road, Unit 2064 Storrs, CT 06269 Phone: (860) 486-0183 Fax: (860) 486-0180 Email

Florida State University

Department of Educational Research PhD, M.A.; Measurement and Statistics 307 Stone Building Tallahassee, FL 32306-3030 Email

University of Florida

Department of Educational Psychology PhD; Research and Evaluation Methodology 1403 Norman Hall P.O. Box 117047 Gainesville, FL 32611-7047 Phone: (352) 392-0724 Fax: (352) 392-5929 Email

University of South Florida

Department of Educational Measurement & Research PhD, MEd; Measurement and Evaluation Chair: Dr. Lou Carey Email

Georgia Institute of Technology

School of Psychology PhD; Quantitative Psychology 654 Cherry Street Georgia Institute of Technology Atlanta, GA 30332-0170 Phone: (404) 894-2680 Email

Georgia State University

College of Education Department of Educational Policy Studies PhD, MS; Concentration in Research, Measurement, and Statistics P.O. Box 3977 Atlanta GA 30302-3977 Office Phone: (404) 651-2582 Fax: (404) 651-1009

University of Georgia

Educational Psychology & Instructional Technology PhD, EdD, MA, MEd; Research, Evaluation, Measurement and Statistics (REMS) 329 Aderhold Athens, GA 30602 Phone: (706) 542-4110 Email

University of Illinois at Urbana-Champaign

Quantitative Psychology 603 East Daniel St. Champaign, IL 61820 Phone: (217) 333-0631 Fax: (217) 244-5876

QUERIES: Quantitative and Qualitative methods, Measurement, & Evaluation Department of Educational Psychology 1310 Sixth St, MC-708 University of Illinois, Urbana-Champaign Champaign, IL 61820 Email

Loyola University Chicago

School of Education PhD in Research Methodology Terri Pigott 820 North Michigan Avenue Lewis Towers 11th Floor Chicago, IL 60611 Phone: (312) 915-6800 Email Program Email

University of Illinois at Chicago

College of Education PhD; Educational Psychology (Measurement, Evaluation, Statistics and Assessment) MEd; Educational Psychology (Measurement, Evaluation, Statistics and Assessment) face-to-face program MEd; Educational Psychology (Measurement, Evaluation, Statistics and Assessment) online program Educational Research Methodology online certificate Contact: Dr. Everett V. Smith, Jr. Phone: (312) 996-5630 Email

Indiana University

Inquiry Methodology Program Program Director: Ginette Delandshere 201 North Rose Ave., Suite 4000 Bloomington, IN 47405-1006 Phone: (812) 856-8347 Email

Purdue University

Department of Psychological Sciences PhD; Quantitative Psychology 703 Third Street, PRCE 385B West Lafayette, IN 47907-2081 Phone: (765) 494-6067

University of Notre Dame

Department of Psychology PhD, MA; Quantitative Email

University of Iowa

College of Education PhD, MA; Division of Psychological & Quantitative Foundations Educational Measurement and Statistics Professor Michael J. Kolen 224 C Lindquist Center Iowa City, IA 52242 Phone: (319) 335-6429

University of Kansas

Department of Psychology Brain, Behavior, and Quantitative Science Program Email Jeffrey Girard

Department of Psychology and Research in Education PhD, MS, Ed.D.; Educational Psychology and Research Phone: (785) 864-3931

University of Louisville

College of Education and Human Development Department of Educational and Counseling Psychology PhD in Educational Psychology, Measurement and Evaluation Program Chair: Dr. Jeff Valentine University of Louisville CEHD - ECPY Louisville, KY 40292 Phone: 502-852-3830 Email

Morgan State University

Department of Psychology Graduate Program in Psychometrics Program Coordinator: R. Trent Haines 1700 E. Cold Spring Lane Baltimore, MD 21251 Phone: (443) 885-3290

University of Maryland

Massachusetts

Boston College

Lynch School of Education PhD, MEd; Educational Research, Measurement and Evaluation Department Chair: Larry Ludlow Phone: (617) 552-4221 Email: [email protected] Office of Graduate Admissions Email

University of Massachusetts Amherst

School of Education PhD, EdD, MA; Research and Evaluation Methods Email

Michigan State University

Concentration in Quantitative Methodology and Evaluation Science Psychology Building East Lansing, MI 48824 Fax: (612) 353-1652

PhD; Measurement and Quantitative Methods 455 Erickson Hall East Lansing, MI 48824 Missy Davis Phone: (517) 353-1638 Fax: (517) 353-6393 Email

Wayne State University

College of Education Educational Evaluation and Research Measurement Track (PhD/ EdD) Phone: (313) 577-1656 Email

Western Michigan University

Department of Educational Studies PhD; MA; Educational Evaluation, Measurement and Research Design

University of Minnesota

Department of Psychology PhD, MA; Quantitative/Psychometric Methods Phone: (612) 625-2818 Email

College of Education and Human Development PhD, MA; Quantitative Methods in Education Email

University of Missouri, Columbia

Department of Psychological Sciences 210 McAlester Hall Columbia, MO 65211-2500 Phone: (573) 882-6860 Fax: (573) 882-7710 Email Graduate Program Phone: (573) 882-0838 Graduate Program Email

University of Nebraska, Lincoln

Educational Psychology Department Quantitative, Qualitative and Psychometric Methods Jim Bovaird 114 Teachers College Hall Lincoln, NE 68588-0345 Phone: (402) 472-6945 Email

University of Nevada, Las Vegas

Department of Psychology PhD; Concentration in Quantitative/Experimental Psychology Graduate Certificate in Quantitative Psychology (for enrolled graduate students) Program Director: Kimberly A. Barchard 4505 S. Maryland Parkway Las Vegas, NV 89154-5030 Email

Rutgers University

Graduate School of Education/Department of Educational Psychology PhD, EdM; Programs in Educational Statistics, Measurement & Evaluation (search under Academic Programs on above-linked website) Measurement Program Coordinator: Douglas Penfield Phone: (732)932-7496, ext. 8324 Fax: (732) 932-6829 Email

The City University of New York

Educational Psychology PhD, EdD; Quantitative Methods in Educational and Psychological Research Phone: (212) 817-8285 Email

Columbia University (Teachers College)

Department of Human Development PhD, EdD, EdM; Measurement and Evaluation MS; Applied Statistics Academic Secretary: Diane Katanik 525 W. 120th St. Box 118 New York, NY 10027 Office: 453 Grace Dodge Hall Phone: (212) 678-4150 Email

Fordham University

Department of Psychology PhD, MA; Psychometrics Program Director: Heining Cham, PhD Phone: (718) 817-3881 Email

New York University

Department of Psychology Minor in Quantitative Psychology 6 Washington Place New York, NY 10003

University at Albany, SUNY

Division of Educational Psychology & Methodology PhD, CAS, MA in Educational Psychology and Methodology 1400 Washington Avenue, Education 233 Albany, NY 12222 Phone: (518) 442-5055 Email

North Carolina

University of North Carolina at Chapel Hill

PhD; Quantitative Psychology Prof. Patrick Curran , Program Director 304 Davie Hall, (919) 962-5235 Rhonda Whitfield , Program Coordinator 346 Davie Hall, (919) 962-2054

University of North Carolina at Greensboro

Department of Educational Research Methodology Randy Penfield 254 School of Education Building Phone: (336) 334-3944 Fax: (336) 334-4120 Email

Kent State University

Assessment Psychology Minor in Quantitative Psychology Graduate Admissions Coordinator Department of Psychology P.O. Box 5190 Kent, Ohio 44242-0001 Phone: (330) 672-3580 Fax: (330) 672-7932 Email

College of Education PhD, M.A., MEd; Evaluation and Measurement 507 White Hall Kent, OH 44242 Phone: (330) 672-2294 Fax: (330) 672-3737

Ohio State University

Quantitative Psychology Graduate Program Office Lazenby Hall 1827 Neil Avenue Columbus, OH 43210 Phone: (614) 292-4112 Email

Quantitative Research, Evaluation, and Measurement 122 Ramseyer Hall 29 W. Woodruff Avenue Columbus, OH 43210-1177 Phone: (614) 688-4007 Fax: (614) 292-7900 or (888) 678-3382 Email

Ohio University

Department of Psychology PhD; Clinical Psychology - Applied Quantitative PhD; Experimental Psychology - Applied Quantitative 200 Porter Hall Athens, OH 45701 Phone: (740) 593-1707 Fax: (740) 593-0579 Email

Department of Educational Studies Educational Research and Evaluation Program MEd, PhD in Quantitative Methods Program Coordinator: Dr. Gordon Brooks College of Education McCracken Hall Athens, OH 45701-2979 Department Phone: (740) 593-4423 Email

University of Cincinnati

College of Education, Criminal Justice, and Human Services Quantitative Research Methodology PhD Program in Education Studies , Assessment and Evaluation Graduate Certificate Program Lihshing Leigh Wang University of Cincinnati, Cincinnati, OH 45221-0002 Phone: (513) 556-3628 Email

University of Oklahoma

Department of Psychology Quantitative Psychology Program Program Coordinator: Dr. Hairong Song 455 W. Lindsey Street Dale Hall Tower, Room 705 University of Oklahoma Norman, OK 73019-2007 Email

Oregon State University

College of Health and Human Sciences Dept. of Human Development and Family Sciences 322 Milam Hall Corvallis, OR 97331-5102 Phone: (541) 737-2035 Fax: (541) 737-1076

Pennsylvania

Pennsylvania State University

College of Health and Human Development Department of Human Development and Family Studies (see also Quantitative Developmental Systems Methodology Core ) 211 Henderson Building South University Park, PA 16802-6504 Phone: (814) 863-0241 Fax: (814) 863-7963

University of Pennsylvania

Graduate School of Education ( Quantitative Methods Program ) M.Phil.Ed in Quantitative Methods MS in Statistics, Measurement, Assessment, and Research Technology (SMART Program) PhD in Quantitative Methods 3700 Walnut Street Philadelphia, PA 19104 Phone: (215) 898-0505 Email

University of Pittsburgh

School of Education PhD, MA, MEd; Research Methodology (Measurement and Statistics)

Rhode Island

University of Rhode Island

Behavioral Science PhD Program Research Methodology Focus Area Director: Dr. Lisa L. Harlow 10 Chafee Rd, Suite 8 Kingston, RI 02881 Email

South Carolina

University of South Carolina

Department of Psychology PhD, Quantitative Psychology 1512 Pendleton St. Columbia, SC 29208 Phone: (803) 777-2312

Vanderbilt University

Peabody College of Vanderbilt University PhD in Quantitative Methods Sonya K. Sterba PMB 552 230 Appleton Place Nashville, TN 37203-5721 Email

University of Tennessee, Knoxville

Department of Educational Psychology and Counseling PhD: Evaluation, Statistics and Measurement Program Director: Gary Skolits Phone: (865) 974-2777 Email

Baylor University

Department of Psychology & Neuroscience PhD; Specialization in Quantitative Psychology One Bear Place 97334 Waco, TX 76798-7334 Phone: (940) 369-8565 Contact Information

Texas A&M University

Department of Education Psychology PhD; Educational Psychology with emphasis in Research, Measurement and Statistics 4225 EPSY-TAMU College Station, TX 77843-4225 Phone: (979) 845-1831 Fax: (979) 862-1256 Email

University of Houston

Department of Psychological Health and Learning Sciences PhD in Measurement, Quantitative Methods, and Learning Sciences Program Director: Dr. Margit Wiesner Houston, TX 77204 Phone: (713) 743-7676 Email

University of North Texas

Department of Educational Psychology PhD; Educational Psychology with concentration in Research Methodology, Measurement and Statistics Program Director: Dr. Darrell M. Hull Department of Educational Psychology Matthews Hall, Room 304C 1300 W. Highland Street Denton, TX 76203 Phone: (940) 369-8565

University of Texas at Austin

Department of Educational Psychology PhD; Quantitative Methods

Utah State University

Department of Psychology PhD; Quantitative Psychology Specialization Program Director: Christian Geiser, PhD Email

James Madison University

Center for Assessment and Research Studies PhD in Assessment and Measurement 821 S. Main St., MSC 6806 Harrisonburg, VA 22807 Phone: (540) 568-6706 Fax: (540) 568-7878 Email

University of Virginia

Department of Psychology PhD; Quantitative Methodology 102 Gilmer Hall PO BOX 400400 Charlottesville, VA 22904-4400 Phone: (434) 982-4750 Fax: (434) 982-4766 Email

Curry School of Education PhD in Educational Research P.O. Box 400261 Charlottesville, VA 22904-4261 Phone: (434) 924-3334 Fax: (434) 924-0747

Virginia Tech (Virginia Polytechnic Institute and State University)

School of Education PhD Educational Research and Evaluation 316 East Eggleston Hall (0302) Blacksburg, VA 24061 Phone: (540) 231-6960 Fax: (540) 231-7845

University of Washington

College of Education Educational Psychology PhD; MEd: Measurement, Statistics, and Research Design Chairperson: Dr. Robert Abbott Box 35-3600 Seattle, Washington 98195-3600 Phone: (206) 543-1139 Email

University of Wisconsin — Madison

Educational Psychology Department PhD, MS; Quantitative Methods Email

University of Wisconsin — Milwaukee

School of Education Department of Educational Psychology PhD, MS; Research Methodology PO Box 413 Milwaukee, WI 53201

University of British Columbia

Faculty of Arts Psychology Department PhD, MA; Quantitative Methods Jeremy Biesanz 2136 West Mall Vancouver, BC, Canada, V6T 1Z4 Phone: (604) 822-6493 Email

University of Manitoba

Faculty of Arts Department of Psychology Methodology Program PhD, Methodology H. J. Keselman 190 Dysart Road Winnipeg, Manitoba, Canada R3T 2N2 Phone: (204) 474-9360 Email

McGill University

Faculty of Social Sciences Psychology Department PhD; Quantitative Psychology and Modeling Yoshio Takane 1205 Dr. Penfield Ave. Montreal, QC, Canada H3A 1B1 Phone: (514) 398-6125 Email

Simon Fraser University

Faculty of Arts and Social Sciences Psychology Department PhD, MA; Quantitative Program Anita Turner, Graduate Advisor Quantitative Graduate Programme 8888 University Drive Burnaby, BC Canada V5A 1S6 Phone: (604) 291-4367 Email

University of Western Ontario

Faculty of Social Sciences Psychology Department Personality and Measurement Program PhD in Psychology Val Van Domelen, Graduate Secretary Social Science Centre London, Ontario, Canada N6A 5C2 Phone: (519) 661-2064 Email

York University

Faculty of Health Department of Psychology Methodology (MA, PhD) c/o: Michael Friendly 4700 Keele St. Toronto, ON M3J 1P3 Phone: (416) 736-2100 Email

University of Alberta

Faculty of Education Department of Educational Psychology Centre for Research in Applied Measurement and Evaluation MEd and PhD Director: Dr. Mark J. Gierl 6 - 110 Education North Edmonton, Alberta, Canada T6G 2G5 Phone: (780) 492-3762 Fax: (780) 492-0001 Email

Faculty of Education Educational and Counseling Psychology Department PhD, MA; Measurement, Evaluation and Research Methodology Bruno D. Zumbo Vancouver, B.C., Canada, V6T 1Z4 Phone: (604) 822-1931 Email

Department of Psychology

Prospective Graduate Students

We offer an outstanding research-oriented Ph.D. program in the following areas:

Behavioral Neuroscience
Cognition and Cognitive Neuroscience
Developmental Psychology
Social/Personality Psychology

We also offer specialized training in the following subfields of study:

Quantitative Psychology
Health and Well-Being Psychology
Diversity and Inequality Psychology

Our graduates secure positions in academic institutions, research institutes, government health and social service agencies, and corporate research and consulting companies.

Please note that we do not offer a terminal master’s degree, nor do we provide training in Clinical, Counseling, Educational, or School Psychology. Applicants interested in Educational or School Psychology should consult the Graduate School of Education .

Currently, our students are admitted for the Fall quarter only. The Application Portal opens in early September for the following fall quarter. The deadline to submit your application and all supporting documents for the Psychology Graduate Program is December 1st.

Ph.D. in Clinical Psychology Program

Program Overview
UC San Diego
JDP Justice, Equity, Diversity, and Inclusion (JEDI) Committee
Program Committees
Student Council
SDSU Psychology Clinic
Program Administration
Program Faculty
Practicum Supervisors
Doctoral Students
Degree Learning Outcomes
Major Areas of Study
Clinical Practicum
Course Catalog
Facilities & Centers
Research and Clinical Training
Student First-Authored Publications
Selection Process
What We Consider for a Competitive Application
How to Apply
Faculty Mentorship
Financial Support
Admission FAQs
Student Admissions, Outcome, and Other Data
Basic Needs Resources
Community/Cultural Centers
Financial Aid & Scholarships
Graduate Affairs
Graduate Housing
Student Accommodations
Student Health & Well-Being
Student Handbook Table of Contents
Mentor-Student Guide
Registration
Classes / Sample Curriculum
Cognitive Psychology Requirement
Statistics and Research Design
Emphasis in Child and Adolescent Psychopathology
Emphasis in Quantitative Methods
Master of Science in Clinical Psychology
Master of Public Health
Class Attendance
Transcripts
Change in Major Area of Study
Waiving Courses
Grounds for Dismissal
Student Records
Program Milestone Checklist/Timelines
Guidance Committee
Second Year Project
Clinical Comprehensive Exam
Behavioral Medicine Comprehensive Exam
Experimental Psychopathology Comprehensive Exam
Neuropsychology Comprehensive Exam
Dissertation
Advancement to Candidacy
After Graduation
Student Funding
Tuition and Fees
Establishing Residency
International Students
Financial Aid
Incentive Awards & Program Support
Travel Funds
Ethical Standards/Professional Behavior
Where Do You Go When You Have A Problem, Question, Concern, or Complaint?
Policy on Disclosure of Potential Conflicts of Interest
Representation of Your Affiliation
Web page and blog policy
Membership in APA
Outside Employment
Requests to Spend Time Off-Site
Research Experience
Human Subjects/IRB
Practicum Placements
Accruing Clinical Hours in the Context of Research Activities
Supervision
Tracking Clinical Hours
Integrated Reports
Practicum Grades
Policy on Working with Diverse Clients/Patients
Prerequisites
JDP Student Awards
Student Portals
Campus ID Cards
E-Mail Accounts
Change of Address
Leave of Absence
Second Year Project Cover Sheet
Dissertation Proposal Defense Announcement
Final Dissertation Defense Announcement
Spring Student Evaluation
Individual Development Plan (IDP)
MPH Interest Form
JDP SharePoint

SDSU / UC San Diego Joint Doctoral Program in Clinical Psychology

About the Program

The program provides outstanding education and training to scientifically oriented research professionals who will make significant contributions to clinical psychology in their areas of specialization. The program combines the scholarly resources and offerings from the Department of Psychology in SDSU’s College of Sciences and the Department of Psychiatry in UC San Diego’s School of Medicine.

As a clinical science program, we emphasize integrating research and practice in training, activities, and experience, allowing students to participate in clinical research activities throughout the program. The development of research skills and attitudes is the foundation of training; clinical psychologists will have duties encompassing teaching, research, diagnosis, treatment, consultation, and program evaluation and design, including applying research skills and knowledge to various areas and settings. Our doctoral program enables students to be at the forefront of developments and applications in clinical psychology.

The program includes an initial two-year core curriculum of formal instruction followed by additional experience/instruction in the student’s chosen major area of study. The SDSU/UC San Diego JDP in Clinical Psychology curriculum is based on a twelve-month academic year. Students typically complete the program within five to six years, including an American Psychological Association (APA)-accredited internship.

Completion of the core curriculum ensures that all students have a common background in:

Empirical psychology (biological, cognitive, affective, developmental, and social bases of behavior).
Conceptualizations of psychopathology.
Theory and techniques of psychological assessment.
Therapeutic interventions and therapeutic skills.
Experimental design and statistics.

Clinical activities, integrated with formal instruction, begin in the second year. Students will acquire higher clinical proficiency through practicum placements at nearly 30 training sites supervised by SDSU/UC San Diego joint-doctoral faculty representing research and clinical expertise in virtually every topic relevant to clinical psychology.

Major Areas of Study:

Closeup of young black male with eyes closed meditating outdoors.

Specialized training is conducted through seminars, tutorials, and extensive research and clinical experience under faculty supervision. The APA-accredited clinical internship typically occurs in the fifth or sixth year. Whenever possible, clinical practica and therapeutic activities are coordinated with the student’s progression through courses and research activities. Summers are utilized to offer more concentrated research and clinical training.

For more information about the three areas, visit our Major Areas of Study page.

Program History

The SDSU/UC San Diego Joint Doctoral Program in Clinical Psychology began in 1985, was first accredited by APA in 1990, and has been reaccredited consistently since then. Since 1949 and 1964, SDSU and UC San Diego, respectively, have been regionally accredited by the Western Association of Schools and Colleges (WASC) Senior College and University Commission . In addition, the School of Medicine at UC San Diego is accredited by the Association of American Medical Colleges (AAMC) .

The program emphasizes and appreciates broadly defined human diversity and offers extensive opportunities for students to become involved in research and clinical activities focused on diverse, underserved populations.

Recently, rankings calculated by the National Research Council (NRC) placed the SDSU/UC San Diego joint doctoral program among the top five psychology programs in the country, regardless of whether they were clinical or nonclinical. Similar rankings have been reported by Academic Analytics in 2010 and by Stewart, Roberts, and Roy (2007).

This program is a good-standing member of the Council of University Directors of Clinical Psychology (CUDCP), the Academy of Psychological Clinical Science (APCS), the Council of Clinical Health Psychology Training Programs (CCHPTP), and the Association of Psychology Training Clinics (APTC). These organizations strive to provide quality education and training at the doctoral level, ensuring the doctoral program stays abreast of changes and developments in the field.

Questions related to the program’s accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street NE Washington, DC 20002 Phone: (202) 336-5979 E-mail: [email protected]

Our websites may use cookies to personalize and enhance your experience. By continuing without changing your cookie settings, you agree to this collection. For more information, please see our University Websites Privacy Notice .

College of Liberal Arts and Sciences

Department of Psychological Sciences

Assistant professor of quantitative psychology.

Application Deadline: September 24, 2024

You can find more information in the job posting .

40 Psychology Graduate Programs that Don’t Require the GRE

Editorial Listing ShortCode:

Check out the latest psychology graduate programs that don’t require the GRE for 2024. Explore in-demand graduate programs offered by schools with no GRE.

How people think directly influences how they act. If you’re fascinated by human thought and behavior, then it may be time to apply to a graduate program in psychology.

Jobs for psychologists are expected to increase 3 percent in the next ten years (Bureau of Labor Statistics), and a grad degree can help prepare you for success in those positions.

Universities Offering Psychology Graduate Programs Without a GRE Requirement

Methodology: The following universities are regionally accredited and offer psychology graduate programs online. In addition, the universities either offer a GRE waiver to qualified students or have no GRE requirement at all for admission.

1. Abilene Christian University

In an on-campus program at Abilene Christian University in Texas, you can earn your master’s degree in Clinical Psychology, Counseling Psychology or General Psychology. In addition to classroom work that covers topics like statistics, cognition, ethics, assessments, psychotherapy, and research, students in these programs participate in a practicum experience.

ACU is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

2. Adler University

Founded in 1952, Adler strives to develop professionals and practitioners who will better their local communities and the world. Driven by the work of physician and psychotherapist Alfred Adler, the school values fairness, equality and civil rights and helps students learn to put these concepts into practice.

Adler University is accredited by the Higher Learning Commission.

3. Alliant International University

Recognized as a top school for minorities by Diverse: Issues in Higher Education Magazine and Best for Vets Colleges by Military Times EDGE magazine, Alliant values diversity in the classroom and the workforce. Students are encouraged to have a global perspective, a desire for community service and a commitment to equality. Believing that hands-on experiences are essential for a well-rounded education, the school connects students to the community throughout its degree programs.

Alliant is accredited by the WASC Senior College and University Commission.

4. American International College

On the Massachusetts campus of American International College, you can choose one of four different psychology master’s degree programs: Clinical, Counseling, Forensic or General Psychology. If you opt for Clinical Psychology, you can further refine your focus by choosing a Forensic Psychology or Mental Health concentration.

AIC is accredited by the New England Commission of Higher Education.

5. Antioch University

Equal rights, equal pay and equal educational opportunities for minorities and women have long been important at Antioch. In the 1800s, Antioch was one of the first institutions of higher education that admitted both whites and African-Americans, and the school’s list of famous alumni includes Coretta Scott King.

Antioch University is accredited by the Higher Learning Commission.

6. Ball State University

You can study online with Indiana’s Ball State University to earn a master’s degree in Educational Psychology. Another option is to get your degree in Quantitative Psychology through an online or hybrid course of study. Each program offers further concentrations, such as Neuropsychology, through which you can tailor your studies.

BSU is accredited by the Higher Learning Commission.

7. California Baptist University

Through online study, you can earn a master’s degree in Counseling Psychology from California Baptist University. During this program, you’ll be required to complete a practicum and write a case report. You can select to complete your coursework through a synchronous or asynchronous format, and you’ll be expected to engage with fellow students each week.

California Baptist University is accredited by the Western Association of Schools and Colleges Accrediting Commission for Senior Colleges and Universities.

8. California Lutheran University

You can take classes on the campus of California Lutheran University to earn an MS in Counseling Psychology or Clinical Psychology. Counseling Psychology students must complete a practicum and are eligible to take a licensing exam after graduation. Clinical Psychology students write a research thesis.

In 2015, WSCUC reaffirmed Cal Lutheran ’s accreditation for another 10 years.

9. California Southern University

Through online coursework, you can earn an MA or an MS in Psychology from California Southern University. The MA program can help prepare you for becoming licensed as a marriage and family therapist. The MS program features specializations like Sports Psychology and Pastoral Counseling and is good preparation for doctoral studies.

California Southern University is regionally accredited by the Western Association of Schools and Colleges.

10. Capella University

Online master’s degree options from Capella University in Minnesota include Psychology and Clinical Psychology programs. Psychology students can choose among specializations like Educational Psychology, Applied Behavior Analysis, Industrial/Organizational Psychology and Child and Adolescent Development. Clinical Psychology students can study Applied Research, Clinical Counseling or Forensic Psychology.

Capella is accredited by the Higher Learning Commission.

11. Felician University

Since 1942, Felician University has been providing educational experiences based on the Catholic Franciscan values of service, compassion and respect. Over 2,000 students take classes from this school each year. The university has a student-faculty ratio of 13:1, and 73 percent of classes have fewer than 20 students.

Felician University is accredited by the Middle States Commission on Higher Education.

12. Florida International University

The MS in Professional Counseling Psychology from Florida International University is designed to prepare you to seek licensure. This is a hybrid psychology program, so you’ll do some coursework online and some on the university’s campus. For hands-on experience, you will also be required to complete a clinical practicum and a clinical internship.

Florida International University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

13. Fort Hays State University

To help prepare you to work in an educational setting, you can earn an online MS in School Psychology from Fort Hays State University in Kansas. Courses in this program include Appraisal of Children, Curriculum-based Measurement and Advanced Child Psychopathology. Before graduation, you’ll be required to compile a portfolio and take comprehensive examinations.

FHSU is regionally accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

14. George Mason University

Virginia’s George Mason University offers a fully online program for earning an MPS in Applied Industrial and Organizational Psychology. To earn your degree, you’ll be required to take core classes like Psychological Research Methods and Personnel Selection as well as a few electives of your choosing. You will also need to complete two practicums.

George Mason is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.

15. Grand Canyon University

From Arizona’s Grand Canyon University, you can earn an MS degree with a concentration like Forensic Psychology, Geropsychology or Health Psychology. A generalist degree is available as well. Classes may include Social and Cultural Psychology and Contemporary and Ethical Issues in Psychology. You’ll be required to finish your studies with a capstone project.

GCU is regionally accredited by the Higher Learning Commission.

16. LeTourneau University

Earning an MA in Psychology from Texas’ LeTourneau University can help prepare you to use psychology in ministry settings. Classes include Integrative Theology for Counselors and Lifespan Human Development. Students also participate in fieldwork. This is a non-licensure degree, but credits can be transferred to the university’s MA in Counseling program.

LeTourneau is regionally accredited by: the Southern Association of Colleges and Schools Commission on Colleges.

17. Liberty University

Studying online with Liberty University in Virginia allows you to earn an MA in Applied Psychology with a specialization in Developmental Psychology or Industrial/Organizational Psychology. These programs include core courses like Cognitive Psychology and Psychology and Christianity. The Developmental Psychology electives provide insight into various age groups.

Liberty University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

18. Lynn University

You can take online classes from Lynn University in Florida to earn a generalist MS in Psychology or one with a focus on Industrial/Organizational Psychology. All students receive an iPad that they can use for their coursework. During the program, you may get to help faculty members with research.

Lynn University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

19. Murray State University

Earning a psychology master’s degree from Murray State University requires studying on the school’s Kentucky campus, but you’ll have the options of earning an MA or an MS in General Experimental Psychology or Clinical Psychology. Your coursework will include classes like Biological Bases of Behavior, and you’ll be required to complete a thesis.

Murray State is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges.

20. National University

Headquartered in San Diego, California, National University offers a variety of master’s programs in psychology that can be completed online or on campus at several locations in CA. These programs are designed with busy adults in mind. Fields of study offered include mental health counseling, forensic psychology, marriage and family therapy, and human behavior.

National University is accredited by the WASC Senior College and University Commission.

21. Northeastern University

If you’re located in Boston, consider attending classes at Northeastern University to earn an MS in Counseling Psychology. For those who can’t attend classes on this Massachusetts campus, an MS in Applied Behavior Analysis is an online option in a related field; this program includes an optional practicum.

Northeastern has maintained its status as a member in good standing of the New England Association of Schools and Colleges (NEASC) Commission on Institutions of Higher Education (CIHE) since it was awarded its initial accreditation in 1940.

Northeastern University is accredited by the New England Association of Schools and Colleges, Inc.

22. Northwest University

Affiliated with the Assemblies of God denomination, Northwest University is a Christian school with a desire to engage students who are committed to both scholarship and service. Graduates go on to work in a variety of fields, including ministry, business, medical and educational settings.

Northwestern University is accredited by the Higher Learning Commission.

23. Nova Southeastern University

Florida’s Nova Southeastern University has online master’s programs for Forensic Psychology and General Psychology. These non-licensure programs may be useful as a pathway to a doctoral program, or you may put your education into practice in the workforce. Your coursework may include Cognitive Psychology, Human Growth and Development, and Human Sexuality.

NSU is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

24. Pacifica Graduate Institute

By taking a mix of on-campus and online classes, you can earn a Master’s in Counseling Psychology from Pacifica Graduate Institute in California. You’ll be expected to take classes in the humanities, marriage and family therapy, and clinical counseling. In addition, you will be required to complete a practicum and may eligible for MFT or LPC licensure.

In June 2019, Pacifica’s accreditation was re-affirmed by the WASC Senior College and University Commission.

Pacifica Graduate Institute is accredited by the Western Association of Schools and Colleges.

25. Palo Alto University

California’s Palo Alto University offers an online master’s program in preparation for earning your doctorate. Although classes are online, you’ll need to make one trip to campus. After earning your degree, you may be able to transfer your MS in Psychology credits toward the school’s PhD in Clinical Psychology program.

PAU is accredited by the Western Association of Schools and Colleges and the WASC Senior College and University Commission.

26. Pennsylvania State University

If you lead employees or other teams, consider pursuing an MPS in the Psychology of Leadership from Penn State World Campus. Your studies from this Pennsylvania school will include classes like Diversity Leadership, Dysfunctional Leadership and Leadership for Creativity and Innovation. You’ll also be required to engage in a culminating experience.

Penn State World Campus is regionally accredited by the Middle States Association of Colleges and Schools.

27. Pepperdine University

With online classes from Pepperdine University in California, you can earn an MA in Psychology or an MS in Behavioral Psychology. MA students learn about psychotherapy, counseling and interventions. The MS program includes supervised clinical experience, and it can help you prepare for taking the Board Certified Behavior Analyst exam.

Pepperdine is accredited by the Western Association of Schools and Colleges—Senior College and University Commission.

28. Purdue University Global

You can earn a generalist psychology master’s degree from Purdue University Global, or you can pursue a specialty, such as Addictions or Applied Behavior Analysis. Before graduation, you can choose whether to take a comprehensive exam or write a thesis paper. Your coursework may prepare you to take certification exams.

Purdue University Global is accredited by The Higher Learning Commission (HLC).

29. Sacred Heart University

While earning your master’s degree through Sacred Heart University ’s hybrid format, you’ll take classes like Foundations of Psychological Science and Individual Psychological Assessment and Appraisal. The Connecticut school offers three options for the MS in Applied Psychology: a generalist degree, an Industrial-Organizational Psychology concentration and a Community Psychology concentration.

SHU is accredited by the New England Commission of Higher Education (NECHE).

30. Southern New Hampshire University

The concentration options for SNHU’s online psychology master’s program are Child and Adolescent Development Psychology, Forensic Psychology and Industrial Organizational Psychology. This non-licensure program includes courses like Theories of Personality and Ethical Practice in Psychology. You’ll be required to complete your studies with a capstone class.

SNHU is accredited by the New England Commission of Higher Education.

31. The Chicago School of Professional Psychology

The Chicago School, which has campuses around the country, offers a number of online master’s programs for psychology students, including concentrations in International Psychology, Public Health, Child and Adolescent Psychology and Organizational Leadership. Most tracks are non-licensure, but the MA in Forensic Psychology can lead to licensure.

The Chicago School is accredited by the WASC Senior College and University Commission (WSCUC).

32. Touro University Worldwide

From Touro University Worldwide, you can earn an online MA in Psychology with a concentration in Educational Psychology, Media Psychology or Health Psychology. This New York-based school’s non-licensure programs can help equip you with skills for putting your classroom learning about cognition and personality into real-life practice.

TUW is accredited by the WASC Senior College and University Commission.

33. University of Hartford

You can take online or on-campus classes to earn an MS in Organizational Psychology from the University of Hartford in Connecticut. In addition to core classes like Personnel Psychology, you can choose both general psychology and organizational psychology electives. You’ll also be required to complete a capstone project or an internship.

UHart is accredited by the New England Commission of Higher Education.

34. University of North Dakota

The online no-GRE master’s program from UND includes classes like Behavior Pathology and Diversity Psychology. Earn an MA in Forensic Psychology will give you opportunities to study legal and criminal justice systems. The online class format involves watching recorded lectures, and you can access tutoring and library services.

UND is accredited by the Higher Learning Commission since.

35. University of Northern Colorado

You can take online classes from UNC to earn an MA in Educational Psychology with a Teaching Emphasis. Classes include Life Span Developmental Psychology, Brain and Education, Cultural Issues in Education Psychology and Motivation in Education. You’ll be expected to join a cohort and complete a master’s project.

UNC is accredited by the Higher Learning Commission.

36. University of Tennessee – Knoxville

The University of Tennessee – Knoxville’s Vols Online program offers an MS in Educational Psychology. You can choose a concentration in Adult Education or Applied Educational Psychology. This degree program often attracts professionals or those looking for a stepping stone toward a doctorate.

The University of Tennessee – Knoxville is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges.

37. University of the Cumberlands

The Baptist roots of the University of the Cumberlands date back to 1888. The university reaches over 10,000 learners each year and has a 17:1 ratio of students to faculty. Hands-on learning is highly valued at this school, and all students are expected to engage in service opportunities while attaining their degrees.

The University of the Cumberlands is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

38. Walden University

Over 57,000 students are studying with Walden University at any given time. The faculty members are leaders in their areas of expertise, and almost 90 percent of them hold doctoral degrees. The university’s status as a certified B Corporation shows its commitment to operating ethically and motivating students to be positive change-makers in their communities.

Walden is accredited by The Higher Learning Commission.

39. Western Kentucky University

U.S. News has ranked Western Kentucky University No. 24 in Best Colleges for Veterans and No. 34 in Best Regional Universities South. Both Sierra Club and Princeton Review have applauded this university for its environmental efforts. The school has over 20,000 students, and the average class has around 24 students in it.

Western Kentucky University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

40. William James College

With William James College, you can choose to earn your degree fully online or to report to the school’s Massachusetts campus on select weekends. This program allows you to earn an MA in Organizational Psychology, and you can select an optional concentration in Talent Management.

William James College is accredited by the New England Commission of Higher Education.

A graduate degree in psychology may help you take your career to the next level. Thanks to the many no-GRE programs that are available, you may be able to get started without delay. Whether you are interested in counseling psychology or another specialty, there may be a no-GRE program that meets your needs.

Psychology Master’s Programs

Click on the field that most interests you to see a list of programs:

Applied Behavior Analysis
Forensic Psychology
General Psychology
Industrial Organizational Psychology

Psychology Doctoral Programs

Possible specializations outside of a Doctor of Psychology (PsyD) include:

Cognition and Instruction
Counselor Education
Educational Psychology
Marriage and Family Therapy

Master’s in Psychology – Applied Behavior Analysis

Focusing your studies on the field of Applied Behavior Analysis (ABA) can help you obtain the skills to help people modify their choices and actions. ABA skills can be useful with many populations, including children, the elderly and people with mental illnesses.

This concentration may help to prepare you for the licensure examination that will allow you to become a Board Certified Behavior Analyst; however, at some schools, you may need to take additional classes as well.

Master’s in Counseling

If you want to work one-on-one with people who could use direction and guidance, consider pursuing a career in counseling.

During your studies for a Counseling concentration, you may study individual and group therapies, addictions, tests and assessments, mental health disorders and life coaching. Your school’s program may prepare you for certification as a Licensed Professional Counselor in your state.

You may be able to select a concentration like Trauma Intervention or Health Psychology.

Master’s in Forensic Psychology

A master’s degree with an emphasis in Forensic Psychology can help students develop needed skills in various criminal justice and rehabilitation settings.

You might consider a career in prisons, juvenile homes, schools, rehab centers or courtrooms. The classes that you’ll take may cover mental illnesses, crisis negotiations, correctional systems and communications.

This degree program may prepare you for Licensed Professional Counselor status in your state.

Master’s in Psychology – General

A generalist master’s degree can give you the opportunity to explore many aspects of psychology.

Your studies may cover personality theories, group psychology, human development and mental health. A generalist concentration may allow you to enroll in several different electives so you can tailor your education to your various interests.

This online psychology degree can be useful in fields like human services, education, child development, business leadership, marketing and sales.

Master’s in Industrial Organizational Psychology

For a psychology degree that can help you become a better workplace leader, consider a concentration in Industrial Organizational Psychology .

Students in this concentration study the ways that people think and act in order to become more effective at motivating employees and encouraging exemplary performance. Your classes may cover topics like recruitment, productivity, conflict management and interpersonal relationships.

Many graduates apply their skills in management positions or as leaders in HR departments.

PhD in Psychology – Cognition and Instruction

When you pursue a concentration in Cognition and Instruction, you won’t just have the opportunity to gain a comprehensive education in cognitive psychology.

It can also help you learn how to teach others and effectively motivate learners. You might choose to teach college students or become a business trainer.

In preparation, your classes may cover topics like perception, attention, behavior theory, testing, mental health and social cognition.

PhD in Counseling

As a counseling psychologist, you can help people better their own lives and their interpersonal relationships.

Coursework for a doctorate in counseling concentration may encompass family dynamics, lifespan development, diversity and behavioral science. After completing this doctoral degree, you may be eligible to become licensed as a psychologist; your program may need to be licensed by the American Psychological Association.

Some schools require that you hold a master’s degree in this field before you can begin a PhD psychology program .

PhD in Counselor Education

Becoming experienced or licensed in counseling requires that students spend a good deal of time in supervised practice.

Earning a concentration in Counselor Education can help prepare you to be a professional who supervises others. This specialization may also help you earn a faculty position in a university’s psychology program.

In addition to increasing your knowledge about mental health, diagnostic criteria and various treatments, this concentration can also help you learn more about conducting research and teaching others.

PhD in Educational Psychology

If you want to use your psychology skills in academic setting, then a concentration in Educational Psychology may provide invaluable training.

Your doctoral classes will probably cover topics like memory, motivation, test scores, curriculum and organizational leadership. Educational Psychology programs may equip you to work with young students or adult learners.

You may be able to pursue licensure as a School Psychologist after completing this degree.

PhD in Psychology

To learn about many facets of psychology at the doctoral level, you may want to consider pursuing a generalist Ph.D. in this field.

Your studies can help you learn more about topics like psychology theories, client assessments, counseling ethics, behavior science, research and teaching. A general psychology program may offer you a chance to select multiple electives so you can pursue in-depth study in several areas.

A PhD in Psychology will typically also require a dissertation. However, a Doctor of Psychology may not require a dissertation since it’s a professional doctorate.

PhD in Industrial Organizational Psychology

An Industrial Organizational Psychology concentration can help prepare you for leadership positions in nonprofit agencies, corporations and other organizations.

The coursework will likely focus heavily on team leadership, group dynamics and organizational improvement. You may serve an internship with a company’s human resources, training or workplace safety team.

In some schools, this concentration may be known as Business Psychology, or I/O Psychology may be a subset of the Business Psychology program.

PhD in Marriage and Family Therapy

If helping people improve their closest relationships is important to you, then you might be a successful in the field of family therapy.

Pursuing a concentration in Marriage and Family Therapy can give you opportunities to study interpersonal relationships, refine your clinical skills, practice writing grants for family supports and conduct research in the field.

With a clinical internship experience, your degree program may prepare you to become a Licensed Marriage and Family Therapist.

Applying to Psychology Graduate Programs

Although the application process can differ from one university to the next, most schools have a have some common requirements.

You may be required to submit:

An application — this is often done online
A personal resume that outlines your professional and volunteer experience
School transcripts for your undergraduate and graduate degrees
A letter or essay that states your personal goals and reasons for applying
Your GRE or other test scores
Letters of recommendation
An application fee

When you think of applying to grad school, submitting test scores may be one of the first things that come to mind. However, that’s a less standard requirement than you might think. Some schools do not require any applicants to send in GRE scores for admission to their psychology programs, or they offer waivers.

Prerequisites

To be admitted to a master’s-level program in psychology, you must have earned a bachelor’s degree, such as a psychology bachelors degree online . Some schools stipulate that your undergraduate studies must be in psychology or a related field . Others do not have such a requirement.

Previous educational requirements for a doctorate can vary greatly. Most schools expect you to first hold a master’s degree, but others provide fast psychology degree programs in which you can earn your master’s while on your way to completing your doctorate. Don’t let the length of a doctorate in psychology program deter you away as it is normally an extra year or two and can be very rewarding.

Professional Requirements

Some schools consider only applicants with work experience. The workforce equips students with skills and knowledge beyond what is learned in the classroom, so having held a psychology-related position can help to set grad students up for success.

The exact length of time required can vary greatly among schools, but it’s common for programs to require applicants to have at least a few years of professional experience in the field.

5 Common GRE Waivers

Many universities look at GRE scores during the application process, but they’re willing to make exceptions for students who meet various waiver requirements, such as those listed below. Keep in mind that waivers are granted on a case-by-case basis, so you’ll have to discuss your eligibility with your university’s admissions department.

A strong undergraduate GPA may be enough to exempt you from testing. At some schools, a standard GPA minimum, such as 3.0, applies to all programs. Others set a different standard for each of their grad programs.

2. Professional Experience

If you’ve been working in the field for a certain length of time, some universities believe that is enough to demonstrate your competence and knowledge. Professional certifications may increase the likelihood of an exemption. Military service may also help you earn a waiver.

3. Graduate Degree

The GRE is intended to demonstrate your readiness for graduate-level work. If you have already earned another graduate degree, then it’s clear that you can perform at the post-baccalaureate level. Therefore, the GRE may not be necessary when applying for your second or third graduate program.

4. GMAT or GRE

Some schools want to receive test scores from you, but they may be flexible about which ones. The GMAT is an exam that is typically used for admission to business school. If you’ve taken the GMAT but not the GRE, you may be able to send your GMAT results in place of GRE scores.

5. No GRE Required for Specific Graduate Programs

Often, a school’s admissions requirements are different for each department. Just because GRE scores are mandatory for some programs, that doesn’t mean that every department will insist on them. Before sending in your application for grad school, look into the psychology department’s specific requirements.

What is the GRE?

The GRE, officially titled the Graduate Record Examination, is a rigorous test that some schools rely on as a measure of your readiness for grad school. The test covers topics like vocabulary, mathematics, reasoning and critical thinking.

If you take the GRE, you’ll receive three different scores. These three scores reflect the results of your:

Two Verbal Reasoning sections
Two Quantitative Reasoning sections
One Analytical Writing section

What is a GRE Waiver?

Even if a school lists GRE scores as one of its requirements for admission to grad school, there’s a chance that you’ll be able to send in your application without them. If you meet other criteria, the school may be willing to assess your suitability for their graduate programs without GRE requirements.

Waivers may be granted for:

Work history
High undergraduate GPA
Prior graduate degrees

The requirements vary among schools, so yours might grant other exceptions as well.

Is the GRE Exam Required for Graduate School?

For years, the GRE was considered the gold standard for grad school admissions. These days, more and more universities are opting not to require GRE scores as part of the application package. The same is true with psychology master’s programs not requiring the GRE .

The trend away from GRE testing is based on a mix of factors:

Testing requirements may reduce schools’ diversity
Exams don’t always predict grad school success
Other criteria can do a better job of showing whether students are a good fit for a program

What Master’s Programs Don’t Require the GRE?

Each university sets its own admissions requirements, so there isn’t a set list of masters programs that don’t require the GRE. Because there has been a growing movement away from mandatory GRE testing in recent years, there’s a good chance that you will be able to find at least a few no-GRE universities that offer your desired master’s program.

Whether you are interested in psychology or another field, getting into grad school without the GRE may be possible.

What PhD programs Do Not Require GRE?

There are many fields in which you can earn a doctoral degree without ever sitting for the GRE. Each university or doctoral program makes its own decisions about whether GRE scores are an essential part of the application process. From theology to psychology to mathematics, you may be able to find no-GRE doctoral programs that appeal to your interests, including some online EdD no GRE options.

To learn more about whether your top programs require GRE scores, contact the schools’ admission departments.

Does Every Graduate School Require GRE?

No, only some graduate schools ask applicants to submit GRE scores with their applications for master’s or doctoral programs. Business schools often rely on the GMAT, and there are many schools that require no test scores at all.

Instead, they evaluate applicants based on other criteria, such as school transcripts and personal essays.

Is the GRE required for a PhD?

No, many successful doctoral students have earned their degrees without ever taking the GRE. If you are interested in a doctorate but don’t want to spend time or money on test preparation, you may be able to find programs that don’t require GRE scores as part of the application process.

INFORMATION FOR

Residents & Fellows
Researchers

In Memoriam: Miraj U. Desai, PhD

With immense sadness, we share the news of the sudden death of Miraj Desai, PhD, at the age of 41 on Sunday, November 5, 2023. Miraj was an assistant professor at the Program for Recovery and Community Health (PRCH) of the Yale University School of Medicine, Department of Psychiatry. Miraj has been a dedicated member of the Yale community since 2011, when he started as a pre-doctoral clinical fellow. He then completed a postdoctoral fellowship at the West Haven VA before joining his home at PRCH. During his time at Yale, Miraj was a Resident Fellow of Pierson College, affiliated faculty in the Center on Climate Change and Health and the Yale School of Public Health, a member of the South Asian Studies Council, and the creator and director of the Structural Health and Psychology (SHP) lab.

At Yale, Miraj made ground-breaking contributions to the new field of "structural psychology" — a field examining the structural bases of health, equity, and inequity. He developed the concept of "implicit organizational bias" — the premise of his K01 award from the National Institute on Minority Health and Disparities (NIMHD).

His overall research on culture, community, race, and racism has been recognized and funded by a range of awards/grants, including a K01 Award from the National Institute on Minority Health and Health Disparities/NIH; a Pioneering Ideas Award from the Robert Wood Johnson Foundation; a KL2 Scholar Award from the Yale Center for Clinical Investigation/NIH (for research featuring African American communities); and a NIMH Supplement for Minority Health and Mental Health Disparities Research (for research featuring Asian and Latinx communities).

Miraj’s book, Travel and Movement in Clinical Psychology: The World Outside the Clinic (Palgrave), with foreword by Jeffrey Sachs, examines the relationship between mental health and various forms of structural oppression (e.g., racial, economic, and climate injustice).

His honors and recognitions include being named a 40 under 40 Leader in Health by the National Minority Quality Forum in 2022; a “Newsmaker,” by the American Public Health Association in 2021; and a nomination by Palgrave Macmillan for the Ralph Waldo Emerson Award in 2019.

He was also named to the Phi Beta Kappa Society for his book. The book also earned him a nomination for the William James Book Award, American Psychological Association, Division of General Psychology; a c ertificate of Outstanding Recognition from the Yale Office of Sustainability; and a finalist award in the Health: Psychology/Mental Health category of the 2018 Best Book Awards sponsored by American Book .

Miraj was also the 2018 Melba J.T. Vasquez Early Career Award recipient for Distinguished Contributions (American Psychological Association Minority Fellowship Program), the 2019 Distinguished Early Career Contributions in Qualitative Inquiry Award (APA Division of Quantitative and Qualitative Methods), and the 2008 Sidney Jourard Award (APA Society for Humanistic Psychology). He is also a Minority Fellow of the APA.

Moving outside the clinic, for several years, Miraj partnered with a historic African American church, Beulah Heights First Pentecostal Church, where he collaborated with Emeritus Pastor Bishop Theodore L. Brooks, Sr. and members to address recovery and structural racism from a community-centered perspective — funded by NIH KL2 and Templeton Foundation grants. Miraj's scholarship featured stakeholder engagement, co-designed empirical research, and the development of spiritually and culturally responsive interventions. He detailed the pathways through which chronic unemployment, mass incarceration, workplace discrimination, and racial profiling create an atmosphere in which well-being is compromised, which he termed "atmospheric racism" (Desai et al., 2023), which has featured rigorous co-designed empirical research and community-led dissemination strategies like filmmaking.

He conducted other participatory projects with Fountain House in New York. He developed a training curriculum on participatory research for clinical researchers and their community partners as part of a Eugene Washington Engagement Award from the Patient-Centered Outcomes Research Institute (PCORI). Finally, Miraj was a dedicated member of the Mental Health and Climate Change group at Yale, as part of which he presented at the Reb Psych conference on “Climate Change Displacement and Mental Health,” exemplifying his commitment to ensuring that the world would be sustained for his son and generations to come.

Miraj grew up in Ohio before receiving his B.A. from Miami University in 2005. At Miami University he was a Benjamin Harrison Scholar, Phi Beta Kappa, and studied at Selwyn College, University of Cambridge. He graduated from Fordham University. (M.A., Ph.D.), where he completed his doctoral thesis on family care and social activism for autism spectrum disorders in India. His clinical training included placements at Columbia University and the Bellevue/NYU Program for Survivors of Torture. Miraj’s academic lineage includes having been mentored by Larry Davidson and Frederick Wertz in phenomenological methods, among many others.

Miraj is survived by his wife, Dr. Usha Reena Rungoo, and son, Indra, as well as his mother, Maya Desai, and his brother, Neil Desai, both living in Ohio.

Miraj will be remembered for his tenacity and intense passion to make the world better for all. For the Department of Psychiatry and the School of Medicine, he will forever be known for his dedication to mentoring and developing the next generation of scholars and, foremost, for advancing a department mission highlighting the importance of engaging communities and addressing structural racism.

On a more personal level, his family at PRCH will forever remember Miraj, not only for his commitment and fearless dedication to the causes that he cared so deeply about, but for the laughter and light he brought to our program and many PRCH gatherings over the years. He could bring the house down with his unbridled karaoke, inspire you to moonwalk beside him like the master, Michael J, and rock a full-sized furry, sloth costume like no other. But Miraj was never more radiant and proud than on those occasions when he graciously shared his beloved wife, Reena, and cherished son, Indra, with his friends and colleagues at PRCH.

Information on a departmental town hall and memorial services for Miraj Desai are pending.

This announcement was jointly prepared by John Krystal, MD; Chyrell Bellamy, PhD; and Maria O'Connell, PhD; with assistance from colleagues and Dr. Desai's wife, Reena.

Featured in this article

Miraj U. Desai, PhD Assistant Professor of Psychiatry

IMAGES

Methods for Quantitative Research in Psychology
PPT
Quantitative Psychology Research
Journals for Free
Understanding Quantitative and Qualitative Research in Psychology: A
Graduate Student Guide for the Quantitative Psychology

COMMENTS

Quantitative Psychology • UCLA Department of Psychology
Learn about the quantitative psychology program at UCLA, which offers specialization in measurement, methodology and research design and analyses. Find out the faculty, courses, requirements and areas of interest for this major.
Quantitative Psychology Graduate Program
Welcome to the Quantitative Psychology Graduate Program housed within the L.L. Thurstone Psychometric Laboratory in the Department of Psychology and Neuroscience at University of North Carolina Chapel Hill. Our group consists of seven core faculty, four affiliated faculty, and fourteen graduate students. We also maintain many active collaborative relationships with faculty and students drawn ...
Psychology (Quantitative Research Methods), PHD
The PhD program in psychology with a concentration in quantitative research methods offers an immersive education in advanced statistical techniques and research methodologies that are employed in the conduct of both basic and applied psychological research. A collaborative, interdisciplinary approach to research empowers students to deepen ...
Ph.D. in Psychometrics and Quantitative Psychology
Fordham offers a doctoral program in psychometrics and quantitative psychology, covering advanced measurement, evaluation, and statistical skills. Students can choose from various research areas and prepare for careers in industry, research, or teaching.
Quantitative Methods
Faculty in the Quantitative Methods (QM) program train students in state-of-the-art statistical methods and engage in research that develops and applies such methods. Students in the QM doctoral program develop expertise in the principles of research design and in the theoretical foundations and application of advanced statistical models for ...
Quantitative Methods, Measurement, and Statistics (QMMS)
QMMS Program. Quantitative Methods, Measurement, and Statistics is central to all aspects of social and behavioral sciences: science, education, public interest, and practice. This essential role of quantitative methods is reflected in the fact that Division 5 - Evaluation, Measurement, and Statistics - is one of the Charter Divisions of the APA.
Pursuing a Career in Quantitative Psychology
Many graduate programs prefer applicants who have taken college-level calculus and linear algebra as well as coursework in psychology. Students interested in a career in quantitative psychology should also consider taking graduate-level statistics courses. Quantitative psychologists possess doctoral degrees.
Psychometrics and Quantitative Psychology (Ph.D.)
Fordham's doctoral program in psychometrics and quantitative psychology (PQP) offers the opportunity to acquire a variety of advanced and sophisticated measurement, evaluation, and statistical skills, preparing our graduates for careers in industry, research, or teaching.
Psychology (Quantitative Research Methods), PhD
Program description. The PhD program in psychology with a concentration in quantitative research methods offers an immersive education in advanced statistical techniques and research methodologies that are employed in the conduct of both basic and applied psychological research. A collaborative, interdisciplinary approach to research empowers ...
Quantitative Psychology
UC Davis offers a wealth of opportunities for training in quantitative psychology. This program is an applied quantitative program, with emphasis on linear models and psychometrics. The program covers standard topics, such as experimental design and the analysis of variance, regression analysis, and multivariate analysis.
Quantitative Psychology
The PhD program in Quantitative Psychology at the University of Illinois, Urbana-Champaign, offers an integrated curriculum that blends instruction and research. Our goal is to train students to become the next generation of outstanding quantitative methodologists and mathematical and computational modelers. Our alumni work in academic institutions, testing organizations, government, research ...
How to Prepare for Doctoral Study in Quantitative Psychology
Some psychology departments will allow (with permission) qualified undergraduates to enroll in graduate-level statistics courses such as a two-semester first year doctoral sequence or upper-level quantitative courses (e.g., multivariate analysis, structural equation modeling and psychometric theory).
List of schools for quantitative psychology
List of schools for quantitative psychology This is a nonexhaustive list of schools that offer degrees in quantitative psychology [1] or related fields such as psychometrics or research methodology. [2] Programs are typically offered in departments of psychology, educational psychology, or human development.
Quantitative/Psychometric Methods (QPM)
In our admissions process, we look for quantitative interests and skills as well as some understanding of basic methods, techniques, and approaches to psychological research. We do not require a mathematics major or minor for admission, but you should appreciate the usefulness of mathematical methods as a tool in psychology.
Quantitative psychology
Quantitative psychology is a field of scientific study that focuses on the mathematical modeling, research design and methodology, and statistical analysis of psychological processes.
Ph.D. in Quantitative Methods
The Quantitative Methods Ph.D. program is designed to prepare future professors at research universities and principal investigators at research and assessment organizations in education, psychology, and related human services fields.
Quantitative
As a discipline, Quantitative Psychology encompasses research on applied statistics and methodology, mathematical models of behavior, as well as philosophy of science. Quantitative research ranges from purely mathematical to sophisticated applied work in a particular substantive domain. Some broad examples of questions encountered in ...
Quantitative Methods
The Quantitative Methods program offers graduate study leading to both the MA and PhD degrees. The field of quantitative methods emphasizes measurement and data analysis, but covers a broad spectrum of topics ranging from the mathematical modelling of psychological processes and phenomena (mathematical psychology) to the theory and techniques ...
Quantitative Psychology
As a graduate student in quantitative psychology, you prepare for a research-oriented career in mathematically modeling and quantitatively assessing psychological phenomena. Quantitative psychology is as much a way of thinking about psychological questions as it is a field of study involving specific research methods.
Quantitative • UCLA Department of Psychology
All Faculty Behavioral Neuroscience Clinical Psychology Cognitive Psychology Developmental Psychology Health Psychology Interdisciplinary Quantitative Social and Affective Neuroscience Social Psychology Faculty Awards Faculty News & Events Faculty/TA Office Hours For more information about the Quantitative area see our Areas of Study page. Area Chair Craig Enders Ladder Faculty Han Du Craig ...
Ph.D. Program Requirements
The Psychology department requires completion of Psychology 6810 and 6811, the introductory graduate statistics sequence in psychology, for the Ph.D (see the Psychology Graduate Handbook). For the Quantitative area, these courses are required for the Master's and will normally be completed in the first year. Students who enter the program ...
Quantitative and Qualitative Methods Doctoral Programs
List of psychometrics, measurement, evaluation, quantitative psychology and research methods doctoral programs in the United States and Canada.
PhD in Performance Psychology (Quantitative)
GCU's quantitative PhD in performance psychology focuses on analyzing events through numeric data. This program can help you develop expertise in the creation of a sampling plan and in the collection of data. This program differs from GCU's qualitative program, which focuses on gaining insight into how and why people think, believe and ...
Prospective Graduate Students
Quantitative Psychology; Health and Well-Being Psychology; Diversity and Inequality Psychology; ... Applicants interested in Educational or School Psychology should consult the Graduate School of Education. Currently, our students are admitted for the Fall quarter only. The Application Portal opens in early September for the following fall ...
SDSU / UC San Diego Joint Doctoral Program in Clinical Psychology
Cognitive Psychology Requirement; Statistics and Research Design; Emphasis in Child and Adolescent Psychopathology; Emphasis in Quantitative Methods; Master's Degrees. Master of Science in Clinical Psychology; Master of Public Health; Class Attendance; Grades; Transcripts; Change in Major Area of Study; Waiving Courses; Grievances; Grounds ...
Assistant Professor of Quantitative Psychology
Assistant Professor of Quantitative Psychology. August 19, 2024 Application Deadline: September 24, 2024. ... Posted by Alysha in Graduate and tagged Graduate Job Opportunities. ← ...
PDF GRADUATE PROGRAM IN CLINICAL PSYCHOLOGY The University of Georgia
To be admitted to graduate work in clinical psychology, the student must meet all admissions requirements of the Graduate School, the Psychology Department, and the Clinical Psychology Program. These minimum requirements include: (a) A bachelor's degree from a regionally
40 Psychology Graduate Programs that Don't Require the GRE
Looking for Psychology Graduate Programs that don't require the GRE for 2024? Check out in-demand graduate programs offered by schools with no GRE.
In Memoriam: Miraj U. Desai, PhD
With immense sadness, we share the news of the sudden death of Miraj Desai, PhD, at the age of 41 on Sunday, November 5, 2023. Miraj was an assistant professor at the Program for Recovery and Community Health (PRCH) of the Yale University School of Medicine, Department of Psychiatry.

Diversity and Inclusion

Psychology (Quantitative Research Methods), PHD

Program Description

Degree Requirements

Admission Requirements

Next Steps to attend ASU

Program Contact Information

Psychological Sciences

Quantitative Methods

Core faculty

Emeritus faculty

Affiliated faculty

Information for Prospective QM Applicants

QM Masters Program

Graduate QM Minor

Undergraduate QM Minor

Quantitative Methods Colloquium Series

Quantitative Methods Outreach

Fall 2024 QM Course Offerings

Undergraduate

Graduate Program

Quantitative Methods, Measurement, and Statistics (QMMS)

QMMS Faculty

QMMS Program

Certificate in Quantitative Methods (For Non-QMMS PhD Students)

Representative Publications for QMMS Faculty

Additional Links

Administration

Psychometrics and Quantitative Psychology (Ph.D.)

Psychology (Quantitative Research Methods), PhD

Data Analysis, Data Analytics, Data Mining, Data Science, Data analysis and mining, Machine Learning, Psychology, Quantitative Science, Research Methods, analysis, approved for STEM-OPT extension, statistics

Quantitative Psychology

Quantitative Psychology

See English Proficiency Requirements

Faculty working in Quantitative Psychology

Related News

Related Content

How to Prepare for Doctoral Study in Quantitative Psychology

Coursework in mathematics and statistics in undergraduate school

Coursework in mathematics in graduate school

Undergraduate coursework in quantitative methodology in psychology

Taking graduate methodology courses as an undergraduate

Independent research project

Data-intensive research experience

Other valuable experience

Contact Science Directorate

Quantitative/Psychometric Methods (QPM)

Funding Opportunities

Core Faculty

Associated Faculty

Search form

What Sets Us Apart

Our Faculty

Affiliated Faculty

Anna Rhoad-Drogalis

Alumni Careers

Admissions & Financial Aid

Related News & Research

Policy Corner: SCOTUS decision striking down Biden admin's Student Loan Forgiveness Program will have wide-ranging consequences

Alan Ruby discusses success of India’s universities in achieving sustainable development

Bowden: New budget formula could lead to "stunning losses" for some Pa. schools

Center on Standards, Alignment, Instruction, and Learning

Penn Early Childhood and Family Research Center

You May Be Interested In

Related Topics

Quantitative Program

Subscribe to our updates

Quantitative Methods

Program Overview

Ohio State navigation bar

Ph.D. Program Requirements

I. Choosing an Advisor

II. Course Requirements

III. Masters Degree

IV. Candidacy Examinations

V. Ph.D. Dissertation

VI. Progress and Performance in the Program

VII. Students With Prior Graduate Training

VIII. Outside Employment

IX. Summary of Required and Expected Activities