This is the first version of the 2022-23 General Catalog. The final edition and the historical PDF will be published during the fall semester.

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 g.p.a. 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 g.p.a. 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 Ph.D. 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.

These courses:
PSQF:6243Intermediate Statistical Methods (required if will take PSQF:6244 or PSQF:6246 below)3
PSQF:7331Qualitative Educational Research Methods3
or EPLS:7373 Qualitative Research Design and Methods
PSQF:7394Supervised Research in Counseling Psychology (taken six semesters for 1 s.h. each)6
One of these:
PSQF:6244Correlation and Regression (must take PSQF:6243 before this course)4
PSQF:6246Design of Experiments (must take PSQF:6243 before this course)3
PSQF:7201Counseling Psychology Research Writing3

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

PSQF:6225Introduction to Counseling Psychology Practice/Research II3
PSQF:6235Multicultural Counseling3
PSQF:6312Psychopathology Across the Lifespan3
PSQF:7306Psychotherapy III: Work Psychology and Career Interventions3
PSQF:7309Personality Assessment3
PSQF:7310Intelligence Assessment3
PSQF:7356Process and Outcomes in Counseling Psychotherapy3
PSQF:7365Theories of Psychotherapy3
PSQF:7434Practicum in Counseling Psychology3
PSQF:7452Leadership, Consultation, and Supervision3
PSQF:7453Advanced Practicum in Counseling Psychology (repeatable)1-3
PSQF:7457Advanced Group Leadership Experience3
PSQF:7465Issues and Ethics in Professional Psychology3
PSQF:7470Internship and Professional Issues3

Students must enroll in practicums to reach a specified level of client contact, supervision, and additional experience hours. The first practicum site is typically University Counseling Service. Subsequent placements at other sites 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 g.p.a. above 3.00 and a graduate g.p.a. above 3.50; an undergraduate major, minor, or substantial coursework in psychology; a Graduate Record Examination (GRE) General Test verbal score of 152 or higher, quantitative score of 151 or higher, and analytical writing score of 3.5 or higher (however, the GRE requirement has been suspended for the 2022-23 admissions cycle); and previous research and counseling experience.

Students should submit a Graduate College application form, official transcripts of all previous college work, an official report of GRE General Test scores (the GRE advanced test in psychology is recommended but not required; however, the GRE requirement has been suspended for this academic year), 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 faculty encourages applicants from a wide range of backgrounds and identities. Applicants with a B.A. or a more advanced degree are eligible to apply. The program typically accepts between seven and 10 students each year.

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

The Doctor of Philosophy program in psychological and quantitative foundations with a couple and family therapy (CFT) subprogram requires a minimum of 73 s.h. of graduate credit. Students are expected to maintain a cumulative g.p.a. 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 CFT 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 CFT 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 CFT faculty reviews each student annually; students must fulfill program requirements in order to continue in the program.

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

Research Requirement

All of these:
PSQF:5265Research Methods in Couple and Family Therapy3
PSQF:6243Intermediate Statistical Methods3
PSQF:7331Qualitative Educational Research Methods3
PSQF:7459Seminar: Issues and Trends in Counseling Research4
PSQF:7460Seminar: Research in Counseling3

Advanced Research Course

One of these:
PSQF:6244Correlation and Regression4
PSQF:6246Design of Experiments3
An advanced qualitative course3

Theoretical and Clinical Core

All of these:
PSQF:5262Advanced Couple and Family Therapy3
PSQF:7356Process and Outcomes in Counseling Psychotherapy3
PSQF:7361Advanced Practicum in Couple and Family Therapy (must be taken multiple times for total of 9 s.h.)9
PSQF:7389Seminar in Couple Intervention Research3
PSQF:7395Social Context and Family Research3
PSQF:7399Supervision in Couple and Family Therapy3
PSQF:7404Seminar in Child and Adolescent Intervention Research3

Teaching Requirement

All of these:
PSQF:6216Tools and Utilities for Online Teaching3
PSQF:6217Seminar in College Teaching3
PSQF:7380Practicum in College Teaching3
EALL:7475Ph.D. ePortfolio in College Teaching3

Ethics and Multicultural Course

This course:
PSQF:6235Multicultural Counseling3

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.

PSQF:7500Advanced Practical Experience in Couple and Family Therapy (when topic is advanced practical experience)2

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.

PSQF:7493Ph.D. Thesis in Psychological and Quantitative Foundations10

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 December 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 g.p.a. 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 M.A. thesis must complete a substitute project before taking the Ph.D. 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 Ph.D. concludes with the dissertation, which is included in the 90 s.h. required for the degree.

Research Requirement

One of these:
PSQF:6220Quantitative Educational Research Methodologies3
An equivalent course comparable in content and level of rigor, such as EALL:5150

Quantitative Requirements

This course:
PSQF:6243Intermediate Statistical Methods3
Two of these:
PSQF:6244Correlation and Regression4
PSQF:6246Design of Experiments3
PSQF:6247Nonparametric Statistical Methods3
PSQF:6249Factor Analysis and Structural Equation Models3
PSQF:6252Introduction to Multivariate Statistical Methods3
EPLS:6206Research Process and Design3
EPLS:6209Survey Research and Design3
EPLS:6370Quantitative Methods for Policy Analysis3

Qualitative Requirements

One of these (may be taken on a nongraded basis with approval of student's program and advisor):
PSQF:7331Qualitative Educational Research Methods3
CSED:7338Essentials of Qualitative Inquiry3
EDTL:7070Qualitative Research Methods in Teaching and Learning3
EPLS:7373Qualitative Research Design and Methods3
An equivalent course comparable in content, level, or rigor (consult advisor)3
One of these:
PSQF:5165Introduction to Program and Project Evaluation3
PSQF:6265Program Evaluation3
CNW:6654Forms of the Essay (when topic is the ethnographic essay)arr.
PSQF:7371Seminar in Learning Sciences and Educational Psychology (when topic is conducting research online)3
CSED:7438Advanced Qualitative Research Seminar in Counselor Education3
EDTL:6267Seminar: Current Issues in Art Education (when topic is qualitative methods)3-4
EDTL:7071Critical Discourse Analysis in Educational Research3
EDTL:7072Advanced Methods of Literacy Research: Qualitative Data Analysis and Reporting3
EDTL:7073Ethnographic Methods, Theories, and Texts3
EDTL:7410Mixed Methods Research3
EDTL:7751Advanced Qualitative Data Analysis3
EDTL:7774Qualitative Research with Computer-Aided Qualitative Data Analysis Software3
EDTL:7953Seminar: Single Subject Design Research3
EPLS:5240Topics in Education (when topic is introduction to historical methodology)arr.

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 M.A. from an accredited institution. Applicants who do not hold an M.A. degree are automatically considered for admission to the M.A. 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 an educational psychology subprogram requires a minimum of 72 s.h. of graduate credit. Students are expected to maintain a cumulative g.p.a. 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 Ph.D. program requirements.

The program of study includes substantive areas within educational psychology and the learning sciences, 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.

All of these:
PSQF:6220Quantitative Educational Research Methodologies3
PSQF:6243Intermediate Statistical Methods3
PSQF:7331Qualitative Educational Research Methods3
One of these:
PSQF:6244Correlation and Regression4
PSQF:6246Design of Experiments3
PSQF:6247Nonparametric Statistical Methods3
PSQF:6252Introduction to Multivariate Statistical Methods3

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 educational psychology faculty, an additional research course may be required.

PSQF:6230Research in Educational Psychology3

Required Courses

All of these:
PSQF:6200Educational Psychology3
PSQF:6203Tools and External Representations in Individual and Social Learning3
PSQF:6204Foundations of the Learning Sciences3
PSQF:6205Design of Instruction3
PSQF:6214Design of Learning Environments: Theory, Practice, and Method3
PSQF:6281Cognitive Theories of Learning3
PSQF:6299M.A. Project: Portfolio/Internship/Practicum2
PSQF:7493Ph.D. Thesis in Psychological and Quantitative Foundations (minimum requirement)10

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

PSQF:6213Advanced Lifespan Development3
PSQF:6275Constructivism and Design of Instruction3
PSY:6440Developmental Cognitive Neuroscience3

Learning in the Disciplines

EDTL:6267Seminar: Current Issues in Art Education3
EDTL:6315M.A. Seminar: English Education3
EDTL:6483Multilingual Education and Applied Linguistics3
EDTL:6570Foundation of School Mathematics Curriculum3
EDTL:6757Learning in the Science Classroom3
EDTL:6758Writing in the Science Classroom3
EDTL:6833History and Foundations of Social Studies Education3

Technology and Media

PSQF:6208Digital Media and Learning3
PSQF:6211Universal Design and Accessibility for Online Instruction3
PSQF:6215Online Instruction: Design and Facilitation3
PSQF:6216Tools and Utilities for Online Teaching3

Seminar

PSQF:7371Seminar in Learning Sciences and Educational Psychology (topics vary; may be repeated if content is related to educational psychology)3

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 Ph.D. 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 (however, the GRE requirement has been suspended for the 2022-23 admissions cycle).

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.

Admission is for fall entry. Application deadline is January 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 110 s.h. of graduate credit. Students are expected to maintain a cumulative g.p.a. 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 current University of Iowa doctoral program in school psychology is not American Psychological Association (APA) accredited or National Association of School Psychologists (NASP) approved. Program faculty are actively pursuing both APA accreditation and NASP approval for the school psychology program. More information regarding these processes can be found on the APA and NASP websites and by contacting the program director of training/program coordinator.

Students develop a plan of study in consultation with their academic advisors.

The Ph.D. 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.

All of these:
PSQF:5199Topical Workshop in Psychological and Quantitative Foundations (when topic is introduction to school psychology research writing)1
PSQF:5900Psychometrics1
PSQF:7331Qualitative Educational Research Methods3
PSQF:7342Research Project in School Psychology2-4
EDTL:7953Seminar: Single Subject Design Research3
One of these (or equivalent):
PSQF:6242Selected Applications of Statistics3
PSQF:6243Intermediate Statistical Methods (required if will take PSQF:6244 or PSQF:6246 below)3
One of these (or equivalent):
PSQF:6244Correlation and Regression (must take PSQF:6243 before this course)4
PSQF:6246Design of Experiments (must take PSQF:6243 before this course)3

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

All of these (or equivalents):
PSQF:5219Foundations of Health Service/School Psychology3
PSQF:6213Advanced Lifespan Development3
PSQF:6235Multicultural Counseling3
PSQF:6238Assessment of Learning Differences3
PSQF:6263Consultation Theory and Practice3
PSQF:6312Psychopathology Across the Lifespan3
PSQF:7237Beginning Practicum in School Psychological Service (minimum of 150 hours required)3
PSQF:7310Intelligence Assessment3
PSQF:7315Social and Emotional Assessment of Children and Adolescents3
PSQF:7337Advanced Practicum in School Psychology (minimum of 750 hours required)18
PSQF:7344Academic Interventions3
PSQF:7346Behavioral Interventions3
PSQF:7347Home/School/Community: System Interventions3
PSQF:7352Seminar: Behavioral Assessment and Evaluation3
PSQF:7367Social Psychology and Social Systems3
PSQF:7390Supervision of School Psychology Practicum/Internship3
PSQF:7465Issues and Ethics in Professional Psychology3
CSED:5202Introduction to Group Counseling3
or CSED:5222 Counseling Children and Adolescents in Schools
EDTL:4900Foundations of Special Education3
EDTL:4950Behavioral and Social Interventions3
EDTL:5961Foundation of Applied Behavior Analysis3
EPLS:4180Human Relations for the Classroom Teacher3

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

These courses are determined in collaboration with the major advisor and could include the following courses.

EDTL:4975Explicit Instruction3
EDTL:5966Advanced Topics in Applied Behavior Analysis3
PEDS:7264Clinical Applications of Applied Behavior Analysis3

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 director or training/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.

This course:
PSQF:7437Internship in School Psychology3

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 10 s.h. of dissertation credit. Students may register for additional dissertation credit until completion.

This course:
PSQF:7493Ph.D. Thesis in Psychological and Quantitative Foundations10

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 g.p.a. of 3.00 or higher; a graduate g.p.a. 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 requirement has been suspended for the 2022-23 admissions cycle.)

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 requirement has been suspended for this academic year), 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 (CV) 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 December 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.