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Psychology Graduate Program

• Psychology Department
• Required Courses

Course requirements are completed by achieving a grade of B+ or better. Statistics and proseminar courses should be completed by the end of the second year. All other required courses should be completed by the end of the fourth year.

Social, Developmental, and Cognition, Brain, and Behavior

• PSY 2010, Contemporary Topics in Psychological Research (Department Proseminar)
• PSY 1950, Applied Statistical Data Analysis in Psychology I
• PSY 1952, Applied Statistical Data Analysis in Psychology II
• 2 out of the following 3 survey courses: PSY 2020, Cognition, Brain, and Behavior Proseminar; PSY 2500, Proseminar in Social Psychology; or PSY 2170, Developmental Proseminar
• List of courses approved by the CHD *
• PSY 3555, Instructional Styles in Psychology, required during the first year of teaching

*To petition the CHD for a course not on this list to count toward the elective requirement, email the Graduate Office the course name, course syllabus, and a short justification as to the course’s relevance to psychology and why it should be counted as an elective. The course must be a contentful graduate-level course in order to be considered.  Courses taken prior to joining the PhD program cannot be used to meet elective requirements.

Clinical Science

• PSY 2010, Contemporary Topics in Psychological Research
• PSY 3200, Research Seminar in Clinical Science (years 1-3)
• PSY 2070, Psychometric Theory and Methods
• PSY 2040, Contemporary Topics in Psychopathology
• PSY 2050, History of Psychology
• PSY 2430, Cultural and Individual Diversity
• PSY 3250, Psychological Testing
• PSY 2460, Diagnostic Interviewing
• PSY 2420, Cognitive-Behavioral Treatment of Psychological Disorders
• PSY 2445, Psychological Treatment Research
• PSY 3050, Clinical Practicum (six semesters total)
• PSY 3900, Professional Ethics
• PSY 3555, Instructional Styles in Psychology, required during the first year of teaching At least one course in each of the following areas: BIOLOGICAL BASES OF BEHAVIOR   - PSY 1202 Modern Neuroanatomy - PSY 1325 The Emotional, Social Brain - PSY 1355 The Adolescent Brain  - PSY 1702 The Emotional Mind - Neurobio 315QC Human Neuroanatomy and Neuropathology COGNITIVE-AFFECTIVE BASES OF BEHAVIOR   - PSY 2400 Cognitive Psychology and Emotional Disorders SOCIAL BASES OF BEHAVIOR   - PSY 2500 Proseminar in Social Psychology -  PSY 3515 Graduate Seminar in Social Psychology

In accordance with American Psychological Association guidelines for the accreditation of clinical psychology programs, clinical students also receive consultation and supervision within the context of clinical practica in psychological assessment and treatment beginning in their second semester of their first year and running through their third year (PSY 3050). Students also attend the twice-monthly Clinical Science “brown bag” speaker series (PSY 3200).

• First Year Project
• Second Year Project
• Master's in Passing
• Dissertation & Defense
• Graduating & Commencement

• Harvard Business School →
• Doctoral Programs →
• PhD Programs
• Accounting & Management
• Business Economics
• Health Policy (Management)

Organizational Behavior

• Technology & Operations Management
• Program Requirements

Scholars in the doctoral program in Organizational Behavior at Harvard Business School are prepared to pursue an interdisciplinary inquiry into issues that are broadly related to the functioning of individuals within groups, at either the micro or macro level. Graduates of our program go on to become the leading researchers and thinkers in organizational behavior, shaping the field and advancing theoretical understanding in posts at schools of management or in disciplinary departments.

The Organizational Behavior program is jointly administered by the faculty of Harvard Business School and the Department of Sociology in the Faculty of Arts and Sciences, and students have the opportunity to work with faculty from both the Faculty of Arts and Sciences and Harvard Business School.

Curriculum & Coursework

Our program offers two distinct tracks, with research focused either on the micro or macro level. Students who choose to focus on micro organizational behavior take a psychological approach to the study of interpersonal relationships within organizations and groups, and the effects that groups have on individuals. In macro organizational behavior, scholars use sociological methods to examine the organizations, groups, and markets themselves, including topics such as the influence of individuals on organizational change, or the relationship between social missions and financial objectives.

Your core disciplinary training will take place in either the psychology or sociology departments, depending on the track that you choose. You will also conduct advanced coursework in organizational behavior at HBS, and complete two MBA elective curriculum courses. Students are required to teach for one full academic term in order to gain valuable teaching experience, and to work as an apprentice to a faculty member to develop research skills. Upon completion of coursework, students prepare and present a dossier that includes a qualifying paper, at least two other research papers, and a statement outlining a plan for their dissertation. Before beginning work on the dissertation, students must pass the Organizational Behavior Exam, which presents an opportunity to synthesize academic coursework and prepare for an in-depth research project.

Research & Dissertation

Examples of doctoral thesis research.

• Cross-group relations, stress, and the subsequent effect on performance
• Internal group dynamics of corporate boards of directors
• Organizational mission and its effect on commitment and effort
• Psychological tendencies and collaboration with dissimilar others

Aurora Turek

Justine Murray

Jaylon Sherrell

“ In HBS’s Organizational Behavior program I receive outstanding, rigorous training in disciplinary methods and also benefit from the myriad resources that HBS has to offer. HBS scholars are looking to apply their research to real-world problems, come up with interventions, and make a real difference. ”

Current Harvard Sociology & Psychology Faculty

• George A. Alvarez
• Mahzarin R. Banaji
• Jason Beckfield
• Lawrence D. Bobo
• Mary C. Brinton
• Joshua W. Buckholtz
• Randy L. Buckner
• Alfonso Caramazza
• Susan E. Carey
• Paul Y. Chang
• Mina Cikara
• Christina Ciocca Eller
• Christina Cross
• Fiery Cushman
• Frank Dobbin
• Samuel J. Gershman
• Daniel Gilbert
• Joshua D. Greene
• Jill M. Hooley
• Rakesh Khurana
• Alexandra Killewald
• Talia Konkle
• Max Krasnow
• Michèle Lamont
• Ellen Langer
• Joscha Legewie
• Ya-Wen Lei
• Patrick Mair
• Peter V. Marsden
• Katie A. McLaughlin
• Richard J. McNally
• Jason P. Mitchell
• Ellis Monk
• Matthew K. Nock
• Orlando Patterson
• Elizabeth A. Phelps
• Steven Pinker
• Robert J. Sampson
• Daniel L. Schacter
• Theda Skocpol
• Mario L. Small
• Jesse Snedeker
• Leah H. Somerville
• Elizabeth S. Spelke
• Tomer D. Ullman
• Adaner Usmani
• Jocelyn Viterna
• Mary C. Waters
• John R. Weisz
• Christopher Winship
• Xiang Zhou

Current HBS Faculty

• Julie Battilana
• Max H. Bazerman
• David E. Bell
• Ethan S. Bernstein
• Alison Wood Brooks
• Edward H. Chang
• Julian De Freitas
• Amy C. Edmondson
• Robin J. Ely
• Alexandra C. Feldberg
• Carolyn J. Fu
• Amit Goldenberg
• Boris Groysberg
• Ranjay Gulati
• Linda A. Hill
• Nien-he Hsieh
• Jon M. Jachimowicz
• Summer R. Jackson
• Leslie K. John
• Jillian J. Jordan
• Rakesh Khurana
• Hyunjin Kim
• Joshua D. Margolis
• Edward McFowland III
• Kathleen L. McGinn
• Tsedal Neeley
• Michael I. Norton
• Leslie A. Perlow
• Jeffrey T. Polzer
• Ryan L. Raffaelli
• Lakshmi Ramarajan
• James W. Riley
• Clayton S. Rose
• Arthur I Segel
• Emily Truelove
• Michael L. Tushman
• Ashley V. Whillans
• Letian Zhang
• Julian J. Zlatev

Current Organizational Behavior Students

• Jennifer Abel
• Yajun Cao
• Grace Cormier
• Megan Gorges
• Bushra Guenoun
• Elizabeth Johnson
• Caleb Kealoha
• Kai Krautter
• Justine Murray
• C. Ryann Noe
• Elizabeth Sheprow
• Jaylon Sherrell
• Yoon Jae Shin
• Erin Shirtz
• Samantha N. Smith
• Tiffany Smith
• Channing Spencer
• Yuval Spiegler
• Emily Tedards
• Aurora Turek

Current HBS Faculty & Students by Interest

Recent placement, hanne collins, 2024, evan defilippis, 2023, hayley blunden, 2022, lumumba seegars, 2021, karen huang, 2020, stefan dimitriadis, 2019, elizabeth hansen, 2019, julie yen, 2024, jeff steiner, 2023, ahmmad brown, 2022, yanhua bird, 2020, jeffrey lees, 2020, alexandra feldberg, 2019, martha jeong, 2019, nicole abi-esber, 2023, elliot stoller, 2023, ariella kristal, 2022, leroy gonsalves, 2020, alicia desantola, 2019, catarina fernandes, 2019.

Program Type

• Combined Degree (4)
• Degree Granting (72)
• Summer Programs (1)
• Visiting Students (4)

Academic Areas

• Arts & Architecture (4)
• Biological Sciences (4)
• Engineering & Applied Sciences (10)
• Harvard Integrated Life Sciences (14)
• History (14)
• Humanities (22)
• Languages (9)
• Mathematics (2)
• Medical Sciences (7)
• Physical Sciences (6)
• Social Sciences (21)

Degrees Offered

• AB/AM, AB/SM (1)
• Doctor of Philosophy (PhD) (68)
• Master of Arts (AM) (7)
• Master of Engineering (ME) (2)
• Master of Science (SM) (4)

GRE Requirement

• Not Accepted (23)
• Optional (28)
• Required (19)

African and African American Studies

American studies, anthropology, applied mathematics, applied physics, architecture, landscape architecture, and urban planning, bioengineering, biological and biomedical sciences, biological sciences in public health.

FALL COURSE REGISTRATION  is open through August 29. Explore courses today.

• Academics /

Psychology Master’s Degree Program

Deepen your understanding of human behavior. Advance your career.

Online Courses

11 out of 12 total courses

On-Campus Experience

2 weekends or a 3-week summer course

$3,340 per course

Next Start Term: Fall 2024

Registration open through August 29

Program Overview

Psychology is an in-demand field, and a master’s degree in psychology provides a solid foundation for a variety of different career paths. Job opportunities in this field are expected to grow. And with many companies putting a greater emphasis on their employees’ mental wellbeing, professionals who have advanced psychology degrees are in greater demand.

In the Psychology Master’s Degree Program, you’ll explore a range of topics in psychology, cognitive science, and human development. Under the guidance of renowned faculty from Harvard and peer institutions, you’ll:

• Develop a greater understanding of the biological, behavioral, and psychosocial determinants of human behavior, including explorations of social, emotional, and cognitive functioning.
• Learn how research is carried out in psychology and cognitive science.
• Build a foundation in the statistics and other methods used in the field.
• Explore various topics to understand how the mind works: development, emotion, social psychology, cognitive neuroscience, positive psychology, and abnormal psychology.

Whether you’re preparing for a career pivot, advancement in your current role, or a doctoral program, you’ll build foundational knowledge in psychology to make a greater impact.

Program Benefits

Customizable path, stackable certificates, & experiential learning

Instructors who are academics and professionals at the top of their fields

Personalized academic advising

Faculty research and internship opportunities

A faculty-supported thesis or applied research project

Harvard Alumni Association membership upon graduation

Customizable Course Curriculum

Our curriculum is flexible in pace and customizable by design. You can study part time, choosing courses that fit your schedule and align with your career goals. You’ll experience the convenience of online learning and the immersive benefits of learning in person.

As you work your way toward your master’s degree, you can take courses that also count — or “stack” — toward the Topics in Human Behavior Graduate Certificate .

11 Online Courses

Synchronous and asynchronous options are available year-round.

Sample Courses:

• Cognitive Neuroscience
• Neurobiology
• Mindfulness, Meaning, and Resilience
• Sleep and Mental Health
• The Opioid Epidemic

Join faculty and peers in person for Engaging in Scholarly Conversation, which you can take in either:

• 2 weekends (1 in fall and 1 in spring)
• A 3-week summer session

Read our course spotlight .

Capstone or Thesis Track

Choose the track that fits your goals:

• Thesis: features a 9-month independent research project with a faculty advisor
• Capstone: includes exploring a topic and completing a project in a classroom community

The path to your degree begins before you apply to the program. First, you’ll register for and complete 3 required courses, earning at least a B in each. These foundational courses are investments in your studies and count toward your degree, helping ensure success in the program.

Enroll for your first admission course this fall. Course registration is open July 22–August 29.

To get started, explore degree requirements, confirm your initial eligibility, and learn more about our unique “earn your way in” admissions process.

Earning a Stackable Certificate

As you work your way toward your master’s degree, you can take courses that also count — or “stack” — toward a graduate certificate. It’s a cost-effective, time-saving opportunity to build specialized skills and earn a second professional credential.

For each certificate, you can choose courses that best fit your goals.

Stackable graduate certificates include:

• Topics in Human Behavior

A Faculty of Psychology Experts

You’ll learn from Harvard faculty and industry leaders who will help you gain real-world perspectives. Our instructors are renowned experts in clinical psychology, neurobiology, psychopathology, and more. They bring a genuine passion for teaching, with students giving our faculty an average rating of 4.6 out of 5.

Shelley Carson

Associate of the Psychology Department, Harvard Faculty of Arts and Sciences

Bobbi Wegner

Adjunct Lecturer on Education, Harvard Graduate School of Education

Adrienne Tierney

Lecturer, MIT Writing and Communication Center

Our Community at a Glance

Many of our students in the Psychology Master’s Degree Program are established professionals looking to make a career change. Others are earning the degree for career advancement or as preparation for further advanced study.

Download: Psychology Master's Degree Fact Sheet

Average Age

Courses Taken Each Semester

Work Full Time

Would Recommend the Program

Professional Experience in the Field

Pursued for Career Change

Career Opportunities & Alumni Outcomes

Graduates of our Psychology Master’s Program work in the fields of mental health, research, healthcare, human resources, and education. Some alumni continue their educational journeys and work toward a PhD, including at Harvard Graduate School of Education, Harvard Graduate School of Arts and Sciences, or Harvard School of Public Health. They have also pursued further studies in other nationally ranked degree programs, including those at Johns Hopkins University, Columbia University, and Brown University.

Our alumni have gone on to work in a variety of roles, including:

• Postdoctoral Fellow
• Guidance Counselor
• Clinical Psychologist
• Academic Coordinator
• Research Program Manager
• Clinical Supervisor
• HR Consultant

Career Advising and Mentorship

Whatever your career goals, we’re here to support you. Harvard’s Mignone Center for Career Success offers career advising, online tools, employment opportunities, career fairs — including the Ivy+ Just in Time Virtual Career Fair — and connections to Harvard alumni mentors.

Your Harvard University Degree

Upon successful completion of the required curriculum, you will earn your Harvard University degree — the Master of Liberal Arts (ALM) in Extension Studies, Field: Psychology.

Expand Your Connections: the Harvard Alumni Network

As a graduate of the master’s degree program in the psychology field, you’ll become a member of the worldwide Harvard Alumni Association (400,000+ members) and Harvard Extension Alumni Association (29,000+ members).

As an international student, I could not have imagined that it’s possible that there would be this kind of community.

Mariam in an entrepreneur who launched her startup through the Harvard Innovation Labs.

Tuition & Financial Aid

Affordability is core to our mission. When compared to our continuing education peers, it’s a fraction of the cost.

After admission, you may qualify for financial aid . Typically, eligible students receive grant funds to cover a portion of tuition costs each term, in addition to federal financial aid options.

Learn more about the cost of attendance .

Coffee Chat: All About Liberal Arts Programs at HES

Are you interested in learning more about liberal arts graduate degree programs at Harvard Extension School? Attendees joined us for an informational webinar where they had the opportunity to connect with program directors, academic advisors, and alumni.

How long does it take to complete the psychology graduate program?

Program length is ordinarily anywhere between 2 and 5 years. It depends on your preferred pace and the number of courses you want to take each semester.

For an accelerated journey, we offer year round study, where you can take courses in fall, January, spring, and summer.

While we don’t require you to register for a certain number of courses each semester, you cannot take longer than 5 years to complete the degree.

What can you do with a master’s degree in psychology?

A master’s degree in psychology can open doors to a range of psychology-related careers, such as a behavioral counselor, career advisor, or drug and alcohol specialist.

This type of degree can also enhance non-psychology careers, like those in the fields of advertising, human resources, and retail sales.

Understanding human behavior is an invaluable skill that spans industries and careers.

What is the difference between a master’s degree in psychology and clinical psychology?

Both types of master’s degrees provide a detailed look into human behavior.

However, a psychology master’s degree can be broader in scope and more widely applicable to a variety of careers, while a clinical psychology masters is more specialized for analyzing and treating a range of mental health disorders.

What skills do you need prior to applying for the psychology master’s degree program?

Harvard Extension School does not require any specific skills prior to applying, but in general, it’s helpful to have solid communication, critical thinking, and active listening skills if you are considering a psychology master’s degree.

Initial eligibility requirements can be found on our psychology degree requirements page .

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

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New faculty member brings expertise and INSPIRE lab to Psychology Department

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Clinical Psychology Programs

• Clinical Psychology Accreditation

UTulsa’s Clinical psychology graduate programs equip aspiring psychologists with the knowledge and skills necessary to tackle complex clinical problems.

Offering master’s and doctoral degrees, UTulsa’s Clinical Psychology Department trains students to do exactly what psychologists in modern society do: ethically apply knowledge of psychology along with skills to handle challenging clinical cases. Formal coursework covers core areas such as psychology, research methods, personality, psychopathology, principles of psychological assessment and intervention, and professional issues in clinical psychology. The program is based upon the scientist-practitioner model: Psychological practice is the application of the theory, methods, and results of scientific psychology to clinical problems.

TOP 100 PRIVATE RESEARCH INSTITUTION

5:1 student-faculty ratio, 30+ years fully accredited, 90% graduate placement rates.

UTulsa promotes breadth over narrowness in developing students’ knowledge of the science of psychology Joanne Davis, Ph.D. Graduate Adviser

Professional Opportunities

• Students gain experience through practicums in UTulsa’s behavioral health community health centers, prisons, hospitals, and private practice groups.
• Job opportunities include roles in agencies, organizations, health care, consulting, and academia. Alumni employers include Stanford University, Harvard University, U.S. Army, Cedars-Sinai, and many others.

Funding Opportunities

Graduate assistantships covering tuition and a monthly stipend are available. The following fellowships are also available:

• The Ben Graf Henneke Graduate Research Fellowship — full tuition, a monthly stipend, and funded study abroad opportunities for master’s students
• The Dissertation Completion Fellowship, Foster Brooks Parriott Fellowship, Summer Fellowships, and Graduate Assistantships, and Merit Based Scholarship — up to 21 hours of tuition and a monthly stipend for doctoral students in their final year

Admission Information

• Must hold a baccalaureate degree from an accredited university
• Strong GRE general test scores required
• Minimum TOEFL, IELTS, Duolingo, or PET scores are required for international students
• Applications are due Dec. 1.

Faculty recruiting

Perinatal Psychobiology Laboratory

INSPIRE Lab

Trauma Research Assessment Prevention & Treatment

Joanne Davis, Ph.D.,  is looking for students who are interested in the experience of trauma and treatment of PTSD, insomnia, and nightmares Davis’ lab also studies the prevalence, impact, and prevention of interpersonal violence in general and within the LGBTQIA+ population. Competitive applicants will have some background knowledge and research experience in trauma studies. Students from various underrepresented backgrounds are encouraged to apply.

Treatment and Assessment Center for Traumatic Stress

Elena Newman, Ph.D., is searching for students interested in Journalism and Trauma.  Competitive applicants will have experience in research (abstracts, papers presented at national meetings, publications), have excellent writing skills, and a strong background working with data. Students from various underrepresented backgrounds are encouraged to apply.

Nicki Aubuchon-Endsley, Ph.D., LP, is interviewing students for the 2024-25 incoming cohort. Competitive applicants should have research experience with some exposure to clinical, health, or developmental psychology research preferred, as well as experience working with women and/or infants. Applicants should also have strong writing, statistical, and interpersonal/communication skills. Ideally, candidates will also have experience directly working with data, presenting posters and/or papers at conferences, or authorship or co-authorship on publications. Students from underrepresented backgrounds are encouraged to apply.

The Integrative Psychopathology and Personality Research (INSPIRE) Lab

Takakuni Suzuki, Ph.D., is planning to review applications for the Fall 2025 incoming class. His research broadly investigates the transdiagnostic dimensional nature of psychopathology and individual differences, with emphases in personality disorders and schizophrenia-spectrum disorders. His research utilizes a multi-method approach (e.g., questionnaires, electroencephalogram, and ecological momentary assessment) and advanced statistical analyses (e.g., factor analyses, structural equation modeling, item-response theory, Bayesian analyses). Competitive applicants will have strong written and verbal communication skills; neuroscience and/or clinical research experience; and/or statistical analyses and programming skills. Applicants from underrepresented backgrounds are encouraged to apply.

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The College Board

Advanced Doctoral Psychometrics Intern (10-month)

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College Board – Learning & Assessment/Psychometrics

Location: This is a fully remote role. At the discretion of the candidate’s mentor, there could be an opportunity to attend two optional on-site one-week residencies at our New York City office.

This is an internship position that will last 10 months from the start date beginning in September and ending in June. Interns will be expected to work 32 hours a week and the internship will coincide with the student’s school schedule.

Application Deadline: Friday, August 9th at 5pm EST

About the Team

The Psychometrics Team supports College Board in serving more than seven million students a year as they prepare for a successful transition to college through programs and services in college readiness and college success. College Board’s Psychometrics provides its partners with measurement solutions that set the standard for quality, efficiency and innovation through operational excellence and research leadership that advances the field of Psychometrics and supports College Board’s mission of access and equity in Education.

About the Opportunity

The internship spans the entire academic year, with an expected weekly load of 32 hours per week (four days a week). This internship is designed to provide the intern with the opportunity to work closely with psychometricians and to gain hands-on working experience with College Board data and research projects in support of College Board programs. The intern is expected to perform operational psychometric tasks with the guidance of the two mentors. The tasks may include but are not limited to standard setting, test analysis, review of technical manuals, literature review and conducting research studies.

As an intern you will be part of one of the four teams in the Psychometrics department at College Board.

These teams are

AP Psychometrics SAT Psychometrics, Analytics, and Research CLEP and ACCUPLACER Psychometrics & Research Psychometric Technology and Analytics

You may also work directly with the Robert L. Brennan Chair of Psychometrics who consults and works with all of the four teams on multiple projects.

Current ongoing projects for which you may have an opportunity to work on include

Reliability for tests with polytomous items with different weights Multidimensional response time analysis for test security – Detecting anomalies in response time due to test-taking misbehavior while factoring out construct-irrelevant sources of variance like speededness Standard setting methods – Exploratory analysis of cognition and test-taking strategy to improve ALD development Improving cut score decisions via machine learning – Using ranking algorithms to improve precision and consistency of cut score decisions in standard setting Expanding item parameter drift detection tool into a full R package Exploring maximization methods for IRT scoring Investigation of psychometric qualities of reported subscores or domain scores using both simulated and real data Exploring methods to detect invalid essay responses using deep learning models IRT equating for mixed-format tests with weights Standard setting using AI Detection of AI usage in free response questions Automated essay scoring Prediction of item statistical properties using large language models (LLM), Using timing data in predicting student scores Investigating different test security analytics

To be eligible:

The intern must be a full-time doctoral student at an accredited 4-year university A strong preference will be made toward advanced students in the process of completing their dissertation Graduate students in psy chometrics, measurement, educational psychology, industrial-organizational psychology, or related fields are invited to submit an application. Students in adjacent fields such as data science, computational linguistics, and areas of computerscience such as artificial intelligence (AI) can also apply Experience with statistical software (SAS and/or R), psychometrics software (e.g., flexMIRT, Mplus), and/or data science tool such as Python is required Working knowledge of Classical Test Theory and Item Response Theory is required Students must be eligible to be legally employed in the United States Good communication skills (oral and written) are required

About Our Compensation

College Board offers a competitive compensation program that attracts top talent looking to make a difference in education.

The salary for this position is $32 per hour. You will be paid this rate hourly for time worked As a temporary internship position, this role is not eligible for College Board benefits including medical benefits or paid time off Interns are required to be in the United States for the duration of the internship.

You can expect to have transparent conversations about compensation with our recruiters throughout your application process.

College of Education

School psychology doctoral program.

The University of Houston's School Psychology doctoral program is home to faculty and students committed to impacting the academic, behavioral and social-emotional functioning of children. Our faculty teaches students how to apply the core principles of school psychology inside and outside of schools. They challenge students to develop innovative solutions that connect the systems in which children and their families exist.

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About the Program

Our goal: Develop professional school psychologists who are engaged in applied research and ecologically sensitive evidence-based practice. To accomplish this, the School Psychology program adheres to a scientist-practitioner training model, and students learn to conceptualize according to an ecological-behavioral theoretical model. We aim to instill an awareness of diversity issues into our students, a task made easier considering the University of Houston’s status as one of our nation’s most culturally and linguistically diverse research institutions. That diversity extends to the program itself: almost one-half of our doctoral students claim non-Caucasian ancestry.

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington D.C. 20002-4242 Phone: (202) 336-5979 TDD/TTY: (202) 336-6123 Fax: (202) 336-5978 [email protected]

• Accredited by the American Psychological Association
• Approved by the National Association of School Psychologists
• 5 - 6 years to complete program without transferable graduate credit
• 4 - 5 years to complete program with prior graduate credit
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What will I learn while attending the school psychology program?

• Scholarly inquiry, research, writing and presentation skills
• Application of critical analysis and inquiry to existing research and the ability to identify, select, implement and evaluate evidence-based practices.
• Sensitivity to ecological, diverse and developmental considerations and concern for client preferences
• Exposure and supervised experience with diverse populations, conditions, professionals, settings and procedures.
• Understanding of the scientist-practitioner model which emphasizes an integrated, hierarchical sequence of coursework, practica, internship and research experiences

What can I do with my degree?

A doctoral degree in School Psychology prepares graduates for professional work as psychologists in academic and non-academic positions. Students who complete the program are prepared to apply for the following credentials:

• Licensed Psychologist
• Licensed Specialist in School Psychology
• National Certified School Psychologist
• Designation as a Health Service Provider by the National Register of Health Service Providers in Psychology
• Diplomate in School Psychology.

School Psychology Faculty

The following is a list of current school psychology faculty:, dr. jorge e. gonzalez.

School Psychology

Faculty Profile | Email

Dr. Kristen Hassett  (Affiliated Faculty)

Special Populations

Dr. Elizabeth Jelsma

Dr. milena keller-margulis, dr. michael matta, dr. bradley h. smith  (program director).

School Psychology 

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The School Psychology faculty's research ranges from Autism Spectrum Disorder and language development to student assessments and multilingual classrooms. Visit the PHLS Research Portal to learn more about our diverse interests and discover faculty pursuing answers to the questions that matter to you.

Feel free to contact faculty directly to learn more about their research. You can find contact information in the Research Portal or by visiting the COE Faculty Directory .

• PHLS Research Portal

Financial Aid

All School Psychology doctoral students are encouraged to apply for scholarships through the UH and the College of Education. To learn more about how to fund your graduate studies, visit the Graduate Funding page .

Graduate Tuition Fellowship

Graduate Tuition Fellowship (GTF) provides tuition remission for 9 credit hours, during the academic year, to students who enroll in at least 9 credit hours. During the summer term, GTFs are contingent upon available budget. Not all years in the graduate program may be covered by this program.

Assistantships

Graduate appointments are usually available to students during the first two years of graduate studies. The program doesn't cover mandatory fees or course fees. Not all years in the graduate program are covered by this program. 

To learn more about funding your education, contact the COE's College of Graduate Studies at  [email protected]  or call 713-743-7676.

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Houston, Texas

Houston is the fourth largest city in the United States and one of the nation's most diverse cities. This fact benefits our students and faculty both personally and professionally. Home to more than 100 different nationalities and where more than 60 different languages are spoken, Houston is the perfect environment to practice what you're learning in the classroom. The city also boasts more than 12,000 theater seats and 11,000 diverse restaurants featuring cuisines from around the globe (Don't know where to start? Just ask a Houstonian, and they're sure to bombard you with at least a dozen places to eat.) 

Houston is bustling with culture, energy and offers something for everyone inside and outside the classroom.

(Background photo: “ Metropolis ” by eflon is licensed under CC BY 2.0 .)

• Student Housing & Residential Life
• Greater Houston Partnership - Welcome to Houston

Ready to Apply?

Are you ready to apply to the University of Houston School Psychology doctoral program ? Yes? You can learn more about the application process by visiting the College of Education's Graduate Admissions page  or jump right into the application process by visiting the UH's How to Apply to Graduate School page .

If you need more information about the School Psychology program, we are here to help. You can always contact the COE Office of Graduate Studies by phone at 713-743-7676  or by email .

The School Psychology doctoral program is a member of UH's Psychological, Health, & Learning Sciences department .

Program Director:  Dr. Brad Smith

UH College of Education Stephen Power Farish Hall 3657 Cullen Blvd., Room 491 Houston, TX 77204-5023

Undergraduate: [email protected] or 713-743-5000 Graduate: [email protected] or 713-743-7676 General: [email protected] or 713-743-5010

Industrial-Organizational Psychology

Students enrolled in the Master of Liberal Arts program in Industrial-Organizational Psychology will use social science research methods to investigate how to make people and organizations more effective. Students will study people, workplaces, and organizations to better align competing needs and create healthy, productive, and mutually beneficial relationships between people and organizations.

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Jason Bennett Thatcher

Dr. Jason Bennett Thatcher holds the Tandean Rustandy Esteemed Professorship in the Leeds School of Business at the University of Colorado-Boulder. He also holds a faculty appoint as a Full Professor of Management Science at the Alliance Manchester Business School at the University of Manchester and an Honorary Professorship at the University of Nottingham. He has also held visiting faculty appointments at the Technical University of Munich (TUM), the University of Augsburg, the Hong Kong Polytechnic University, and the Information Technology University-Copenhagen.

Jason studies individual decision-making, strategic alignment, and workforce issues related to the effective application of information technologies in organizations. His more recent projects direct attention to cyber security, social media, and digital upper echelons.

Jason’s publishes in journals such as MIS Quarterly, Information Systems Research, Journal of Applied Psychology, Harvard Business Review, and other outlets. Jason’s work appears in Financial Times 50 listed journals about once a year. AISResearchRankings.Org ranked him the most productive author on the AIS senior scholars list in 2014, 2020, and 2021. He has been ranked among the top scholars in Social Sciences by Research.com and named among the top 2% most productive researchers in the world in a study published in PLOS Biology. Jason’s work has earned 17,000+ citations.

Jason serves as Senior Editor at Information Systems Research. He has served as Senior Editor at the MIS Quarterly, Decision Sciences, AIS Transactions on HCI, and Associate Editor at Information Systems Research and the Database for Advances of Information Systems. He also serves on the MIS Quarterly Policy Committee, as the Information Systems Community representative.

Jason has been recognized for contributions to the Information Systems discipline by several fellowship and awards.  He has been named a visiting fellow in China (Hong Kong Baptist University, Hong Kong Polytechnic University), Denmark (ITU-Copenhagen, Vellux Vellum Fellow; Copenhagen Business School), and Germany (TU-Dortmund, Gambrinus Fellow; Wiesenbaum Institute for Internet Research, TU-Potsdam).  

Jason enjoys working with early career scholars. He has advised 19 PhD students in the United States and 15 more in Denmark, Germany, and China. He runs an active LinkedIn feed for early career scholars that has attracted 34,000+ followers and 18 million+ views a year.  Jason was named to the Circle of Compadres by the KPMG Foundation for contributions to mentoring minority Ph.D. students and a TUM Ambassador for his work with PhD students in Germany.

Jason teaches courses in Management Information Systems and Strategic Management. He won the College of Business and Behavioral Science 2008 Undergraduate Teaching Excellence Award at Clemson University. He has taught MBA and PhD seminars in the United States, Columbia, Germany, Denmark, and Hong Kong.

Representative Publications (Last Five Academic Years)

• Pienta D., Vishramithra, N., Somanchi, S., N,. Berente, N., and Thatcher, J.B. (Conditionally Accepted).“Do Crowds Validate False Data? An Exploratory Study of Systematic Distortion and Affective Polarization.” MIS Quarterly.
• Hein, A., Engert, M., Maruping, L., Thatcher, J. B., & Krcmar, H. (Conditionally Accepted). Tradeoffs and Tensions of Self-Organization and Governance in Digital Platform Ecosystems: An Information Ecology & Holons Approach. MIS Quarterly.
• Meier, M., Maier, C., Weitzel, T., and Thatcher, J.B. (Forthcoming). “Chatbot Interactions: How Consumption Values and Disruptive Situations Influence Customers’ Willingness to Interact.” Information Systems Journal.
• Pienta, D., Roth, P., Wright, R., & Thatcher, J.B. (Forthcoming). "An Empirical Investigation of the Unintended Consequences of Vulnerability Assessments Leading to Betrayal." Journal of the Association for Information Systems.
• Köster, A., Krause, H-V., Bauman, A., Krasnova, A., & Thatcher, J.B. (Forthcoming). "The Rise of Metric-based Digital Status: An Empirical Investigation of the Role of Status Perceptions in Envy on Social Networking Sites." European Journal of Information Systems.
• DiGangi, P., Howard, J., McAllister, C., & Thatcher, J.B. (Forthcoming). "The Influence of Political Skill and Community Capabilities on Microtask Worker Hourly Wage: A Mixed-Methods Study of Mechanical Turk." Journal of the Association for Information Systems.
• Lau, R., Ngai, E., & Thatcher, J.B. (Forthcoming). Do consumers’ opinion orientations predict their credit risk? An econometric analysis enhanced by multimodal analytics. Journal of the Association for Information Systems .
• Sarker, S., Susarla, A., Gopal, A., & Thatcher, J.B. (Forthcoming). "Democratizing Knowledge Creation Through Human-AI Collaboration in Academic Peer Review." Journal of the Association for Information Systems
• Tseng, A., Sun, H., Santhanam, R., Shuya, L., & Thatcher, J. B. (Forthcoming). Rethinking Gamification Failure: A Model of Gamified System Maladaptation Behaviors. Information Systems Research.
• Weische, M., Pflueggner, C., & Thatcher, J. B. (Forthcoming). IT professionals and the social context: The impact of technical departed team member’s technical ability and demographic attribute similarity on turnover. Journal of Management Information Systems .
• Gruelich, M., Lins, Sebastian, Pienta, D., Thatcher, J. B., & Sunyaev, A. (Forthcoming). Exploring Contrasting Effects of Trust in Organizational Security Practices and Protective Structures on Employees’ Security-Related Precaution Taking. Information Systems Research.
• Roth, P., Shan, G., Bobko, P., Roth, R., Ferrise, E., & Thatcher, J. B. (Forthcoming). Doxing, Political Affiliation, and Type of Information: Effect on Hiring Related Judgments and the Interaction with Political Party Similarity. Journal of Applied Psychology.
• Meier, M., Maier, C., Thatcher, J. B., & Wietzels, T. (Forthcoming). Cooking a Telework Theory with Causal Recipes: Explaining Telework Success with ICT, Work, and Family Related Stress. Information Systems Journal.
• Wang, Q., Jiang, S., Pienta, D., Ngai, E., & Thatcher, J. B. (Forthcoming). Cybersecurity Breaches and Firm Valuation: An Empirical Study in China. Journal of Management Information Systems.
• Maier, C., Laumer, S., Sun, H., Thatcher, J. B., & Weitzel, T. (Forthcoming). Proposing Shocks and Dissatisfaction to Explain Quitting and Switching: An Image Theory Perspective. Journal of the AIS.
• Pflügner, K., Maier, C., Mattke, J., Thatcher, J. B., & Weitzel, T. (Forthcoming). Deconstructing Technostress: A Configurational Approach to Explaining Job Burnout and Job Performance. MIS Quarterly.   
• Susarla, A., Gopal, A., Thatcher, J. B., & Sarker, S. (2023). The Janus Effect of Generative AI: Charting the Path for Responsible Conduct of Scholarly Activities in Information Systems. Information Systems Research, 42 (2). https://doi.org/10.1287/isre.2023.ed.v34.n2
• Pu, W., Roth, P., Nittrouer, C., Thatcher, J. B., & Hebl, M. (2023). Post-Traumatic Stress Disorder and Hiring: The Role of Social Media Disclosures on Stigma and Hiring Assessments of Veterans. Personnel Psychology, 76 (1), 41-75. https://doi.org/10.1111/peps.12520
• Pang, M. S., & Thatcher, J. B. (2023). A Practical Guide for Successful Revisions and Engagements with Reviewers. Journal of the Association for Information Systems, 24 (2), 317-327. https://aisel.aisnet.org/jais/vol24/iss2/11/
• Tarafdar, M., Shan, G., Gupta, A., & Thatcher, J. B. (2022). Commentary: Intellectual Diversity in IS Research: Conceptualization and Illustration. Information Systems Research, 33 (4), iii-viii. https://doi.org/10.1287/isre.2022.1176
• Dinger, M., Thatcher, J. B., Grover, V., & Tripp, J. F. (2022). Workgroup Embeddedness and Professionalism Among IT Professionals: Impacts on Work-Life Conflict and Organizational Citizenship. Journal of the AIS, 23 (5), 1295-1332. http://10.17705/1jais.00763
• Maier, C., Laumer, S., Thatcher, J. B., Wirth, J., & Weitzel, T. (2022). Trial-Period Technostress: A Conceptual Definition and Mixed-Methods Investigation. Information Systems Research, 30 (2), 489-514. https://doi.org/10.1287/isre.2021.1047
• Compeau, D., Correia, J., & Thatcher, J. B. (2022). When Constructs Become Obsolete: A Systematic Approach to Evaluating and Updating Constructs for Information Systems Research. MIS Quarterly, 46 (2). http://10.25300/MISQ/2022/15516
• Salge, C., Karahanna, E., & Thatcher, J. B. (2022). Algorithmic Processes of Social Alertness and Social Transmission: How Bots Disseminate Information on Twitter. MIS Quarterly . http://10.25300/MISQ/2021/15598
• Burleson, J., Grover, V., Thatcher, J. B., & Sun, H. (2021). Technology Repurposing: When Technology moves from Home to Work. Journal of the AIS, 22 (6), 1556-1589. https://10.17705/1jais.00707
• Li, J., Li, M., Wang, X., & Thatcher, J. B. (2021). Implementing AI Orientation in Firms: The Effect of the CIO and Board of Directors. MIS Quarterly, 45 (3), 1603-1643. http://10.2533/MISQ/2021/16523
• Schuetz, S., Lowry, P. B., Pienta, D., & Thatcher, J. B. (2021). Improving the Design of Information Security Messages by Leveraging the Effects of Temporal Distance and Argument Nature. Journal of the Association for Information Systems, 22 (5), 4. http://10.17705/1jais.00697
• Maier, C., Laumer, S., Thatcher, J. B., Sun, H., Weinert, C., & Weitzel, T. (2021). Social Networking Site Use Resumption: A Model of Return Migration. Journal of the Association for Information Systems, 22 (4), 5. http://10.17705/1jais.00688
• Wong, R., Cheung, C., Xiao, S., & Thatcher, J. B. (2021). Standing Up or standing By: Understanding Bystanders’ Proactive Reporting Responses to Online Harassment. Information Systems Research, 32 (2), 561-581. https://doi.org/10.1287/isre.2020.0983SA
• Wright, R., & Thatcher, J. B. (2021). Phishing Tests are Necessary. But They Don’t Need to Be Evil. Harvard Business Review . Digital article: https://hbr.org/2021/04/phishing-tests-are-necessary-but-they-dont-need-to-be-evil
• Prommegger, B., Thatcher, J.B., Wiesche, M., & Krcmar, H. (2021). “When Your Data has COVID-19: How the Changing Context Disrupts Data collection and What To Do About It.” European Journal of Information Systems, 30(1): 100-118. https://orsociety.tandfonline.com/doi/pdf/10.1080/0960085X.2020.1841573
• Schuetz, S., Lowry, P.B., Pienta, D., and Thatcher J.B. (2020). “On the Design of Information Security Messages: The Effects of Temporal Distance and Argument Nature.” Journal of Management Information Systems. 37(3): 723-757. https://doi.org/10.1080/07421222.2020.1790187
• Carter, M., Petter, S., Grover, V. and Thatcher, J.B. (2020). “IT Identity: A Measure and Empirical Investigation of its Utility to IS Research.” Journal of the AIS. 21(5):2. https://doi.org/10.17705/1jais.00638
• Chau, C.K., Ngai, E.W.T., Gerow, J.E., and Thatcher, J.B. (2020). “The Effect of Business-IT Strategic Alignment and IT Governance on Firm Performance: A Moderated Polynomial Regression Analysis.” MIS Quarterly. 44(4): 1679-1704. https://doi.org/10.25300/MISQ/2020/12165
• Wade, J., Roth, P., Thatcher, J.B., and Dinger, M. (2020). “Social Media and Selection: How Talking Guns, Doctors, and Mary Jane Influence your Future.” MIS Quarterly. 44(3): 1301-1357. https://doi.org/10.25300/MISQ/2020/14119
• Carter, M., Petter, S., Grover, V., and Thatcher, J.B. (2020). “IT Identity: A Key Determinant of Feature Use and Exploratory Behaviors.” MIS Quarterly. 44(3): 983-1021. https://doi.org/10.25300/MISQ/2020/14607
• Pienta, D., Thatcher, J.B., and Johnston, A. (2020). “Protecting a Whale in a Sea of Phish.” Journal of Information Technology. 35(3): 214-231 https://doi.org/10.1177/0268396220918594
• Tams, S., Ahuja, M., Grover, V., and Thatcher, J.B. (2020). “Worker Stress in the Age of Mobility: A Moderated Mediation Model of Demands from Interruptions, Role-based Stress, and IT Use.” Journal of Strategic Information Systems. 29(1): 101-59. https://doi.org/10.1016/j.jsis.2020.101595
• Tams, S., Dulipovici, A., Thatcher, J.B., Craig, K., and Srite, M. (2020). “The Role of Basic Human Values in Knowledge Sharing: How Values Shape the Post-Adoptive Use of Electronic Knowledge Repositories.” Journal of the Association for Information Systems. https://doi.org/10.17705/1jais.00597
• Roth, P. L., Thatcher, J. B., Bobko, P., Matthews, K. D., Ellingson, J. E., & Goldberg, C. B. (2020). Political Affiliation and Employment Screening Decisions: The Role of Similarity and Identification Processes. Journal of Applied Psychology. 105(5): 472–486. https://psycnet.apa.org/doi/10.1037/apl0000422
• Gupta, B., Loicono, E., Dutchak, G., & Thatcher, J. B. (2019). A Field-Based View on Gender in the Information Systems Discipline: Preliminary Evidence and an Agenda for Change. Journal of the Association for Information Systems, 20 (12), 2. https://doi.org/10.17705/1jais.00588
• Sun, H., Wright, R., & Thatcher, J. B. (2019). Revisiting the Impact of System Use on Task Performance from an Adaptation and Complementarity Perspective. Journal of the Association for Information Systems, 20 (4), 3. https://doi.org/10.17705/1.jais.00539
• Wiesche, M., Joseph, D., Thatcher, J. B., Krcmar, H., & Gu, B. (2019). MIS Quarterly Curation on IT Workforce Research. MIS Quarterly Curations . https://www.misqresearchcurations.org/blog/2019/6/17/it-workforce
• Craig, K., Thatcher, J. B., & Grover, V. (2019). The IT Identity Threat: A Conceptual Definition and Operational Measure. Journal of Management Information Systems, 36 (1), 259-288. https://doi.org/10.1080/07421222.2018.1550561