Learning Outcomes

Graduate students will:

• gain course specific knowledge and skills as required to perform well in their specialties (as demonstrated by completing their required courses in their specialty/major area with a grade-point average of 3.00 or higher);
• demonstrate integrated substantive knowledge and skills that can be applied to solve novel professional-level problems (as demonstrated by completing their comprehensive examinations satisfactorily and by completing their thesis proposals with committee approval);
• demonstrate required clinical practice skills and researcher autonomy (as demonstrated by satisfactory completion of all required practicums and/or internships, and required thesis defenses/article submissions as appropriate for their degrees);
• demonstrate initial engagement with, and commitment to, professional ethics, professional development, lifelong learning, and service to the profession (as demonstrated by participation and engagement in the appropriate state, regional, and national organizations as appropriate for their degrees);
• demonstrate entry-level professional qualifications (as demonstrated by being qualified to take any licensing exams that are required for practice and/or employment); and
• be qualified for suitable employment or postdoctoral appointments upon graduation (as reported on annual Qualtrics surveys).

The Doctor of Philosophy program in psychological and quantitative foundations with a counseling psychology subprogram requires a minimum of 100 s.h. of graduate credit. The program requires full-time study. Students are expected to maintain a cumulative grade-point average (GPA) of at least 3.00.

The goal of the program is to prepare counseling psychologists who will promote psychology as a science and contribute to the advancement of the profession. The faculty endorses a scientist/practitioner model of training and expects students to become competent researchers and proficient practitioners. Graduates find positions in a variety of settings, including higher education, counseling centers, clinics, private practice settings, and hospitals.

The program is fully accredited by the American Psychological Association. Students must show appropriate levels of emotional balance and interpersonal skills and act within the American Psychological Association's Ethical Principles of Psychologists. For more information, contact the program director.

The PhD in psychological and quantitative foundations with a counseling psychology subprogram requires the following work.

Research Requirements

Four research courses are required; students must take at least two quantitative courses, one qualitative course, and six semesters of the supervised research course as follows.

Qualitative and quantitative methodology is discussed in PSQF:7394 Supervised Research in Counseling Psychology, which is directed each semester by faculty advisors. Research from each student is discussed and evaluated, critiqued, and supported.

Basic Psychology

All students are required to have a thorough grounding in the basic discipline of psychology. This may be achieved through a minimum of 3 s.h. of credit in each of the following four areas: biological bases of behavior, cognitive-affective bases of behavior, social bases of behavior, and history and systems. Students complete an additional 6 s.h. in the area of individual differences.

Counseling Psychology Core

Students must enroll in practica to reach a specified level of client contact, supervision, and additional experience hours. Practicum placements must have prior approval of the counseling psychology faculty. Students must successfully complete one semester of PSQF:7434 Practicum in Counseling Psychology before enrolling in PSQF:7453 Advanced Practicum in Counseling Psychology.

Electives

Elective courses are determined in collaboration with the major advisor.

Internship

Students spend a calendar year in an internship setting approved by the counseling psychology faculty. The faculty determines student readiness to apply for the internship based on completion of all required coursework, successful defense of comprehensive exams, and successful completion of practicum requirements. Internships usually require geographic relocation.

Comprehensive Exam and Dissertation

The comprehensive examination consists of an oral and a written component. The exam includes research and practice elements. For more information, contact the program coordinator.

The dissertation research study is planned in collaboration with the student's major advisor. Dissertation credit ranges from 12 to 15 s.h.

Admission

Applicants must meet the admission requirements of the Graduate College. Preference is given to applicants who have an undergraduate GPA above 3.00 and a graduate GPA above 3.50; an undergraduate major, minor, or substantial coursework in psychology; and previous research and counseling experience.

Applicants should submit a Graduate College application form, official transcripts of all previous college work, a personal statement outlining career goals and reasons for seeking advanced training in counseling psychology, and three letters of recommendation from individuals qualified to assess the applicant's potential for completing the doctoral program. The Graduate Record Examination (GRE) is optional. The faculty encourages applicants from a wide range of backgrounds and identities. Applicants with a BA or a more advanced degree are eligible to apply. The program typically accepts between seven and ten students each year.

Students begin the program in the fall. Application deadline is Dec. 1. Applicants are invited for interviews in February, and admission decisions are usually made by March 1.

The department is not admitting students to the couple and family therapy subprogram at this time.

The Doctor of Philosophy program in psychological and quantitative foundations with a couple and family therapy subprogram requires a minimum of 73 s.h. of graduate credit. Students are expected to maintain a cumulative grade-point average of at least 3.00.

The program aims to prepare couple and family therapists for roles in academic and research settings. Using a social justice and a relational/systemic perspective, the program prepares students to become ethically and multiculturally responsive scholars, clinicians, supervisors, and educators. The program has five goals: to equip students to generate and disseminate social justice and relational/systemic informed research using innovative research methods; to prepare effective couple and family therapy educators; to equip students with advanced couple and family therapy theoretical training for use in clinical and supervisory settings; to promote ethical practices of students in their scholarship, clinical, and educational endeavors; and to engender multicultural responsiveness of students in their scholarship, clinical, and educational endeavors.

Graduates are expected to have sufficient knowledge and skill to teach and conduct research at colleges and universities; supervise other professionals; and provide clinical services to individuals, couples, and families. Graduates also should have competencies to engage in and evaluate theory-based qualitative and/or quantitative research.

Requirements for the degree include coursework, a systematic review, a theory of change paper, an ethics autobiography paper, a comprehensive exam portfolio, an advanced practical experience, and a dissertation. Most students complete the program's required coursework in two or three years and take one or two years to complete the advanced practical experience and dissertation. The couple and family therapy faculty reviews each student annually; students must fulfill program requirements in order to continue in the program.

The PhD in psychological and quantitative foundations with a couple and family therapy subprogram requires the following.

Research Requirement

Advanced Research Course

Theoretical and Clinical Core

Teaching Requirement

Ethics and Multicultural Course

Comprehensive Examination

The comprehensive examination consists of a portfolio that a student has compiled during the program and its oral defense once coursework has been completed.

Advanced Practical Experience

Students must complete a clinical, research, academic, and/or administrative experience.

Dissertation

Work for the doctoral dissertation employs a student’s independent skills in conducting original research. The dissertation process is supervised by a student's advisor. Depending on a student's research questions, the dissertation may require quantitative, qualitative, or mixed methods and may involve data collection or the secondary analysis of an existing data set. The thesis advisor and the examining committee approve the topic and procedures at a formal prospectus meeting. The final oral examination on the thesis is conducted by the examining committee.

Admission

Applicants to the program must meet the department's general admission requirements and the admission requirements of the Graduate College. They also must hold a master's degree in couple and family therapy or marriage and family therapy from a program that is accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) or its equivalent.

Students are admitted for fall entry. All application materials should be received on or before Dec. 31, when the faculty begins evaluating applications. The program requires an interview with the faculty conducted in person or by telephone. Generally, the interview is scheduled once complete application materials have been received.

The Doctor of Philosophy program in psychological and quantitative foundations with an educational measurement and statistics subprogram requires a minimum of 90 s.h. of graduate credit. Students are expected to maintain a cumulative grade-point average of at least 3.00.

The program prepares students for senior professional positions in educational measurement, evaluation, and statistical methods. Graduates find employment in colleges and universities, state and federal agencies, large public and private school systems, test publishing firms, and research centers.

During the first year of graduate study, a student and the advisor plan a program of study that is appropriate for the student's interests and vocational objectives. The typical program involves advanced work in educational measurement, data analysis methods, research methodology, and educational psychology. Work in other University of Iowa departments is encouraged.

Students who concentrate in statistics and intend to teach at the college level take courses in the mathematical theory of statistics. Those who concentrate in educational measurement and evaluation take appropriate courses in curriculum, counseling, or higher education. All students are required to develop familiarity with computer programming techniques and equipment.

Students who enter the program without completing an MA thesis must complete a substitute project before taking the PhD comprehensive examinations.

After completing most of their coursework, students take the comprehensive examination, which typically consists of three 3-hour written examinations on educational measurement, applied statistics, and program evaluation or approved substitute areas, such as educational psychology or mathematical statistics, in which a student has completed at least 9 s.h. of coursework. In place of one written examination, the student's committee may assign a project involving analytical and evaluative skills, or research creativity. The written examinations are followed by an oral examination in which the committee seeks further evidence of the student's command of the three fields. A single decision is made on all aspects of the comprehensive examination.

Work for the PhD concludes with the dissertation, which is included in the 90 s.h. required for the degree.

Research Requirement

Quantitative Requirements

Qualitative Requirements

Admission

Applicants must meet the admission requirements of the Graduate College. They must have a combined verbal and quantitative score of at least 300 on the Graduate Record Examination (GRE) General Test and must hold an MA from an accredited institution. Applicants who do not hold an MA degree are automatically considered for admission to the MA program. At least one year of professional experience in teaching, research, or a related field is desirable. Applicants who expect to concentrate in statistics should have training in college mathematics through differential and integral calculus. Applicants who do not meet these requirements but who show offsetting evidence of superior ability may be granted conditional admission.

Applicants must submit a statement of purpose that explains how the educational measurement and statistics subprogram will help them accomplish their educational and vocational goals.

For information about admission dates, contact the educational measurement and statistics program coordinator.

The Doctor of Philosophy program in psychological and quantitative foundations with a learning sciences and educational psychology subprogram requires a minimum of 72 s.h. of graduate credit. Students are expected to maintain a cumulative grade-point average of at least 3.00.

The subprogram synthesizes core content and methods of educational psychology with training in the learning sciences. Educational psychology is characterized by empirical research and theory typical of the social and behavioral sciences. The learning sciences reflects an outgrowth of cognitive science. The field offers a multidisciplinary approach to understanding when, how, and why people learn in social and material contexts that include but are not limited to classrooms. The learning sciences blends theories and methods from several disciplines, such as cognitive psychology, anthropology, instructional design, and more. Students will acquire the depth of knowledge and methodological sophistication necessary for original research that contributes to educational psychology and the learning sciences. They will develop and demonstrate their knowledge of learning theory and design principles in the context of research and design projects.

Students work closely with their advisor to develop a plan of study and define a program that matches their goals and interests. Those who begin the program after earning a master's degree or with coursework from another program may be able to waive some of the PhD program requirements.

The program of study includes substantive areas within the learning sciences and educational psychology, including courses in cognition, development, learning theory, and the design of instruction, learning environments, and learning technologies. Other learning opportunities include a design project in the second year, a precandidacy independent research project in which students design and carry out original research, a slate of research courses that meet the College of Education’s research requirements, a minor area of a student’s choice, and a dissertation in the student’s area of interest.

Research Requirement

The heart of educational psychology as a field is the creation, dissemination, and use of rigorous research to better understand and address educational issues. While many of the required courses address various aspects of the guiding principles set out by the National Research Council, students engage in the following coursework and research-related activities.

Research Project

Prior to candidacy and in consultation with a faculty member, students design, implement, and present an original research project. This experience provides the opportunity to conduct a pilot study that will strengthen their thesis in terms of methods, instruments, theoretical grounding, or focus of research question. Student presentations of their research are open to the public. Students are encouraged to submit their study results for broader dissemination at a local, regional, or national conference.

For students who have received approval to omit this requirement because of an empirical thesis that is acceptable to the learning sciences and educational psychology faculty, an additional research course may be required.

Required Courses

Core Courses

The selection of core courses depends on a student's area of specialization. Students choose at least 9 s.h.; they should contact their advisor for additional approved courses.

Cognition, Learning, and Development

Learning in the Disciplines

Technology and Media

Seminar

Electives

Students may take up to 6 s.h. of elective coursework. Students can take PSQF:6217 Seminar in College Teaching and/or additional research courses. Other courses may be included in consultation with their advisor.

Minor Area

Students must complete a minimum of 12 s.h. that constitute a coherent program of coursework outside educational psychology and beyond the courses listed above. The minor area may be from a foundation discipline such as mathematics education, educational philosophy, or program evaluation. Courses must be numbered 5000 or above, can span across departments and colleges, and must be consistent with a plan approved by a student's advisor.

Comprehensive Examination

The PhD comprehensive examination emphasizes competence and depth in one or more narrowly defined areas of research and theory. Students choose from three options in consultation with their advisor and with the approval of their examining committee that is composed of five faculty members. It does not necessarily include the same faculty members as the dissertation committee.

The options are a traditional comprehensive examination that includes foundational content in educational psychology and learning sciences, the student's minor area, and a specialty area of the student's choice; a review article; or an extended research activity. For details of each option's requirements, contact the Department of Psychological and Quantitative Foundations.

Admission

Applicants must meet the admission requirements of the Graduate College, including the minimum grade-point average. They must have a verbal score of at least 150 and a quantitative score of at least 152 on the Graduate Record Examination (GRE) General Test; successful applicants usually score higher (the GRE is optional).

Applicants whose first language is not English must submit official test scores to verify English proficiency. Applicants can verify English proficiency by submitting official test scores from the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS), or the Duolingo English Test (DET).

Applicants who do not meet all admission requirements may be granted conditional admission on the basis of other evidence, such as high grade-point average, strong academic preparation, and highly supportive recommendations. Conditional admission is rare.

Applications must include the following: 

• University of Iowa application packet (and fee);
• a personal statement addressing the applicant's motivation for attending graduate school in general and the University of Iowa specifically, motivation for seeking advanced degree in learning sciences and educational psychology, potential research interests, and specific things the applicant has done that are relevant to the desire to attend and their potential success in graduate school;
• three academic or professional references who will be prompted by the admissions system to provide letters of recommendation; and 
• either GRE General Test scores (preferred) or an academic or professional writing sample such as an academic paper (coursework or publication), project report, research proposal, or creative work that includes a written component; and
• for international applicants, TOEFL or other score as approved by the University of Iowa.

Following an initial review of the application, applicants may be asked to participate in a virtual interview with one or more faculty members. No preparation is required for this interview, it provides faculty members an opportunity to better understand the applicant's graduate school goals and provides applicants with an opportunity to ask questions about the program.  

Admission is for fall entry. Application deadline is Jan. 15; late applications might not be considered for funding. Review of applications begins soon after, when applicants who wish to be considered for fellowships and other awards are screened. Admission decisions are announced approximately six weeks after the application deadline.

Applicants who accept admission or financial aid and do not relinquish either one on or before April 15 may not solicit or accept another offer. Offers made by the program after April 15 include the provision that the offer is void if the applicant has accepted and continues to hold a previous offer from another program listed in the American Psychological Association publication Graduate Study in Psychology and Associated Fields. This policy is consistent with standards set by the association's Board of Educational Affairs.

The Doctor of Philosophy program in psychological and quantitative foundations with a school psychology subprogram requires a minimum of 108 s.h. of graduate credit. Students are expected to maintain a cumulative grade-point average (GPA) of at least 3.00.

The primary mission of the school psychology program is to train health service psychologists to be outstanding ethical and multiculturally competent scientist practitioners who promote psychology as a profession and science for the betterment of the human condition. As such, the program places high emphasis on instilling attitudes and skills that are necessary for becoming critical consumers of research, active disseminators of research, and valuable contributors to the scientific foundations of the field. Students must show appropriate levels of emotional balance and interpersonal skills, and act within the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct.

Graduates from the school psychology program obtain positions as school service providers, private practitioners, faculty members, and psychologists in community mental health agencies, residential settings, and pediatric and psychiatric settings.

The APA Commission on Accreditation (APA-CoA) has approved the school psychology program's intent to apply application and voted to provide public notice of the program's intent to seek accreditation effective April 2, 2022. Although currently not APA accredited, the doctoral program has developed its course offerings, sequence, research, and practical experiences to be in line with standards that are set forth by the Standards of Accreditation for Health Service Psychology. The doctoral-level school psychology program will apply for accreditation as soon as possible but by no later than May 2025.

Students develop a plan of study in consultation with their academic advisors. Successful completion of the PRAXIS II—School Psychology subject test 5403 is required for program completion.

The PhD in psychological and quantitative foundations with a school psychology subprogram requires the following.

Research Requirement

To receive credit for additional courses, students must obtain prior approval from their advisor and the school psychology program.

Basic Psychology

Students are required to have a thorough grounding in the basic discipline of psychology, which may be achieved through earning a minimum of 3 s.h. in each of the following six areas: history and systems; and affective, biological, cognitive, developmental, and social bases of behavior. Students complete additional courses in individual differences and other course areas consistent with accreditation.

Core Courses

Students must enroll in practicums to reach a specified level of client contact, supervision, and additional experience hours. Placements must have prior approval of the school psychology faculty. Students must successfully complete one semester of PSQF:7237 Beginning Practicum in School Psychological Service before enrolling in PSQF:7337 Advanced Practicum in School Psychology. Students must adhere to the most recent ethical principles and standards of the American Psychological Association.

Elective Courses

Students earn a minimum of 6 s.h. in elective courses. These courses are determined in collaboration with the major advisor and could include the following courses.

Yearly and Comprehensive Portfolios

Students are required to complete yearly portfolio reviews, which include oral examinations. The comprehensive portfolio consists of an oral and a written component that includes research and practice elements. For more information, contact the program coordinator.

Internship

Students spend a calendar year in an internship setting approved by the school psychology faculty. The faculty determines student readiness to apply for the internship based on completion of all required coursework, successful defense of comprehensive portfolio, and successful completion of practicum requirements. Internships may require geographic relocation.

Dissertation

Students complete a doctoral dissertation. The program has adopted a two article format. The dissertation research study is planned in collaboration with a student's major research advisor. Once students complete all coursework on their plan of study and successfully defend their comprehensive portfolio, they register for a total of 6 s.h. of dissertation credit. Students may register for additional dissertation credit until completion.

Admission

Applicants must meet the admission requirements of the Graduate College. Preference is given to applicants with an undergraduate major in psychology, education, or a related field; have an undergraduate GPA of 3.00 or higher; a graduate GPA of 3.00 or higher; related research experience; and an interest and experience working with children and adolescents in K–12 settings. The school psychology program does not have an official cutoff score on the Graduate Record Examination (GRE), and applicants are reviewed holistically (the GRE is optional).

Applicants should submit a Graduate College application form, official transcripts for all previous college work, an official report of GRE General Test scores (the GRE is optional), a personal statement outlining career goals and reasons for seeking training in school psychology at the University of Iowa, three letters of recommendation from individuals who are qualified to assess the applicant's potential for completing the doctoral program, and an updated curriculum vitae or résumé. The faculty encourages applicants from minoritized and other underrepresented groups to include persons from a wide range of backgrounds and academic preparation.

Students begin the program in the fall. The application deadline is Dec. 1; admission decisions usually are made by March 1. Applicants are invited to campus for interviews before final selection. The program admits up to 10 students each year.

Sample Plans of Study

Sample plans represent one way to complete a program of study. Actual course selection and sequence will vary and should be discussed with an academic advisor. For additional sample plans, see MyUI.

Psychological and Quantitative Foundations, PhD

• Counseling Psychology Subprogram
• Couple and Family Therapy Subprogram
• Educational Measurement and Statistics Subprogram
• Learning Sciences and Educational Psychology Subprogram
• School Psychology Subprogram

Counseling Psychology Subprogram

a

Students entering with a bachelor's degree must work with their faculty advisor to complete 30 s.h. of appropriate graduate coursework to fulfill the MA requirements. Students entering with a master's degree from Iowa or an accredited institution with fewer than 30 s.h. of coursework must work with their faculty advisor to complete the needed appropriate graduate coursework to fulfill the MA requirements.

b

Students must complete specific requirements in the University of Iowa Graduate College after program admission. Refer to the Graduate College website and the Manual of Rules and Regulations for more information.

c

Satisfies a Discipline Specific Knowledge area requirement. Must be completed before taking the Comprehensive Exam.

d

Take PSQF:6242 if planning to complete PSQF:7201; take PSQF:6243 if planning to complete either PSQF:6244 or PSQF:6246. Work with faculty advisor to determine appropriate research coursework and sequence.

e

PSQF:6244 is typically offered in spring semesters; PSQF:6246 and PSQF:7201 are typically offered in fall semesters. Work with faculty advisor to determine appropriate research coursework and sequence.

f

Course may be taken during any summer session.

g

Work with faculty advisor for approval of selected elective coursework.

h

Consists of oral and written components; includes research and practice elements. For more information contact the program coordinator.

i

Dissertation defense.

j

Students spend a calendar year in an internship setting approved by the counseling psychology faculty. The faculty determines student readiness to apply for the internship based on completion of all required coursework, successful defense of comprehensive exams, and successful completion of practicum requirements. Internships usually require geographic relocation.

k

For students who have already successfully defended their dissertation.

Couple and Family Therapy Subprogram

a

The College Teaching certificate may also be earned by completing an additional practicum experience (PSQF:7380). Contact the Office of Graduate Teaching Excellence for details.

b

Students must complete specific requirements in the University of Iowa Graduate College after program admission. Refer to the Graduate College website and the Manual of Rules and Regulations for more information.

c

An alternative advanced qualitative research course may be taken upon approval.

d

Take multiple times for a minimum total of 9 s.h.

e

Consists of a portfolio compiled during the program and its oral defense once coursework has been completed.

f

Dissertation defense.

Educational Measurement and Statistics Subprogram

a

Students must complete specific requirements in the University of Iowa Graduate College after program admission. Refer to the Graduate College website and the Manual of Rules and Regulations for more information.

b

Choose from PSQF:7331, CSED:7338, EDTL:7070, EPLS:7373; an equivalent course comparable in content, level, or rigor may also be taken with advisor approval.

c

Work with faculty advisor to determine appropriate graduate level coursework and sequence.

d

See the General Catalog for list of approved courses.

e

Consists of three 3-hour written examinations on educational measurement, applied statistics, and program evaluation or approved substitute areas, such as educational psychology or mathematical statistics, in which a student has completed at least 9 s.h. of coursework. In place of one written examination, the student's committee may assign a project involving analytical and evaluative skills, or research creativity. The written examinations are followed by an oral examination.

f

Dissertation defense.

Learning Sciences and Educational Psychology Subprogram

a

Students must complete specific requirements in the University of Iowa Graduate College after program admission. Refer to the Graduate College website and the Manual of Rules and Regulations for more information.

b

Work with faculty advisor to determine appropriate graduate level coursework and sequence.

c

Choose from PSQF:6244, PSQF:6246, PSQF:6247, PSQF:6252.

d

Students must complete a minimum of 12 s.h. that constitute a coherent program of coursework outside educational psychology. The minor area courses may be from a foundation discipline such as mathematics education, educational philosophy, or program evaluation. Courses must be numbered 5000 or above, can span across departments and colleges, and must be consistent with a plan approved by a student's advisor.

e

Students choose from three options in consultation with their advisor and with the approval of their examining committee. The options are a traditional comprehensive examination, a review article, or an extended research activity. See the General Catalog and the department website for specifics.

f

Dissertation defense.

School Psychology Subprogram

a

Students must complete specific requirements in the University of Iowa Graduate College after program admission. Refer to the Graduate College website and the Manual of Rules and Regulations for more information.

b

Graduate College program GPA is comprised of all courses that are approved degree requirements. If a student takes more than the minimum required number of semester hours to complete the degree, but all courses taken are eligible to count toward the degree, those courses will be included in the Graduate College program GPA.

c

Required for Social Psychology Certification in Iowa.

d

Students completing the BCBA Certificate must take EDTL:5963 to meet APA and BCBA ethics requirements.

e

Also meets requirements for BCBA Certificate.

f

Work with faculty advisor to select appropriate elective coursework.

g

Successful completion of the PRAXIS II-School Psychology subject test 5403 is required for program completion.

h

Typically completed by the end of the fourth year; see the College of Education website for specifics.

i

Dissertation defense.