apa undergraduate research opportunities

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Undergraduate Program

Undergraduate research.

Are you interested in learning more about psychology research? Are you considering graduate school or a professional program? 

Most Psychology courses teach you what we  already  know about the mind, the brain, and human behavior. If you want to participate in the process by which we gain  new knowledge  in psychology, please consider applying to be a research assistant (RA) in one of the labs in Psychology or related fields (e.g., Neuroscience, Cognitive Science, Psychiatry, Linguistics)! We encourage you to consider enrolling in a lab class or an independent study during your undergraduate career.

Important: if you wish to join a research lab as an undergraduate at UCSD, it is best to start early. Search for and contact labs at the start of the academic year, and, ideally, well before you plan to graduate. Many labs will not accept students with only one or two quarters remaining.

Common Application 

The Spring 2024 PSYC 99/199 Common Application is no longer accepting applications.

• Interested in Psychology research and PSYC 199? Fill out the PSYC 99/199 Common Application to indicate your research interests, previous lab experience and determine your eligibility. Your application will be reviewed by Faculty (PIs) to determine your match with research labs. 
• This form aims to help match undergraduate students with PSYC 99/199 opportunities. For further information about getting involved with research, please see the FAQs below. 

Benefits of Assisting with Research

• Hands-on experience
• Opportunities to work more closely with faculty
• Maximizing the advantage of being at a top-ranked RI research institution - participating in cutting-edge, groundbreaking research

Special Studies Paperwork

• Paper forms are no longer accepted for enrollment into PSYC 99/199; please use the EASy System and follow the instructions below .

FAQs: Getting Involved with Research as an Undergraduate

What's the difference between lab courses and independent research, lab courses.

In these courses, you will be expected to attend both lecture and lab weekly. The lecture component will have a fixed time and place in the Schedule of Classes. All lab courses will require significant writing, typically in APA style. These courses must be taken for a letter grade, if you are using them toward the psychology major requirements.

Independent Research

These courses allow you to assist with research in a psychology-related lab. There is no lecture component; research assistant schedules are determined between the student and PI. The process for enrolling in these courses is very different from structured courses in that you are expected to take independent initiative from the start. You will need to submit paperwork every quarter to enroll. Many research labs have limitations on enrollment, such as requiring a multiple quarter commitment or a minimum GPA. You may earn either 2 units (60 hours/quarter) or 4 units (120 hours/quarter) each quarter. This class must be taken as Pass/No Pass only. There is no significant writing requirement to earn a passing grade in PSYC 99/199, however, those students who choose to complete their major research requirement with two PSYC 199s must complete a BS Research paper. 

PSYC 199s may only count towards the Research Requirement for our BS majors.  PSYC 199s do not count toward upper-division Psychology Core or Elective Requirements for any Psychology major!

How do I obtain approval to enroll in lab classes?

The following outlines how to enroll in the psychology lab classes:

• Directly enroll via WebReg,  no approval required
• MUST have taken PSYC 70
• Applies only to students in the Psychology BS (with or without Specialization).  Students MUST be a part of 2018 Major requirements to apply this class toward their major.
• WI22: The 2022 Winter PSYC 115A Application deadline has passed and is now closed.​
• SP22:  This class is part of a course sequence. No students will be allowed to join the sequence during Spring quarter. If you have not completed all prerequisites for this course (PSYC 115A), please do not request authorization to enroll.
• Cohort class; applications typically due every Spring (See below).
• FA24-SP25:  The 2024-2025 PSYC 116 Cohort Application is no longer accepting submissions as the deadline was April 21st.  If you submitted an application and have any questions about your application and overall timeline, please reach out to Dr. Ariel Lang at  [email protected] .
• V isit the  class website  for instructions
• Request authorization via the EASy system for approval
• Students may not have taken PSYC 81
• C lass MUST be taken concurrently with PSYC 120
• Department or instructor approval required (instructions on WebReg)
• Some topics require prerequisite coursework; check WebReg for course descriptions
• If no instructions are listed, use the EASy System for approval

Why should I consider a PSYC 99 or PSYC 199?

In general, you will learn how research is carried out through assisting in running subjects, collecting data, and evaluating data under the supervision of a faculty member or graduate student. Because you will have a close working relationship with lab members, this experience can also contribute to stronger letters of recommendations from lab personnel.

Independent study research with our faculty is highly regarded by graduate schools because it gives you insight into the research process and if this is a career path you'd like to pursue. PSYC 99/199s can count towards the research experience requirement for the B.S. (with at least one culminating in a research paper accepted by the PI). Because there is no parallel research requirement for the B.A., we cannot accept Psychology 99/199s towards the B.A. major. For B.A. majors, these courses will be counted as upper division credit towards your GE requirements.   

Do I qualify for a PSYC 99 or PSYC 199?

The prerequisite for PSYC 199 is 90 completed units (work-in-progress units do not apply to this total). If you have 30-89.5 completed units, you will apply for PSYC 99. 

• Prerequisites for PSYC 99:  Lower division standing, completion of at least 30 units of undergraduate studies at UCSD with a minimum UCSD GPA of 3.0; completed and approved EASy request. May be taken for P/NP credit three times.
• Prerequisites for PSYC 199:  Upper-division standing, completion of at least 90 units of undergraduate studies at UCSD with a minimum UCSD GPA of 2.5; completed and approved EASy request. May be taken for P/NP credit nine times.

How do I find a PSYC 99 or PSYC 199 position?

PSYC 99/199 Common Application  (LINKED AT THE TOP OF THE PAGE).

• The goal of this form is to help match undergraduate students with PSYC 99/199 opportunities. 

 Other ways to find PSYC 99/199 opportunities: 

• Follow the application instructions listed in the research posting.
• Find out how each research lab prefers to be contacted by visiting the professor’s website.
• E-mail the lab contact, including in the email why you are interested in their lab and what skills and traits you would bring to a position there.
• Consider checking through last year’s PIs as well.
• Find the PI’s lab information and look into their research topics and how they prefer to be contacted.
• E-mail the lab contact, including in the email why you are interested in their research lab and what skills and traits you would bring to a position there.
• Request approval for PI with psychology department.

Once you locate lab, you may be asked to interview for the lab research assistant position. If accepted, complete the PSYC 99/199 paperwork .

Many faculty in the Psychology Department and other departments regularly mentor PSYC 199 students.  In a given quarter, there may be approximately 150+ students taking PSYC 199 under the supervision of 50+ faculty/supervisors.  All areas of the Psychology Department are represented.  Students interested in clinically-oriented research commonly complete PSYC 199 under the supervision of a faculty member in the Psychiatry Department [ link ].   

What types of research can I become involved with?

What if my primary investigator (pi) is not in the psychology department.

If you have a specific research interest and the Primary Investigator (PI) is not within the Psychology Department , you may still be able to earn PSYC 99 or PSYC 199 credit. 

Complete the PSYC 99/199 Common Application (LINKED AT THE TOP OF THE PAGE).

It is easiest to select Psychology labs/PIs, but there is an “Other” option on the form to indicate PIs in other departments. If you are interested in PSYC 99/199 opportunities with a specific outside department faculty member, you can indicate that on the form.

Make sure that the PI’s research is related to Psychology.

Other options: 

• Find the PI’s lab information and look into their research topics and how they prefer to be contacted by students.
• Interview for the research assistant position.
• Once you’ve been approved by the lab as an Undergraduate Research Assistant, send a message to PSYC Advising in the VAC with the PI’s name and UCSD e-mail address; we will send them a survey about their research. They need to have a current undergraduate teaching appointment at UC San Diego in order to be approved as a PSYC 99/199 PI.
• If the faculty member is approved as a PSYC 99/199 PI, we will write back to that faculty member and let them know. You can then move on to the next step, see "How do I enroll in a PSYC 99 or PSYC 199."

Note : If the PI is a faculty member in a different UCSD Department, you should plan to enroll in that department's 199 course, not a PSYC 199. For example, if you want to work with a Biology faculty PI, you should apply for a BISP 199.

How should I contact potential labs of interest?

We encourage students to reach out to PIs via email even after they complete the PSYC 99/199 Common Application to communicate their interest in a specific lab/PI. 

If you are not able to speak to a PI or lab personnel directly, email is a viable option.  When emailing, it is important to clearly convey relevant information about yourself and to demonstrate that you are a potentially suitable candidate. You should state your name, major, class standing (freshman/sophomore/junior/ senior) and other information that you believe to be relevant.  It is common for labs to also request: 1. A brief statement of goals and/ or interest (i.e., why you are interested in the lab). 2. A CV or resume (or a statement of the skills and traits you would bring to the lab). 3. An unofficial academic transcript. 4. Your upcoming course schedule. Other information may also be required (if the lab advertises its 199 opportunities on the REAL portal or via its website, there may be instructions regarding what information they seek).  Your email should be respectful, free from errors, and carefully written.  Further, the email should be appropriately addressed. Potentially acceptable ways to begin the email include "Dear [insert lab name]", "Dear Professor [insert name]." It is also recommended that you carefully research the lab before applying.  This will help you decide whether the lab potentially suits your interests. It will also provide you with useful background information prior to contacting the lab.

Sample email to a faculty member:

Dear Professor X, 

My name is X, and I am an undergraduate student at UCSD. I just wanted to let you know that I recently submitted the common application to do research in the psychology department, and am thrilled by the prospect of working in your lab! 

In particular, I find your work on X particularly fascinating. [Briefly expand on why that research is interesting to you, and then why you would be a good fit for the lab (e.g., do you have relevant skills?)]. 

Thank you for considering my application! 

Best regards, 

[student first name and last name]

How do I enroll in a PSYC 99 or PSYC 199?

Students will use the EASy System to enroll in PSYC 99/199 courses. Please plan ahead and submit your PSYC 199 requests in a timely manner to be enrolled by Friday of week 2.

REMEMBER: You must have received approval from the lab/PI in order to request authorization to enroll in PSYC 99/199.

What is the time commitment for a PSYC 99 or PSYC 199?

For both PSYC 99s and 199s, the time commitment is outlined as such:

• 2 units: requires 6 hours per week for a total of 60 hours in a quarter
• 4 units: requires 12 hours per week for a total of 120 hours in a quarter

Do I need to complete a BS research paper?

If you choose to use 8 units of PSYC 99/199 for the research requirement for your Psychology B.S. major or 8 units of PSYC 199 for your Cognitive & Behavioral Neuroscience (CBN) B.S. major, you will need to complete a B.S. Research paper . If you take at least one Psych lab course (or CBN lab course for CBN majors) that includes an APA-style research paper (6 pages minimum of text), a separate research paper is not required.

How many times can I repeat PSYC 99/199?

Can we still email faculty in addition to completing the common application.

Yes. If there is a particular faculty member or graduate student you are especially interested in working with, we encourage you to reach out to express this interest and let them know you will be filling out the common application and selecting their lab as one you would like to work in.  See below for an example of how this email might read.

Am I required to complete the Common Application to get a PSYC 99/ 199?

Will psyc 99/199s be on campus or remote, when do i hear back about my common application.

The application will typically be due several weeks before each quarter.  If one of the labs you applied to would like to chat further about your application or invite you to join as a research assistant, you should hear from them between the deadline and the start of the next quarter.  

What happens if I submit a Common Application but I am not matched with a lab?

What is the easiest way to find more information about a professor's lab, is research experience expected to obtain a research position, other undergraduate research opportunities.

Below are lists of potential research opportunities that undergraduates in this department may wish to participate in.    Please note that many of those take place outside UCSD.    Further opportunities can be potentially found via web searches, inquiries with faculty mentors, and flyers.

UCSD Undergraduate Research Programs and Presentation Opportunities

• UCSD Summer Training Academy for Research Success (STARS) Program
• UCSD Undergraduate Research Conference (URC), held in Spring

Undergraduate Research Internships, Summer Research Internships, and Scholarship Programs

• List of undergraduate research opportunities and internships from the APA
• Cognitive Science and Psychology Research Assistant Job Listserv (subscribe to view)
• National Science Foundation Research Experiences for Undergraduates (REU) Program
• Leadership Alliance Summer Research Internship Program (SR-EIP)
• Columbia University Summer Research Program for Undergraduates
• Emory University Donald J. Cohen Fellowship in Developmental Social Neuroscience
• University of Maryland Summer Research Initiative Program
• University of Michigan Summer Research Opportunity Program
• University of Pittsburgh Summer Undergraduate Research Program

Further Undergraduate Research Presentation and Publication Opportunities

• List of publication and research award opportunities for undergrads from APA Division 2
• UCLA Psychology Undergraduate Research Conference, held in Spring
• Stanford Undergraduate Research Conference, held in Spring
• Southern California Conference for Undergraduate Research (SCCUR), held in Fall/Winter
• Departmental Funding Opportunities for Research
• B.S. Research Paper Guidelines
• Information for Outside of Department Faculty

American Psychological Association Undergraduate Research Opportunities

• Undergraduate Research
• / Funding Opportunities

This is a database of summer research opportunities in psychology https://www.apa.org/education-career/undergrad/research-opportunities

Deadlines and eligibility will vary.

Research Offering Type

Independent Research, Internship, Research Assistant

USA, International (Not UK)

Undergraduate School

College, Engineering, LPS, Nursing, Wharton

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Undergraduate Research Opportunities from the APA

The American Psychological Association provides a list of possible research opportunities for undergraduate's students to apply for. These programs will help you gain valuable skills about the scientific method, niche aspects in the field of psychology and bolster your grad school applications.

Undergraduate Research

The Psychology Department offers undergraduates many opportunities to engage in research. Each semester, over 300 students work in research labs and earn college credit.

• PSYC 290 Research Experience

PSYC 290 Research Experience is for the Casual Researcher  who just needs some elective hours, or for the Exploring/Determined Researcher  wanting to explore pursuing a research career, including applying to grad school, PSYC 290 is the starting point.  More information about PSYC 290.

• PSYC 494 Advanced Research

PSYC 494 is the next step after PSYC 290 for undergraduates who want more research experience. In PSYC 494 Advanced Research, students take on more responsibility in the lab, and it requires submitting a paper at the end of the semester.  More information about PSYC 494 .

• Honors Program

The Honors Program is a three-semester sequence of courses, taken along with PSYC 494, offers undergraduates an opportunity to create scholarly work on a specific research project, culminating in a bachelor's thesis.  More information about the Honors Program.

• Capstone Program

The Capstone Program two-semester sequence of courses, taken along with PSYC 494, offers undergraduates an opportunity to write a bachelor's thesis with the support of faculty mentors.  More information about the Capstone Program.

Apply for an Undergraduate Research Scholarship in Psychological Science

The goal of this program is to enable research opportunities for students who face financial and time constraints that otherwise prevent them from participating in research. More information about the application process

Featured Research Opportunity

• Research News
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Psychology Undergraduate Program

• Department of Psychology

Research Opportunities

The Department of Psychology encourages any interested student to explore being part of a research team while at the College. Research gives you an appreciation for how psychological knowledge develops and allows you to become an active member of a community of individuals who share your particular curiosities about the world. In some cases, your research can culminate in an honors thesis or publication.

Follow the tabs to the left to examine the different research opportunities open to undergraduate students!

• Finding a Research Lab
• Course Credit for Research
• Post-Graduate Research Jobs
• Summer Opportunities

Research Opportunities

Collaborating with faculty members conducting research in the Department can be a rich and rewarding experience for undergraduates interested in empirical psychology research, and for those seeking to apply to graduate programs in psychology or neuroscience. Graduate programs typically accept only applicants with extensive experience. Our Department offers several mechanisms by which students can take part in psychology research in the laboratory.

Research Opportunities, Reading and Research Tutorials, REBL

The Department of Psychology offers a variety of research opportunities including Reading and Research Tutorials. Reading tutorials ordinarily involve a review of professional literature on a subject agreed upon by the student and faculty member. Research tutorials involve either empirical or theoretical research of a more original nature. Students are also strongly encouraged to seek involvement in the  Georgetown Undergraduate Research Opportunities Program . The latter offers support for student research and has a competitive summer fellowship program.

Students are encouraged to join research labs and/or enroll in reading tutorials and independent research tutorials. Both reading and research tutorials taken under the guidance of a member of the Georgetown University Psychology Department faculty or under the collaborative guidance of a faculty member at another institution and a member of the Georgetown University Psychology Department faculty can be counted as elective courses toward the major or minor. In order to count as elective credits toward the Psychology major or minor (Research Tutorial or REBL), student research activities must be under the direct supervision of a faculty member in the Georgetown University Psychology Department.  No more than six (6) credits of Tutorials or REBL can be counted toward the Psychology major or minor.  However, neither reading nor research tutorials can be used to satisfy the distribution requirements of the major. Research tutorials and/or participation in research are particularly recommended for any student wishing to pursue graduate study in psychology. Research Tutorials typically involve a student conducting a small project as part of the larger, ongoing research program of a faculty member. In most cases, a faculty member is not able to accept more than a few students for tutorials each semester.

Students also have the option to enroll in PSYC 401 – 403 Research Experience-Based Learning (REBL) and conduct research for course credit, including course credit in the major/minor. The learning goals for the REBL course draw on all of the learning goals of the undergraduate psychology program. Much of the work will target Goal 2 – Epistemological Foundations – because students will learn firsthand about the methods psychologists use for generating knowledge. Each specific research experience will also impart Foundational Knowledge (Goal 1) about the area of scientific inquiry in which you are participating, the skills and perspectives necessary to apply the knowledge to everyday life (Goal 3), and the Values in Psychology (Goal 4) involved in the ethical practice of research. REBL is available in the Fall and Spring semesters as well as the Full Term Summer Session. For more detailed information on REBL and how to enroll, please  read the syllabus .

In planning an undergraduate program, majors should keep in mind that no more than fourteen (14) courses in psychology may be counted towards graduation. All courses are three (3) credits unless arrangements are made with the professor prior to registration. Permission of the instructor is required for all tutorials. Specific requirements are agreed upon between the student and faculty member, but typically, tutorials involve regular weekly meetings and require a paper due at the end of the semester. Tutorial registration forms may be obtained from the College Dean’s Office (108 White-Gravenor) and must be completed prior to registration.

Majors are advised to consult with faculty members early if they wish to do a tutorial. Students who are unsure which faculty members to approach for a tutorial on a given subject should consult with their advisor. Information about individual faculty is located on our  Faculty page .

Other Research Resources:

    how to gain research experience (lab matching tool).

This  MATCHING TOOL  will help you through the process of finding a Georgetown Psychology lab that fits your interests. We will ask you a couple of questions to gauge where your interests lie, and then we will use that information to make some recommendations.  First, we want to address several misconceptions about research that are common amongst Georgetown students. These include students…

• thinking that they have to have their own research idea. 
• thinking that they work on a research project one-on-one with a professor. 
• feeling like they have to wait until they are junior or senior to be qualified.
• not knowing that in addition to joining a lab, they will also be a part of a larger research team and receive specialized training.

Even if the career you are interested in is not traditionally associated with research, participating in research can still be valuable! By becoming part of one of the Georgetown psychology labs you can develop skills required for data processing, critical thinking, critical analyses, communication, and much more. In addition, being part of a lab allows students to create strong connections with a specific professor and the other students in the lab.

    Getting Involved in Conducting Research

Many research laboratories in the Department conduct empirical research projects in which they welcome the participation of undergraduates who wish to assist in the collection or coding of data, screening and recruitment of participants, and other elements of laboratory research such as conducting literature searches and attending weekly laboratory meetings. Please visit our  Faculty pages to learn more about the research conducted by members of our Faculty.

    Georgetown Undergraduate Research Opportunities Program

The  Georgetown Undergraduate Research Opportunities Program  (GUROP) offers highly motivated students the opportunity to learn more about research in a discipline of their choosing and experience the rewards of scholarly research by working with faculty on their research projects:

Students approved for GUROP must spend a minimum of 60 hours per semester/summer working with a faculty mentor on that faculty member’s research. Students receive a notation on their transcript for every semester of completed GUROP research.

In addition, GUROP provides competitive summer fellowships that support students working full time on research during the summer. To receive a summer fellowship, students must typically have already been engaged in GUROP research during the Spring and/or Fall.

    Research Tutorials

Students wishing to engage in in-depth research with a member of the Faculty can opt to do so by enrolling in a Research Tutorial.  Information on pursuing this option can be found in the Undergraduate Handbook .

    Research Experience-Based Learning

Students may enroll in PSYC 401 – 403 Research Experience-Based Learning (REBL) and conduct research for course credit, including course credit in the major/minor.  For more information, see the Undergraduate Handbook.

Download the REBL syllabus and form to enroll.

    Get Involved (and Paid) as a Research Participant

Listed below are current studies being run by our faculty that are looking for research participants.

• Thinking Styles Study ($10 Amazon Credit) : We are studying the Shape of Thought: processes involved during creative cognition. Eligibility criteria include being between 18 and 45 years of age with no significant neurological disorders. Your participation will entail online tasks and a questionnaire.
• Brain Stimulation Research for Up to $280 (3-6 Sessions) : The purpose of these studies are to determine the brain basis of reasoning using transcranial Direct Current Stimulation (tDCS) and transcranial Alternating Current Stimulation (tACS), a technique by which small, safe electric currents are applied to the scalp, to test hypotheses about the brain basis of reasoning in healthy adults.
• Religion and Beliefs Study (Up to $110 Amazon Credit) : We are studying people who grew up in a Christian household but do NOT currently consider themselves to be religious. Eligibility criteria include being between 18 and 45 years of age, having grown up in a non-Catholic Christian household and NOT currently being religious. Your participation will entail an online questionnaire and an MRI Brain Scan.

    Summer Research

Students considering applying for graduate training in psychology or applying to medical school may wish to be involved in more intensive research in a laboratory over the summer. Summer research can be done on a volunteer basis, or can be supported by a summer grant from  GUROP . 

In addition, a variety of other grants are available to support summer research for undergraduates. The Association for Psychological Science sponsors  undergraduate summer research  for members of Psi Chi, the International Honors Society in Psychology.

The Psi Chi website provides information on  a number of other funding opportunities  for undergraduate members of Psi Chi engaged in summer research (as well as research during the academic year).

The department also keeps a list of research opportunities for the upcoming summer: 2022 Summer Research Opportunities .

    Honors Thesis Research

The Department of Psychology’s Honors Program provides enriched research training for a small group of the most motivated and accomplished psychology majors.  Application procedure and criteria for acceptance can be found in the Undergraduate Handbook.

Download the Honors application form.

    Provost Undergraduate Research Presentation Awards

This award is for students engaged in significant research or scholarship that they will present or publish at a professional conference, publication or setting (including the arts). The Office of the Provost uses this program to provide funds for undergraduates who want to extend their undergraduate research efforts beyond the Georgetown campus in either traditional or innovative ways, in the form of conference presentations, publications, or performances. The Provost Undergraduate Research Presentation Awards (PURPAS) support students who want to bring the findings of their research to a professional or scholarly community, or to other venues. There are multiple mechanisms for supporting thesis and independent research on campus, such as tutorials, GUROP, Raines, Kalorama, and various research fellowships. However, limited funds are available for the creative and expansive dissemination of the results of research, through, for example, conference presentations, publications, and performances.

Students from all majors in all of Georgetown’s undergraduate schools are eligible for funding. Preference will be given to juniors and seniors who will be disseminating their work prior to graduation and in rare cases, immediately after graduation. Without exception, students must apply prior to graduation. Faculty sponsors must be Georgetown faculty, but can be from any school or discipline. For more information on the award and how to apply, please visit the  PURPAS web page .

    GU School of Medicine ARCHES Program

Visit the School of Medicine’s website for information on the Dean of Medical Education’s Academy for Research, Clinical, and Health Equity Scholarship (ARCHES) .

ARCHES is a six-week program for ten undergraduate students who are rising juniors and rising seniors interested in pursuing medical studies.This program engages selected participants in clinical experience, guided research, and immersive service at Georgetown University.

    Georgetown Office of Fellowships, Awards, and Resources

Visit the website for the Office of Fellowships, Awards, and Resources for information on fellowships available to Georgetown students.

    Research Opportunities Outside Georgetown

Students who wish to broaden their training may wish to apply to work in a laboratory at an institution other than Georgetown during the summer. The American Psychological Association supplies a list of  psychology programs seeking summer research assistants from outside institutions , and the Department often sends out announcements about such opportunities over its Majors and Minors ListServ. If you find you are missing from this ListServ please e-mail  Molly Anderson  to be added.

Outside research opportunities are also posted on the department’s  psychology job and research opportunities blog .

For students interested in health-related research, the National Cancer Institute offers research fellowships in which students can pursue placements in the Behavioral Research Program or other parts of the division.

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Summer 2024 APA Undergraduate Psychology Experience in Research (SUPER) Fellowships

Support an undergraduate student who is committed to equity, diversity, and inclusion and seeking research experience.

Encourage them to apply for the APA SUPER Fellowship .

SUPER faculty hosts will receive a $1,000 stipend and their undergraduate researchers will receive $4,000.

Applications , including a letter of support from mentors, are due February 15, 2024 ; don't wait! 

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Research is an exploration to establish new knowledge and facts. Participating in research will allow you to learn more about research techniques used in the process. Some of the possible jobs you may be responsible for are searching literatures, collecting surveys, conducting experiments, entering data, analyzing data, and much more!

Note that Research may fulfill your methods and/or experiential based lab requirement for Psychology or BCN. However, you must check with a Department of Psychology Academic Advisor about the specific requirements.

REQUIRED TRAINING for All Undergraduates Engaged in Research

All students engaged in research are required to complete Responsible Conduct of Research and Scholarship (RCRS) training .  This certification is valid for 3 years. If you've already completed the training, please ensure that your certification is still valid. If your certification expires before the end of the current semester, you will need to retake the RCRS training. Click here to check the expiration date for your existing certification.   Students who do not complete the required training within 30 days of beginning research may be dropped from their independent study credit.   For more information about the RCRS requirement, visit the Research Ethics and Compliance website.

Participating in Research

How can i find a research position.

**The Research Opportunity Tool, which was previously linked here, has been retired. Please use the tips below to search for research positions in the Psychology department.**

Psychology Research Laboratories :  On this website you will see a list of Psychology Labs by area of psychology. Some labs have a link to apply for positions on their lab website while others include contact information. You can also contact the faculty member directly. All contact information is listed on their faculty profile.

Faculty Research Interests :  This website will allow you to search for faculty who are doing research based on keywords. You should check their faculty profile to find out more about their research and teaching interests. 

Psychology Undergraduate Newsletter: View the newsletter archive or sign up for the newsletter. The Psychology SAA office will share lab postings through the newsletter. 

Office Hours: Use this opportunity to meet 1:1 with your Faculty or Graduate Student Instructors (GSI's) about their research interests. This is a great way to explore potential interests of your own and make connections to labs who may be hiring. 

Psych 331: Research Methods in Biopsychology, Cognition, and Neuroscience

Psych 331 is a research lab immersion experience that also provides a formal lab course experience.  

• It is the recommended entry lab course for students who want to join a professor’s research lab in Biopsychology or Cognition and Cognitive Neuroscience areas. 
• It  satisfies the upper-level LS&A writing requirement  (ULWR)
• It also  satisfies the Group 1 lab requirement (course-based lab)  for Biopsychology and Cognitive Neuroscience (BCN) majors, Psychology majors, or Neuroscience majors.   Alternatively,  Psych 331 can be used to satisfy the Group 2 lab requirement  (independent lab or second lab) for students in those majors if you will satisfy your Group 1 requirement with a different lab course.
• It involves about 10 hours per week of biopsychology-related research in a professor’s lab, a once-a-week 2-hr class meeting, and a rigorous amount of writing in order to fulfill the LS&A ULWR. 

The purpose of this course is three-fold:

• Provide students with opportunities to gain in-depth practical laboratory experience by assisting in the research lab of an individual faculty member in the Biopsychology or Cognition and Cognitive Neuroscience Program.
• Introduce students to selected general methods and techniques used in the field of biopsychology and cognitive neuroscience.
• Provide practical knowledge about research design, quantification of behavior, scientific writing, the use of animals in research, and miscellaneous techniques used in biopsychology and cognitive neuroscience research.

Intended Audience:  Students majoring in either Biopsychology and Cognitive Neuroscience (BCN) or in Neuroscience who are interested in gaining actual research  experience while fulfilling their major’s lab requirement and LS&A ULWR are encouraged to apply.   You must  apply to the Principal Investigator/faculty member  whose lab you wish to join.

PSYCH 331 APPLICATION

Submit a completed 331 application form directly to the professor whose lab you are applying to work in (go to application link for detailed instructions). Applications are accepted on a rolling basis until all available positions have been filled. The application describes the available PSYCH 331 lab sections. Make sure to follow up with the professor. Once the student is accepted into a PSYCH 331 lab section, the faculty member will contact the Psychology SAA Office, and an override will be given.

Class Format: Students will attend the PSYCH 331 lecture 2 hours/week and are expected to work 10 hours/week in a faculty member's PSYCH 331 lab.

What to Include in a Cover Letter/Email to Labs

When contacting faculty to sponsor you for an independent study course or inquire about an undergraduate research assistant position, we recommend that you:

• Treat it as if it were a professional job interview. 
• Avoid copying & pasting information from the lab’s website. Make yourself stand out by reading their recent publications!
• Explain how you will be an asset to the lab. Think about skills you have gained through other jobs or experiences – you don’t have to have previous research experience to be a good fit!
• Include how this experience will help you towards your career goals (i.e. what you are hoping to learn from this opportunity).
• Provide a resume with examples of leadership, self-motivation, and dedication to work tasks.
• If the lab does not have any openings at this time, consider asking if you can sit in on a few of their lab meetings to observe and learn more.
• You can also try emailing the current graduate students in the lab.

What Skills Will I Learn by Doing Research?

By participating in research you will learn more about:

• research methods
• academic writing
• your interests/disinterests
• the concepts that you've learned in the classroom

You will also develop a lot of valuable skills which will be applicable not only in a lab or studies, but also in your career or graduate school search.

The skills below apply especially to Psychology and BCN majors.

SKILLS AND ABILITIES

What Types of Research Opportunities Are Available to Students?

You should start your research experience as soon as you have topics of interest. This way, you will have more time to explore your opportunities. If you find the research you are doing intriguing, you will have more time to study the subject in depth. If you find the research you are doing is not your top choice and not corresponding to your expectations, you will still have time to try something new.

Try out these research opportunities at UM:

• Undergraduate Research Opportunities Program (UROP)  for first and second year students and transfer students
• Psych Research for course credit

It is possible to do Psych related research in a lab outside of the Psych Dept as well. You would need to find a faculty co-mentor who is in the Psych Dept and has experience in the area or with the topic you are planning to research. This Psych Faculty would request permission for you to enroll in the appropriate independent study (Psych 322, 326). Co-mentors are responsible for deciding whether your project is psych related and entering your grade. You should coordinate with your lab supervisor/faculty and your co-mentor to make sure you are all aware of the work which will be submitted, how you will be graded, and how you will keep in touch to review your progress. It is up to you and your lab supervisor/faculty to keep track of your hours.

Tips From Undergraduates About Their Research Experience

"It's an opportunity to specialize in a topic of interest, which could help solidify future research/professional plans."

"Getting close with professors is great in terms of being able to get letters of rec for future applications."

"It may provide an opportunity to present/attend conferences, which looks good on resumes, and exposes students to a variety of different topics they may find interesting and want to pursue further."

"Use your PI, PhD students, and labmates as a community and a resource for not only career development, but also life decisions and academic help."

"When helping to run studies, you learn how to carefully follow directions, think on the spot and adjust when curveballs are thrown at you, and engage with people from many backgrounds."

"The people skills that you can learn are incredible. If you run participants, then you learn the balance between being professional and being amicable. You develop a lot of patience and understanding for people in different situations."

"You learn how to be accountable for your actions and ensure that the part you are working on does not violate any of the regulations of the experiment. And if it does, to make sure you can correct it."

Other tips: 

• Plan to spend at least two semesters working in a lab.
• It's OK to switch labs if you are not getting what you need. Just be sure to communicate your intentions with both labs!
• Contact faculty early if you plan to register for course credit.
• Review our  Preparing for Graduate School  page

Research Funding Opportunities

• National Science Foundation (NSF) Special Programs for Undergrads
• Psi Chi Awards & Grants
• LSA Scholarships
• LSA Internship Scholarship  (summer research counts!)
• Psych Dept Awards

Preparing for the Research Assistant Position Interview

• Why are interested in this position/our lab?
• Tell me about yourself.
• What are your long-term goals? How do you see this position helping you achieve them?
• Describe your computer experience.
• Describe a specific Situation
• Identify the Task or objective needed to address the situation
• Highlight the Action you took
• Discuss the Result of your action (should be positive)

Potential questions applicants should ask:

• How much of a time commitment is expected?
• What projects would I be involved with?
• Are there active, ongoing studies?
• How much freedom will I have to choose studies to work on that interest me?
• What would my role entail?
• What will I be able to bring to the lab?
• What do you look for in an ideal undergraduate research assistant?
• What is the lab environment/culture like?
• What is the general pace of the lab?
• How often are papers being published?
• Would I have the opportunity to be published?
• Is there room for growth in this lab, such as gaining new positions or being assigned to new studies? 
• What are the options regarding enrolling in this lab for course credit (i.e. Psych 322, 326, 422, 423, etc.)?
• What are the opportunities for pursuing a honors/senior thesis in this lab?
• Will I have a chance to interact in person with the PI / professor?
• Will there be opportunities to work one-on-one with grad students?
• Will there be opportunities to attend conferences or poster presentations?
• Would it be okay if I also work as an RA in another lab at the same time?
• What have previous undergraduate students gone on to do after leaving the lab?

Post-Bac Jobs in Research

Pursuing research as a position or post-bac (a degree after your undergraduate experience that allows you go deeper or broader in your studies) is an excellent method to prepare for:

• a full-time career in research
• professional school
• academia, or
• any number of industries or the government. 

For more information and resources for finding these positions, click here . 

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Undergraduate Research

The Department of Psychology and Neuroscience Undergraduate Research program offers UNC undergraduates the opportunity to work side-by-side with graduate students and faculty members on cutting-edge psychological and neuroscience research. Conducting hands-on research helps students develop a deeper understanding of psychological and neuroscience research methods and to prepare for graduate school.

Fall or Spring: To apply for PSYC/NSCI 395during the Fall or Spring Semester, you will need to make a copy of and fill out this Google document . Please be sure to read the requirements laid out in the document carefully. All yellow sections require you or your Instructor to enter information, initial or sign (electronic signatures are fine) so be sure your document is complete before uploading it in the Qualtrics form linked at the top of the document. This form will serve as both the contract and syllabus, so it is the only document you will need to submit.

The priority deadline is 4 weeks before the first day of classes. Please try to turn in your contract as early as possible and respond to emails for updates as quickly as possible. As long as any requested updates are submitted and final approval is granted in a timely manner, submitting by the priority deadline will allow you to be enrolled by the first day of classes .

Summer Session Application Instructions: For those aiming to enroll in PSYC/NSCI 395 over the Summer, please download, meticulously fill out, and submit the PSYC/NSCI 395 SUMMER – Independent Study Learning Contract & Syllabus . It’s essential to examine the document’s prerequisites attentively. Make sure to provide responses, initials, or signatures (electronic signatures are permissible) in all sections marked in yellow, either by you or your instructor. This form will serve as both your contractual agreement and syllabus, making it the only piece of documentation you are required to submit. Ensure that your application is complete and submit by clicking here (also accessible at the top of the document).

Frequently Asked Questions – Students

You can participate in undergraduate research as a volunteer at any point in your undergraduate career. You simply need to find a willing mentor.

You can participate in undergraduate research for PSYC 395 or NSCI 395 course credit if you

• Find a willing mentor
• Are a PSYC/ NSCI major
• Maintain a minimum cumulative GPA of 3.0 or higher
• For PSYC 395: PSYC 101 and two additional PSYC courses at the 200-level or above
• For NSCI 395: NSCI 175 and two additional STEM courses, one of which must be at the 200-level or above

Note: The requirement for NSCI 395 is to complete 2 additional STEM courses one of which must be at the 200 level or above (NSCI, CHEM, BIOL, PHYSICS, etc.)

Expect your search for a research position in a faculty laboratory to be a very time-consuming process. Make sure to start your search 2 to 3 months before the start of the target semester. You can find a mentor by:

• Searching the UNC Office for Undergraduate Research’s Database of Research Opportunities
• By faculty research interests
• By graduate student research interests
• Faculty members in other departments may only be a PSYC 395 or NSCI 395 mentor if they conduct psychological/neuroscience research and they collaborate with a faculty member within the Department.
• Checking bulletin boards and reviewing fliers in Davie Hall

Requirements are based on a 3-credit course and include:

• Identifying a faculty mentor
• Approximately 9 hours per week in the Fall or Spring
• At least 10 pages of scholarly work
• At least four meetings per semester with your faculty advisor
• Weekly meetings with direct supervisor

Please Note: The application process for PSYC/NSCI 395 is changing beginning Fall 2023.

We will no longer be using the OLCM application site. To apply for PSYC/NSCI 395, you will need to make a copy of and fill out this Google document . Please be sure to read the requirements laid out in the document carefully. All yellow sections require you or your Instructor to enter information, initial or sign (electronic signatures are fine) so be sure your document is complete before uploading it in the Qualtrics form linked at the top of the document. This form will serve as both the contract and syllabus, so it is the only document you will need to submit.

The priority deadline is 4 weeks before the first day of classes ( July 24th, 2023 ). Please try to turn in your contract as early as possible and respond to emails for updates as quickly as possible. As long as any requested updates are submitted and final approval is granted in a timely manner, submitting by the priority deadline will allow you to be enrolled by the first day of classes .

The final deadline to submit this contract is the first day of classes ( August 21st, 2023 ). As long as any necessary updates are submitted and final approval is granted in a timely manner, submitting by the final deadline will allow you to be enrolled by the registrar’s add deadline .

Please note that students are only able to enroll in and receive credit for a maximum 6 hours of NSCI 395 or 6 hours of PSYC 395. Only 3 hours of PSYC 395 or NSCI 395 will count toward major requirements.

Participating in research with a faculty member is a great start, but you can share your research and explore more avenues to prepare yourself for a career in psychology:

• Complete a Senior Honors Thesis
• Find opportunities via the Office of Undergraduate Research . Some include the Carolina Research Scholar Program, the Celebration of Undergraduate Research, the Atlantic Coast Conference Undergraduate Research Symposium, and the State of North Carolina Undergraduate Research and Creativity Symposium.
• There are many undergraduate-focused journals! Check out some of our recent undergraduate research publications .
• Visit the Carolina Internal Funding Database . Some opportunities include the OUR Undergraduate Travel Grant (up to $500), CV Starr Scholarships (up to $3125), Travel Fellowships (up to $4000), and the Burch Fellows Program (up to $6000).

Frequently Asked Questions – Faculty

Psychology and Neuroscience faculty who are tenure, tenure-track, or on the fixed-term teaching track are eligible to be independent PSYC 395 or NSCI 395 mentors. On the application, faculty in this position can be both a faculty sponsor and direct supervisor.

Faculty who do not have tenure or graduate students who wish to serve as a PSYC 395 or NSCI 395 mentor must find a Psychology and Neuroscience faculty sponsor (i.e. a tenured, tenure-track, or fixed-term teaching track faculty mentor). Faculty in this position may eventually be eligible to serve as their own faculty sponsors, once they have mentored seven or more students, consistently followed PSYC/NSCI 395 policies, and the research involved is relevant.

Here are a few ways to advertise:

• Post a flier to a first-floor bulletin board
• To delete the position, email [email protected] .
• Contact the Department’s Executive Assistant to feature in a newsletter or on social media

If you are a new supervisor, you must submit the Supervisor Orientation Form .

We recommend:

• You carefully screen and interview applicants for your position.
• Students should work in the lab for longer periods of time (i.e. come in once a week for three hours, rather than three times a week for an hour). This allows students more time to re-orient.
• Give weekly detailed instructions to the student. Plan ahead of time what you want the student to get out of the experience. The sooner the student understands the background and process, the sooner they feel a part of the project.
• Monitor student activities weekly.
• Incorporate a variety of laboratory activities.
• Make PSYC/NSCI 395 a rewarding experience. Incorporate students into the lab – allow ownership of a project!
• Students should have final papers completed and turned in by the last day of classes. Students should also upload a copy of the final paper in Sakai .
• Grades must be submitted in ConnectCarolina within 72 hours of the first scheduled final exam.

Contact Information

Dr. Vicki Chanon Director of Undergraduate Psychology Research 236 Davie Hall (919) 962-5081 [email protected]

Dr. Shveta Parekh Director of Undergraduate Neuroscience Research 266 Davie Hall [email protected]

Christopher Coffey Assistant Department Manager 203 Davie Hall (919) 962-7149 [email protected]

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Announcement 2024 UNDERGRADUATE RESEARCH SYMPOSIUM VOLUNTEERS As we approach this year's Symposium, we are seeking volunteers and moderators to join in on the fun! From days before, to day of, and following up, there are many roles to help support this momentous occasion. VOLUNTEER

Research Opportunities Database

We maintain a database of research opportunities located on campus and the surrounding Seattle area that are actively recruiting UW undergraduates.

Read this Before Using the Database:

The database is accessible to uw students and staff with a uw netid. if it is your first time using the database, you will need to create an expo account using the link below. new opportunities are added all year-round..

• Mentors interested in posting an opportunity to the database can find more information here .

This is not a comprehensive list of all the research opportunities available for UW undergraduates!

• The database is made up of opportunities submitted to us by research mentors, but not all mentors choose to post their opportunities. Some research mentors prefer that undergraduates meet with them to explore potential research topics together. Additionally, some departments may have lists of opportunities that are not posted on this database.

How to Use the Database:

Identify what kind of research is currently happening..

• Look through the postings to see examples of current research projects and think about what kind of research you may be interested in doing. While many of the opportunities are STEM-related, know that inquiry in the arts and humanities is active and thriving! Students interested in arts and humanities research should meet with a Office of Undergraduate Research advisor to learn more about how to get involved in these fields.

Recognize that the database is a great starting point for students beginning their search, but that majority of students find their research positions outside of the database.

Don’t do this:

Don’t send an email to every faculty member in your major/area of interest..

• You want to find the opportunity that is right for you, not just  any  opportunity. The more specific and tailored your email is, the more success you will have connecting with potential faculty mentors. Also keep in mind that much of the research on campus is interdisciplinary (i.e. it crosses degree and subject areas), so interesting opportunities may exist outside of your major.

Don’t give up.

• Many students are not successful in their first attempts to find a research position. Talk to our advisors for help in improving your application. They can help you approach faculty effectively, revise your resume, and refine your search strategies.

You’re ready!

Search the database

Not finding what you’re looking for? Come in for advising to talk through some strategies on how you can keep moving forward!

Learn more!

How to Reach Out to a Mentor Guide

Check out the How to Reach Out to a Mentor Guide to learn tips & tricks when sending an email to a mentor.

DEPARTMENT OF PSYCHOLOGY

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• Research Opportunities

Undergraduate Research Opportunities

Undergraduate students have many opportunities to become involved in conducting psychological research in our department. PSYCH 397 and 399 allow students to do research for course credit . Some students have work-study positions in psychology labs. Northwestern University, Weinberg College, and the Department of Psychology all provide funding to support student research conducted under the guidance of members of our faculty. These include both academic-year grants and summer fellowships, both awarded on a competitive basis. Students can also apply for funding to present their work at professional conferences.

Northwestern Research Opportunities for Undergraduates

Research Opportunities

Dr. Christopher Beevers (Clinical Area) in his Mood Disorders Lab

Research Involvement

Research is not a secret enterprise reserved only for professors and graduate students. Virtually every undergraduate can become involved directly in research.

Every faculty member has the authority to let students sign up to assist with research. The type of assistance you may provide in a research setting may find you active involved in conducting research, administering tests or questionnaires or formulating research questions. It is usually possible to get involved in an area that is related to our primary interests. 

Check out the programs below to learn about the department's research opportunities.

​​​ Continuing Your Research: The Departmental Honors Program

Students interested in pursuing their own lines of inquiry may want to apply for the Departmental Honors Program. The program consists of four courses – PSY 458, PSY 359H, PSY 379H and PSY 158H – which are usually completed in a two-to-three semester sequence during their final semesters at UT. These courses allow a student to complete an independent research project under the supervision of a faculty member in the department. Typically, students will find support and assistance with faculty whose interests are most closely aligned with the research topic. 

While PSY 359H, 379H and 158H are restricted to students admitted to the honors program, PSY 458 Experimental Psychology is open to all students meeting the GPA requirement (minimum 3.25 GPA in psychology). Taking this course prior to starting an honors project may help you to decide whether to apply to the program and could also become a pilot for whatever experiment you want to conduct through the honors program.

For more information about Departmental Honors, you can check out the Honors Program page.

PSY 357 Undergraduate Research

Gain supervised research experience.

(May not be counted toward a major in psychology)

PSY 357 is highly flexible. Depending on the faculty member with whom you work, there is a good deal of freedom as to whether you will work on a project already underway or become involved at the beginning of a project. After a semester or two of research you should find that your skills in research collaboration and formulation of research questions will increase. The skills you cultivate through this individualized opportunity can apply to almost any professional area and is therefore valuable regardless of the direction you intend to go with your degree.

The purpose of this individual instruction course is to provide an opportunity for advanced and qualified undergraduates to obtain first-hand, supervised research experience in psychology. The student will usually assist a professor with a research project by helping to prepare the study and by running subjects in the study. The student may work with a graduate student who is doing research supervised by a professor. The student should not expect to be able to conduct an experiment of his/her own.

Prerequisite: At least 30 semester hours of college coursework, Psychology 301 with a grade of at least a "C," and consent of instructor.

Restricted enrollment ; Request to take PSY 357 by emailing [email protected] 

This caption describes the image above.

The Psychology Undergraduate Mentoring Program (PUMP)   

The Psychology Undergraduate Mentoring Program (PUMP) is a semester-long mentorship program for undergraduates at The University of Texas at Austin interested in learning about psychological research. No previous research experience is necessary, but applicants should have a strong interest in psychological research. 

Students who are accepted into the program will be matched with a psychology graduate student based on common interests to conduct a research project (e.g., literature review, coding simulation, learning a new lab technique). We also host professional development workshops and socials for mentees throughout the semester. 

Responsibilities for mentees include weekly hour-long meetings with their mentor, and 4 hours of independent work each week. Furthermore, they are expected to draft a 300-word abstract and present a research poster at our end-of-program research symposium. 

Applications for the PUMP Fall 2024 cohort are open now and will close at 11:59 PM on Thursday, April 11th. If you are interested in joining the program, please fill out an application here:  https://utexas.qualtrics.com/jfe/form/SV_81vPhj2zXQOdG0S .  

Please contact Sydney Okland ( [email protected] ) with any questions!

The Summer Undergraduate Research Experience (SURE)

Hands-on training at ut austin for students at colleges/universities across texas .

The Summer Undergraduate Research Experience (SURE) is a summer internship program that takes place on The University of Texas at Austin campus for undergraduate students who are interested in research in psychology and are currently attending a college or university in the state of Texas. The program provides hands-on training that will make students more competitive for top doctoral training programs.

We strongly encourage students from traditionally underrepresented groups to apply. Students who are accepted into the SURE program will be involved in all aspects of the research process, increasing the student’s knowledge about, and enthusiasm for, laboratory and field work in psychology.

Children's Research Center

The Children's Research Center (CRC) consists of individual research labs seeking undergraduate research assistants (RAs) on a continuous basis. Most RA positions are filled prior to the start of the upcoming semester. Student research assistants gain hands-on experience working with families and children, along with learning data analysis skills, on a variety of research studies in professional lab settings.  For more information, see the list of CRC labs with active research studies and the instructions for applying for an RA position .

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Fall 2022 – psychology students awarded an undergraduate research opportunities grant (urog).

In Fall 2022, a team of 3 UAC Psychology undergraduate students were awarded an Undergraduate Research Opportunities Grant for their Empirical Grant proposal “The effect of verbal vs non-verbal auditory distractors on encoding constructed vocabulary in long-term memory”. They submitted their proposal for IRB ethical approval over the winter break, and were able to start implementing their experiment protocol and collecting data by the start of the spring semester. Despite several technical difficulties and other challenges, they were able to test close to 60 participants within less than 2 months, so that they could analyze and present their preliminary data at the IGC Research Showcase in May 2023! The students are continuing their data collecting this fall semester to reach their original target number of 100 participants and see if they can publish their results in a journal.

The aim of the project was to test the effects of Music vs ASMR distractors compared to Quiet, in both Verbal vs. Non-Verbal conditions on long term memory for newly learned vocabulary in an unfamiliar artificial language. The verbal distractors were presented in the participants preferred/dominant language (either English or Korean). The results showed that verbal distractors specifically, had a significant negative effect on memory for the newly learned vocabulary. Based on these results we could conclude that it might benefit students not to study with music in the background especially if the music has lyrics in their native language.

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Psy.D. In Clinical Psychology

Welcome to the Clinical Psychology Psy.D. Program at Florida Institute of Technology. The program at Florida Tech that leads to a Psy.D. in clinical psychology is accredited by the American Psychological Association* and offers students training based on a practitioner-scholar model that prepares students for entry-level positions as clinical psychologists.  To achieve that goal, we are committed to training students with strong and continually developing clinical competencies, whose clinical work is informed by the scientific and theoretical knowledge base of the discipline of psychology, and whose graduates respect and value cultural and individual difference, and who maintain the highest professional principles and standards.

What Makes Florida Tech's Psy.D. in Clinical Psychology Stand Out?

• Accredited by the American Psychological Association* since 1983
• Opportunities for advanced coursework and practica in emphasis areas: Neuropsychology, Child/Family, Integrated Behavioral Health, and Forensic.
• In-depth training in psychological assessment and integrated psychodiagnostics
• Curriculum that addresses current trends in psychology including Integrated Behavioral Health Care, Clinical Neuropsychology, Assessment, Trauma and Child Psychology
• On-site practicum training facility
• A large network of community-based practicum sites offering many different training opportunities
• Good student-to-faculty ratio, with annual cohorts of approximately 20
• Colleague-in-training atmosphere
• Excellent internship match rate
• Flat-rate tuition program
• Warm climate, great location, close to beaches
• Relatively low cost of living, ample and reasonably priced housing available off campus

Our program leading to a Psy.D in Clinical Psychology trains students to become practicing clinical psychologists with core competencies in relational/clinical skills, comprehensive psychological assessment, clinical treatment interventions, research and evaluation skills, consultation and education, management and supervision, and diversity issues.

We have several opportunities for advanced course work. These areas are:  

• Family/Child Psychology
• Forensic Psychology
• Clinical Neuropsychology
• Integrated Behavioral Healthcare/Health Psychology  

Admission Requirements

An applicant must possess a bachelor's degree from an accredited institution of higher learning. Although it is not necessary for the major area to have been psychology, it is required that those entering without a previous degree in psychology will have completed at least 18 credit hours of psychology coursework at the time of application. These courses must have been taken in a department of psychology, and should include statistics, personality theory, abnormal psychology, learning, physiological psychology and social psychology.

All application materials must be received by December 1 of each year.

Visit the graduate admissions information page for all the information you need to apply to the program. Admissions applications must include transcripts, GRE general test scores, a personal statement, two letters of recommendation, and a resume or CV.

Students we will consider for admission will receive an invitation approximately two weeks prior to our Interview Day, typically held in February. Attendance at Interview Day is VERY strongly recommended.

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

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002

Phone: (202) 336-5979 Email: [email protected] Web: www.apa.org/ed/accreditation

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Getting Started in Undergraduate Research in Psychology and Neuroscience (Zoom)

April 25 @ 6:00 pm - 7:00 pm.

Learn about how to network, connect, and find opportunities to take part in undergraduate research in psychology and neuroscience. Hear from faculty as well as peers about how you can get involved. There will also be plenty of time for Q&A. This event qualifies for CLE credit. Registration is required to attend.

Getting Involved in Research in Psychology and Neuroscience (4/25/24)

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Table of Contents 

• 10:30 -11:45am: Poster Session 1 (setup 10:15-10:30am)
• 12:00 -1:00pm: Brief Talks (Lunch will be served)
• 1:15 - 2:30pm: Poster Session 2 (setup 1:00-1:15pm)

Poster Session 1: 10:30 - 11:45

Field placement, internship, practicum.

• Field Placement at Bluestone Elementary School Kate Becker-Mowery Advisor: Dr. Shayna Finn
• Field Placement at Community Counseling Center Lindsay Bernstein Advisor: Dr. Sarah Johnson

Undergraduate Research

• Effects of Cyclic Sighting on Social Connectedness Kevin Cottrell Advisor: Dr. Natalie Kerr Honors Thesis
• Attachment Style and Future Romantic Relationship Satisfaction: The Moderating Effects of Emotional Expressivity, Communication during Conflict, and Self-Sacrifice Abigail Young Advisor: Dr. David Szwedo Honors Thesis
• The Development of Self-Worth Throughout Adolescence Lindsay Bernstein Advisor: Dr. David Szwedo Honors Thesis
• Comedy in the Classroom: Research Proposal for an Investigation on the Effects of Comic Creation on Memory Yasmin Ohanian & Maggie Allen Advisor: Dr. Suzanne Baker
• Connections Between Family Relationships, Autonomy, and Substance Use Behaviors Lindsey Altizer Advisor: Dr. David Szwedo
• Are Students “Punitive” in Their Requests for Content Warnings? Emily Triplett Advisor: Dr. Jessica Salvatore
• Pluralistic Ignorance Regarding Hazing Activities Jacob Kalman & Reese Eelkema Advisor: Dr. Kevin Apple
• Beliefs and Behaviors of College Students that Identify as Superfans Jordyn Crane & Savannah Totty Advisor: Dr. Monica Reis-Bergan
• Happy Face Advantage in Children: Human and Pareidolic Faces Katie Fox, Rachael Johnson, & Katelyn Morgan Advisor: Dr. Krisztina Jakobsen
• Adolescent Interpersonal Competence and Adult Romantic Relationship Outcomes: The Moderating Role of Relationship Satisfaction Grace Kinsky Advisor: Dr. David Szwedo
• Adult Ratings of Faces, Face-Like Images, and Objects Margaret Nelson & Sophia Cundiff Advisor: Dr. Krisztina Jakobsen
• Add Confetti to the Fire: Conveying Object Emoji with Time Delay Responses Katevonni Sorlouangsana, Jessica Johnson, & Francis Powers, III Advisor: Dr. Sri Siddhi N. Upadhyay
• Social Appraisal and Student Attention Lyndsay Maguire Advisor: Dr. Claire Lyons
• The relationship among oral contraceptive use, sleep, and sexual behavior Sureyya Sanchez, Caitlyn Hewitt, Olivia Hornung, Kailee Corbett, Kieran Donohue, Cameron McKinney, & Alex Sheffield Advisor: Dr. Jeff Dyche
• Choice among Supplemental Readings Leads to Less Boredom and Better Learning David Morales Advisor: Dr. Ashton Trice

Brief Talks: 12:00 - 1:00 pm

Title: Relationships among Emotional Vulnerability, Social Support, and Flourishing in Emerging Adults Presenter: Hannah Dodson Advisor: Dr. Claire Lyons

Title: The Forgotten Variable: Is Experimenter Gender a Missing Factor in the Reproducibility Crisis?  Presenters: Amber Bennett, Braden Berger, Jack Nocé, and Abigail Sholes Advisor: Dr. Melanie Shoup-Knox

Exploring Meaning of Life in Suicide Awareness Campaigns: An Investigation of Authenticity in the Campaign Against Living Miserably (CALM's) "The Last Photo" Video Series"  Presenters: Paige D'Agostino and Teagan Davis Advisor: Dr. Lindsay Harvell-Bowman

Title: Crafting the Situation to Promote Social Connection among JMU Students Presenters: McKenna Mattingly, Maddie Roever, Liana Turturro, and Jana Donato Advisor: Dr. Natalie Kerr

Poster Session 2: 1:15 - 2:30 pm

• Field Placement Experience at Western State Hospital Caitlyn Hewitt Advisor: Dr. Shayna Finn
• Independent Study (PSYC 402) – Peer Tutoring in Abnormal Psychology​ Jessica Johnson, Courtney Farzan, Jessica Papandon, Emily Triplett, & Sam Carberry Advisor: Dr. JoAnne Brewster
• Musical Training’s Relation to Working Memory Capacity and Attentional Interference Liam Payne Advisor: Dr. Michael Hall Honors Thesis
• The Relationship Between Early Parent-Child Relationships and College Roommate Compatibility Rachael Stromberg Advisor: Dr. Claire Lyons Honors Thesis
• Engaging in Politics: Early Exploration between Mindfulness and Political Engagement Tanner Sykhammountry Advisor: Dr. Ben Blankenship Honors Thesis
• Validation of the Avoid, Redirect, or Confront (ARC) Scale Penny Naden, Rohan Saini, Urmi Chatterjee, & Amy Spears Advisor: Dr. Kala Melchiori
• Happiness 101: Studying the Well-Being of JMU Students Sara Buie, Zach Baron, Sammi Blecke, Emily Bousquet, Ziah Buffington, Kaylin Carsey, Sean Cattie, Andrew Gray, Alex Hatgimisios, Shelby Heath, Kaleigh Higgins, Savannah Hughes, Ruby Loeper-Viti, Hana Mahyoub, Ryan Monroe, Caroline Morel, Heather Narvaez, Kyla Powers, Kayla Ransome, Abby Reinhardt, Bryan Rodeheaver, Khalil Turner, and Will Whited. Advisor: Dr. Kenn Barron
• Influencer Aspirations: Extraversion, Narcissism, and Social Media Soleil Goodrich Advisor: Dr. Monica Reis-Bergan
• A Quantitative Investigation of Relational Cognitive Distortions Among the Suicidal with Traditional Terror Management Measures Teagan Davis, Sophia Cundiff, Paige D'Agostino, Ethan Raymond, Brielle Lampf, Lizzie Bryan, Elsa Herries, Grace Kinsky, Jack Cignetti, Erin Fuller, Emily Nicholson , Anna Robinson, & Eliza Snipes Advisor: Dr. Lindsey Harvell-Bowman
• Existential Flourishing: Exploring Relational Cognition as a Mechanism to Produce More Therapeutic Experiences Teagan Davis, Sophia Cundiff, Paige D'Agostino, Ethan Raymond, Brielle Lampf, Lizzie Bryan, Elsa Herries, Grace Kinsky, Jack Cignetti, Erin Fuller, Emily Nicholson , Anna Robinson, & Eliza Snipes Advisor: Dr. Lindsey Harvell-Bowman
• How Accurate is Deception Detection in Capital Murder 911 Calls? Alexandra Sheffield Advisor: Dr. Kethera Moore
• Analysis of 911 Calls Alexandra Sheffield Advisor: Dr. Kethera Moore
• What Helps and Hinders Student Transitions to JMU Nenah Conners, Savannah Hoover, Teagan Lunn, Andrew Goldfeder, Lyndsay Maguire, Rachel Mitchem, McKenna Murphy, & Yasasvi Paleti Advisor: Dr. Kenn Barron
• Wear and Compare: The effects of Body Neutral and Positive Language Amanda Ball Advisor: Dr. Monica Reis-Bergan
• Racial Differences with the ARC Scale Morgan Melchor, Chubi Abu, & Emma Roberson Advisor: Dr. Kala Melchiori
• Can prepubescent children detect ovulation cues? Rebecca Fleetwood, Annalise Kallman, Jordyn Crane, Lindsay Moody, & Anna Pierce Advisors: Dr. Melanie Shoup-Knox and Dr. Krisztina Jakobsen

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Changes in Undergraduate Students’ Self-Efficacy and Outcome Expectancy in an Introductory Statistics Course

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The exploration of psychological variables that potentially impact college student performance in challenging academic courses can be useful for understanding success in introductory statistics. Although previous research has examined specific beliefs that students hold about their abilities and future outcomes, the current study is novel in its examination of changes in both self-efficacy (SE) and outcome expectancy (OE) in relation to performance over the course of an undergraduate introductory psychology statistics course. These psychological variables—relating to one’s belief about one’s ability to accomplish a task and the anticipated outcomes—may impact student motivation and performance. Students’ SE, OE, and other variables related to statistics performance were measured through a survey administered at the beginning and end of the course. Multivariate logistic regression and McNemar tests were conducted to examine factors that affected changes in SE and OE as the semester progressed. Students with lower scores on the final exam demonstrated a decrease in both high SE and positive OE. However, higher scores on exams earlier in the course were associated with increased odds for high SE but not for positive OE, suggesting that SE is less resilient to course performance. Based on these findings, the authors recommend that statistics instructors identify students at risk for decreasing SE. Instructors can help foster high SE in students struggling academically by connecting the course content to their everyday lives and suggesting strategies to enhance their confidence in their content knowledge and increase their comfort in navigating such a challenging course.

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2024 Undergraduate Student Awards in Psychology

The Psychology Department is pleased to announce the Undergraduate Student Awards in Psychology for the 2023-2024 academic year!

Conan Kornetsky Psychology Prize and Outstanding Graduating Senior

Sophia Lambert

Michele Alexander Scholar Award

Alexandria Morgan

Douglas Glanville Research and Scholarship Fund Awards 

Madison Landry

Caroline Mosca

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UW Psychology Student Wins National Science Foundation Graduate Research Fellowship

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Institutional Communications Bureau of Mines Building, Room 137 Laramie, WY 82071 Phone: (307) 766-2929 Email:   [email protected]

Published April 23, 2024

University of Wyoming psychology graduate student Jaylan Aliev, of Boise, Idaho, has been awarded a National Science Foundation Graduate Research Fellowship.

As a second-year graduate student in the psychology and law Ph.D. program, Aliev’s research interests include juror perceptions of marginalized victims, how these perceptions affect legal decision-making and how to mitigate juror biases.

“Child sexual abuse is a national health crisis, and the process of seeking justice for victims can often be retraumatizing,” Aliev says. “Countless child sexual abuse narratives do not follow the popular culture prototype that suggests victims are young girls and perpetrators middle-aged men, and it is important to investigate how older or male victims of child sexual abuse are treated in the legal system -- and how such demographic factors may influence mock juror decision-making in these cases.”

Aliev’s current work examines the impact of victim physical maturity on legal decision-making in cases of child sexual abuse. Her secondary line of research focuses on analyzing racial, socioeconomic, geographic and policy disparities in the U.S. juvenile legal system.

“Receiving the news that I was a 2024 National Science Foundation Graduate Research Fellowship awardee felt like a dream,” she says. “I am a first-generation high school and college graduate, as well as first-generation American. My initial thought was, ‘Things like this don’t happen to people like me.’”

In May, Aliev will graduate with her master’s degree in psychology, and she looks forward to beginning her graduate fellowship research plans.

“As I have gained more experience working with community partners, I have become extremely interested in disseminating psycho-legal research in a way that informs public policy and aims to improve our current criminal legal system,” she says.

After earning her Ph.D., she hopes to continue her work at a nonprofit, nonpartisan organization as a researcher or data analyst.

“It still has not fully sunk in that my application was one of the 2,000 that was selected as a recipient out of tens of thousands of applications,” Aliev says. “I immediately started crying and then called my adviser, Kayla Burd (UW assistant professor of psychology), and my parents.”

To learn more about Aliev’s research, email her at [email protected] .