College of Humanities & Sciences
- Graduate Programs
- Social Psychology
Social Psychology Concentration
The Ph.D. in psychology with a concentration in social psychology is designed as a four to five-year, research-intensive doctoral program to prepare students for scholarly careers in academic and other research settings. A wide variety of courses are offered, with opportunities to customize a set of courses to best suit each student’s training goals. Developing a strong record of peer-reviewed publications is encouraged and careful guidance in developing a high quality program of research is provided. Students earn a Master of Science degree as part of their training, but not as a terminal degree.
There are currently 7 core research and teaching faculty in the social psychology concentration. There are also faculty in other Psychology programs (e.g., Clinical, Health), concentrations (Developmental) and other schools/departments (e.g., Management, Leadership, Gerontology) affiliated with the program and/or conducting social psychology-related research.
Mission Statement: The Social Psychology concentration is dedicated to three fundamental goals: the discovery of new knowledge about social behavior, the application of that knowledge to address social problems, and the dissemination of research findings to educate students and the general public. The primary goals, then, are research, application, and education.
Note: Drs. Jeff Green and David Chester plan to accept new graduate students for Fall 2023 entry into the program.
For additional questions, please contact Jeffrey Green, Ph.D. , director of the Social Psychology Concentration .
Virginia Commonwealth University Department of Psychology Social Psychology 806 West Franklin Street Box 842018 Richmond, Virginia 23284-2018
Social Psychology Ph.D. Programs Guide
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Updated August 17, 2022 · 4 Min Read
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Employed mostly in academia but also in the private sector, government, and nonprofits, social psychologists research how people's relationships with others affect their states of mind. More specifically, social psychologists are interested in how human interactions affect age-old and contemporary issues, such as prejudice, texting, bullying, sexual attraction, and friendship.
A subfield of psychology, social psychology yields careers in postsecondary education, research, consulting, and politics. Continue reading to learn how completing a social psychology Ph.D. program can help you obtain a fulfilling and impactful career in one of these fields.
Earning a Ph.D vs. a Psy.D.
At the doctoral level, prospective social psychology students have two options: a Ph.D. or Psy.D. programs. Although both social psychology graduate programs impart similar knowledge and skills and require a dissertation, you should compare them carefully as they differ in significant ways.
First, most Ph.D. programs admit fewer students than Psy.D. programs, making social psychology Ph.D. programs more competitive.
Second, social psychology Ph.D. programs emphasize academic research along with clinical practice. As a result, Ph.D. programs yield careers in academia (e.g., postsecondary teacher, research) and jobs in clinical settings (e.g., licensed psychologist).
Third, Psy.D. programs prepare students solely for hands-on clinical careers working with patients. As they take fewer statistics and research courses, most Psy.D. students can earn their degrees approximately one year faster than their Ph.D. peers.
Typical Admission Requirements: GRE or GMAT scores, application essay, academic research sample, 2-3 recommendation letters
Time to Completion: 5-7 years
Average Salary: $89,000
Why Get a Ph.D in Social Psychology?
Social psychology degrees open up many more career opportunities and allow professionals to make a significant impact on people's lives. Here are five benefits to earning a Ph.D. in social psychology:
Social psychology Ph.D. programs prepare students for more career paths than Psy.D. in psychology programs.
As students learn advanced research and statistical analysis skills, they can make a positive contribution to the psychology field by authoring research papers, essays, and books., as social psychology ph.d. programs boast smaller incoming classes than psy.d. programs, ph.d. students receive more individualized attention from professors., ph.d. in social psychology graduates can use their education outside of academia or counseling. graduates can work as government or political advisors, among other social psychology-related careers., unlike most psy.d. programs, social psychology ph.d. programs provide students funding opportunities., online psychology phd programs.
Figuring out where to apply? These top, accredited schools offer a variety of online degrees. Consider one of these accredited programs, and discover their value today.
No two social psychology graduate programs possess the same course, practica, and dissertation requirements. Prospective students can more easily identify the differences among programs if they first understand the similarities, which the following information describes.
Like master's programs, doctoral programs include core and specialization courses in areas such as social cognition, statistical analysis, and teaching methodology. Students complete these core courses in their programs' the first 2-3 years. Some programs offer accelerated tracks so motivated students can move on to practica and dissertation research as soon as possible.
Practica experiences allow doctoral students to apply their academic knowledge and research skills in real-life settings. In research practica, students complete original research that lays the groundwork for their dissertations. Most social psychology Ph.D. programs also require teaching practica, wherein students teach undergraduate courses under trained professors' guidance. Practica take place in years 2-4, before students start their dissertations.
By writing a lengthy dissertation, social psychology Ph.D. program students prove they possess the knowledge and skills to make a significant contribution to the psychology field. Writing a dissertation can take 2-4 years, and before students earn their doctorate, they must first defend their dissertations in front of a committee.
What Can You Do With a Ph.D. in Social Psychology?
Social psychologists have many career options, including postsecondary teacher, licensed psychologist, and academic researcher. In doctoral programs , students first refine their career paths by choosing a specialization in graduate school and completing internships that align with their career goals. Finally, many recent graduates use their dissertations to attract potential employers' attention.
Average Salary : $89,000
Where Do Social Psychologists Work?
States regulate the psychology profession by granting licenses to only the most qualified professionals. Once students start doctoral programs, they should research the latest requirements as soon as possible.
Licensure requirements vary among states but often include education, experience, and exams. Licensed psychologists in most states need a doctoral degree and at least 1,000 hours of post-graduate professional experience working under a licensed psychologist.
Licensed psychologists in most states need a doctoral degree and at least 1,000 hours of post-graduate professional experience
Many states use the Examination for Professional Practice in Psychology . Licensure candidates should take this four-hour, multiple-choice exam just before or after earning their degrees. This exam involves a substantial fee. Many states also require exams that cover professional ethics and relevant state laws.
Licensure candidates should expect to pay at least $400 when applying for a license. Applications can take one month to process. Once psychologists receive their licenses, they can pursue additional social psychology jobs . Licensure renewal takes place every 1-2 years, and psychologists must complete continuing education hours to keep their licenses active.
- Society for Personality and Social Psychology The SPSP provides its 7,500 student and professional members access to the society's three journals, private job board, and grant opportunities. Students save approximately 75% on membership dues compared to active members.
- Society for the Psychological Study of Social Issues SPSSI student members can complete professional development and may qualify for grants or other funding. Both members and non-members can research SPSSI's latest research in career trends.
- European Association of Social Psychology The EASP provides valuable benefits to Europe-based, English-speaking graduate students earning their Ph.D.s in social psychology. Both student and professional members can access the EASP's vast collection of psychology publications.
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Social psychology is the study of the cognitive and social processes that underlie individuals’ perceptions of, influence over, and interactions with other people. As one of the top Social Psychology graduate programs in the country, we train our Ph.D. students in theory and research methods to prepare them for academic or nonacademic careers.
Our faculty possess extensive expertise in traditional social psychological content areas and research methods. Our program’s unique strength is that the entire Psychological and Brain Sciences department prizes interaction and collaboration across traditional disciplinary boundaries. For example, members of the Social faculty have ongoing research projects with faculty in cognitive psychology, developmental psychology, clinical psychology, neuroscience, marketing, and law. This richly interactive context makes our Social Psychology program ideal if you are interested in cutting-edge interdisciplinary training that integrates the study of social psychology with other substantive areas of psychological inquiry.
Because our program has a relatively small number of faculty and graduate students, coursework and research experiences can be highly individualized, depending on your interests.
Learn more about our program Meet our faculty
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- College of Arts & Sciences
- Clinical Psychological Science B.S.
- Neuroscience B.S.
- Organizational + Business Psychology B.S.
- Psychology B.A.
- Psychology B.S.
- Psychology Minor
- Neuroscience Certificate
- Psychology of Business Certificate
- Areas of Interest
- Academic Support
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- Service-Learning + Practica
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- Participate in Experiments
Ph.D. in Social Psychology
Graduate students trained in Cognitive, Developmental, Social, or Quantitative Psychology follow a single curriculum with a uniform set of requirements, but their research programs and seminar courses focus on their unique areas of interest.
Our philosophy can be summed up as cooperative, and the small size of our program ensures individualized attention for all students. Although students work directly with a faculty advisor, following a mentor-apprentice model, they also have considerable freedom to collaborate with other faculty and students within and beyond the Department. Indeed, we encourage students to publish with several faculty members before they graduate. Greensboro’s central location in NC has resulted in close ties to other top departments, creating opportunities for our students to take courses, collaborate, and network.
We are no longer accepting GRE scores from applicants to the MA-PhD program in Social Psychology, for entry starting in Fall 2024.
- Individual attention and mentoring from faculty
- Students have a primary faculty advisor but are also supported to conduct research projects with other faculty if it fits with their goals
- Students typically receive 5 years of funding, including tuition remission
- We’re a collegial and collaborative group
- Methods training in experimental design, experience sampling, eye-tracking and pupillometry, psychometrics, meta-analysis, fMRI, mouse-tracking, longitudinal designs, behavioral observation, and advanced statistical methods
- Recent graduate seminars in Self and Identity, Social Comparison, Social Neuroscience, Creative Thought
Recent graduates have secured academic and industry positions:
- Alexander Christensen, Vanderbilt University
- Emily Nusbaum, Amazon.com
- Roger Beaty, Penn State University
- Katherine Cotter, Positive Psychology Center, UPenn
- Jason Strickhouser, California Dept of Health Care Services
- Ashlyn Brady, Sweet Briar College
Faculty in Social Psychology
Levi r. baker.
Close Relationships Lab
Close relationships, including relationship maintenance and problem solving; self beliefs, including self-esteem, shyness, and social anxiety
Social Cognition Lab
Social neuroscience, face perception, the impact of stereotyping and prejudice on impressions, and social cognition in healthy aging
Not accepting students
Interest; aesthetics, creativity, and the arts; self-regulation and effort; experience sampling methods
Associate Professor and Graduate Program Director
Self and Social Perception Lab
Self-evaluation, social comparison, accuracy of social perception, and meta-analysis
SELECTED PUBLICATIONS BY CURRENT/RECENT STUDENTS
Brady, A. , Baker, L. R., Agnew, C. R., & Hadden, B. W. (2022). Playing the field or locking down a partner?: Perceptions of available romantic partners and commitment readiness. Journal of Experimental Social Psychology, 101 , 104334.
Brady, A. , Baker, L. R., Muise, A., & Impett, E. A. (2021). Gratitude increases the motivation to fulfill a partner’s sexual needs. Social Psychology and Personality Science, 12 , 273-281.
Lesick, T. L. , & Zell, E. (2021). Is affirmation the cure? Self-affirmation and European Americans’ perception of systemic racism. Basic and Applied Social Psychology , 43 , 1–13 .
Liebenow, H. A. , Boucher, K. L., Cassidy, B. S. (in press). Understanding evaluations of Kamala Harris in 2020: Political ideology qualifies perceived communality effects when communal cues are present. Psychology of Women Quarterly.
Ojeda, J. T. , Silvia, P. J., Cassidy, B. S. (2022). Mental representations of sickness positively relate to adaptive health behaviors. Evolutionary Psychology, 20 (3), 1-12 .
Rodriguez, R. M. , Fekete, A., Silvia, P. J., & Cotter, K. N. (2021). The art of feeling different: Exploring the diversity of emotions experienced during an art museum visit. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000443
Rodriguez-Boerwinkle, R. M. , Boerwinkle, M. J. & Silvia, P. J. (2022). The Open Gallery for Arts Research (OGAR): An open-source tool for studying the psychology of virtual art museum visits. Behavior Research Methods. https://doi.org/10.3758/s13428-022-01857-w
Strickhouser, J. E. , Zell, E., & Harris, K. (2019). Ignorance of history and perceptions of racism: Another look at the Marley Hypothesis. Social Psychological and Personality Science , 10 , 977–985 .
Request more information
Please address all Graduate Application questions to:
[email protected] 336-334-5014
Please address all additional Graduate questions to:
[email protected] Eberhart 271
Report a problem
Thank you, your report has been submitted. We will deal with the issue as soon as possible. If you have any questions or would like to receive a follow-up, please send an email to [email protected] .
London School of Economics
MPhil/PhD Social Psychology
1 in 5 applicants to this programme received an offer.
Data shown above is for entry in academic year 2016/17 (sources) .
- FOI Request by Albert Warren. December 2019.
The acceptance rate , or offer rate, represents the fraction of applicants who received an offer. Note that this will be generally lower the acceptances rates (acceptances divided by applicants) published by many other sources. This article explains it in more detail. The acceptances generally indicate the number of offer holders who accepted the offer and fulfilled its conditions. For some universities, however, it denotes the number of applicants who accepted the offer, regardless of whether they subsequently met its conditions.
Unless otherwise noted, the data presented comes from the universities and is generally reliable. However, some of the differences between years and/or courses may be due to different counting methodologies or data gathering errors. This may especially be the case if there is a sharp difference from year to year. If the data does not look right, click the "Report" button located near the top of the page.
PhD- Applied Social Psychology (PhD.PSYC)
Our PhD program offers advanced training in theory, research and professional skills in Applied Social Psychology. It is designed to build on the foundations established in the Applied Social Psychology MA program. It aims to be comprehensive while providing the flexibility for students to select a set of teaching-learning activities inside and outside the classroom suited to their career goals. The programs provides opportunities for students to engage in such development through four main types of teaching-learning activities:
- Qualifying exam
- Dissertation research work
Students also have the opportunity to engage in various independent research activities, collaborating with each other and/or with various faculty members.
Through a balance of courses, applied work, and publication opportunities, the program’s flexibility allows students to emphasize and receive training directed toward the pursuit of: (1) research in practical or applied settings (e.g., community organizations or consulting firms) and/or (2) research in academic settings (e.g., universities and colleges).
Please see the graduate calendar for a detailed description of the program requirements.
- Psychological Services
- Ph.D. in Clinical Psychology
- Ph.D. in Developmental Psychology
- Ph.D. in Social Psychology
- General Requirements
- Faculty Research
- Graduate Research
- Undergraduate Research
- Careers for Ph.D. Students
- Careers and Internships for Undergraduates
- Ph.D. Students
- Ph.D. Alumni
- American Psychological Association-Clark University Workshop for High School Teachers
- Ph.D. Programs
Why apply to Clark’s social psychology doctoral program?
Rooted in Clark University’s distinguished history in psychology, the department’s social psychology doctoral program at the nationally-renowned Frances L. Hiatt School of Psychology is dedicated to understanding the psychological processes that underlie today’s most pressing local, national, and global social and political issues.
Our program emphasizes contextualized, interdisciplinary learning and diversity in its research and pedagogy while encouraging novel theoretical work and methodological breadth. Our intimate size allows for close student-faculty relationships and collaboration while providing opportunities to work with and mentor fellow graduate students and undergraduates. Our approach prepares students for academic, research, and policy careers in social psychology.
All full-time graduate students are guaranteed tuition remission and stipends for four years through graduate assistantships. Along with Clark’s pedigree as a small urban research university where G. Stanley Hall, its first president, founded the American Psychological Association in 1892, our close-knit program fosters a collegial, supportive intellectual community.
Psychology Graduate Handbook
The social psychology program encourages students, through initiative and intellectual curiosity, to develop and advance their research interests in urgent social issues among our dedicated, collaborative community. Many different methodological approaches are represented and valued. Our department intentionally structures classes to allow students to focus on the topics at hand, not competition among peers. The social psychology program is committed to the inclusion of diverse populations and to enhancing diversity within the field as a whole. As such, we create a respectful, supportive learning environment.
Meet our faculty Meet our graduate students
Our Research in Social Psychology
From studying the psychology of activism to politically motivated intergroup conflict and violence, Clark’s social psychology graduate students analyze some of the day’s most pertinent issues using quantitative and qualitative research methods. Our graduate program ensures students receive extensive research training that builds cumulatively from foundational and more heavily mentored experiences to more independent activities, like building a research portfolio and dissertation research. Much of our faculty and student research takes place within community settings, locally or internationally.
Through lab work, graduate students collaborate among faculty, their cohorts, and undergraduates. Graduate students present their work at external conferences such as the Society for Personality and Social Psychology , the International Society of Political Psychology , or the Society for the Psychological Study of Social Issues and at Clark’s Graduate Student Multidisciplinary Conference , and publish in journals like Feminism and Psychology , the Journal of Social Issues , and Psychology of Men and Masculinity . Graduate students’ scholarship, along with our faculty’s research, is diverse both in theory and method, which is a mark of distinction and strength across our department’s three programs.
Our faculty has guest-edited special issues in the Journal of Social Issues as well as the European Journal of Social Psychology and founded the Journal of Social and Political Psychology . Their research and expertise have been recognized with funding from the U.S. Centers for Disease Control and Prevention , the American Psychological Association, and the Robert Wood Johnson Foundation, among others.
At the heart of our research are the program and department’s research groups, forums, and lab meetings where faculty, graduate, and undergraduate students discuss common theoretical concerns and research interests. In fact, graduate students are encouraged to work closely with one another, with advanced undergraduate students, and with faculty colleagues in developing their program of research with the goal of growing as an independent researcher.
Faculty Expertise Research groups, labs, and forums
Clark’s social psychology doctoral program examines the interaction of individual differences and social structures in producing and reflecting social and political attitudes, behavior, and health.
Faculty interests include intergroup relations, collective and interpersonal violence, the aftermath of violent conflict, health disparities, and commitment to social change, including collective action and intervention, among others.
We pay particular attention to how human experience — thought, behavior, feelings — is shaped by history and intersectionality of group memberships, and how social structure reinforces power relations.
Graduate students in our program take several rigorous research methods and statistics courses, and have the option of receiving training in advanced statistical methods and/or advanced qualitative methods. Additionally, we offer several graduate and capstone seminars in topics related to the social psychology of social issues (e.g, Prejudice; Stigma; Intersectionality; Collective Violence and its Aftermath), and students can take courses in other graduate programs at Clark as well. A core component of our training is the Social Forum in which all graduate students and faculty participate each semester.
With our interdisciplinary emphasis and emphasis on diversity, our faculty members hold affiliations with the following centers, departments, and programs at Clark:
- The Strassler Center for Holocaust and Genocide Studies
- The Gender and Women’s Studies Program
- The Peace Studies Concentration
- The Race and Ethnic Relations Concentration
- The Africana Studies Concentration
- Health Science in Community and Global Health
We view Worcester and neighboring communities as learning environments as well, and have partnerships with organizations like the YWCA and the Connecticut Alliance to End Sexual Violence. Much of our research takes place within community settings in the U.S. and various other parts of the world.
All graduate students receive full tuition remission and a 9-month graduate assistantship stipend for four years (except for students who have obtained external funding). This arrangement fosters a collegial, supportive intellectual community.
In the recent past, many students have received funding throughout their doctoral studies. In addition, through the generous support of the Hiatt fund, the department is able to provide other stipends for first-year summer and independent research and support for travel to conferences to present research.
How long will it take to complete the Ph.D. in social psychology at Clark University? Will I need to come to campus for an interview? What are the requirements? Applicants can find the answers to these questions in the links below.
Learn More about Application Requirements Learn More about General Requirements for the Psychology Ph.D. Program Timeline
Psychology Graduate Education Handbook
Explore courses in social psychology
Clark’s Psychology Department has more than 35,000 square feet dedicated to learning, research, and laboratory work. Graduate students have semi-private offices and access to dedicated lab clusters, which include the Bliss Child and Family Study Center and a psychotherapy research lab. The psychological services area contains two therapy suites that allow for observation and recording of clinical sessions.
Clark’s psychology Ph.D. programs train scholars to work in academic and professional fields, and produces distinguished Ph.D. alumni who become valuable members of their professions. Their extensive training and research experience prepares them for positions at universities and nonprofits around the world.
Frances L. Hiatt School of Psychology
Jonas Clark Hall, 3rd floor 950 Main Street Worcester MA 01610
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- Psychology Faculty Directory
Social Psychology Handbook PHD
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Graduate Program Student Handbook
Department of Psychology University of Utah
Revised 8/19/2014 2
Table of Contents
I. Purpose ……………………………………………………………………….. 3 II. Course Work ……………………………………………………………...….. 3 Basic Courses …………………………………………………….... 3 Social Area Research Group (SARG) ……………………………... 3 Seminars …………………………………………………………… 4 III. Students Entering With Prior Graduate Work ……………………………...… 4 IV. Master’s Thesis ……………………………………………………………....... 5 V. Secondary Research Project with Faculty Member ………………………….. 6 VI. Social Area Comprehensive Preliminary Examination ……………………….. 7 General Prelim Exam: Eligibility and Scheduling ………………… 7 General Prelim Exam Reading List ………………………………... 8 Procedure for Compiling the Content of the Exams ………………. 8 Exam Schedule ……………………………………….……………. 8 Length and Structure of Exam Sessions ………………………… 9 Grading the Written Exam ………………………………………… 9 Oral Follow-up to the Exam ……………………………………….. 10 Prelim Dissertation Reading List ……………………..……………. 10 VII. Dissertation …………………………………………………………….……... 11 VIII. Teaching Requirement ………………………………………………….……. 13 IX. Research Expectations ……………………………………………………...…. 13 X. Applied Research and/or Work Experience ………………………………...… 13 XI. Evaluations …………………………………………………………………..... 14 XII. Petitions Process ……………………………………………………….…….... 15 XIII. Appeals Process ……………………………………………………….……..... 15 XIV. Professional Standards and Ethics …………………………………….……..... 16
Appendix A: Sample Timeline for Master’s & Ph.D. in Social Psychology ……………… 20
Appendix B: Sample General Prelim Exam Feedback Form …………………………....… 21
Appendix c: social psychology preliminary examination: written and oral, appendix d: social psychology preliminary examination: reading list approval, appendix e: sample letter conveying feedback about completion of, appendix f: social psychology doctoral requirement: independent teaching, appendix g: sample petition memos ……………………………………………….……. 26.
I. Purpose This handbook is intended to provide a description of the requirements and expectations for successful completion of the Master’s and Ph.D. in social psychology. It supplements the Graduate Student Handbook provided by the Department of Psychology. The social faculty wishes to communicate one overarching message with this document: Each requirement has specific learning objectives and these objectives are best served if the tasks are made as clear and circumscribed as possible. Students should discuss any questions they have concerning the guidelines and procedures described in this handbook with their advisors and/or the social area coordinator.
See Appendix A for a sample timeline for completing the requirements described in this handbook and for earning the Master’s and Ph.D. in social psychology in our program.
II. Course Work
During their first year in the program (or as soon as it is offered if not in the first year), social students are required to take Psychology 6420 (Methods in Social Psychology). In addition to the year-long statistics and psychological measurement series (Psychology 6500 and 6510, Quantitative Methods I and II) taken during the first year, social students are required to take one advanced statistics course prior to completion of their Ph.D. This advanced statistics course may be one offered by the Psychology Department, or a course offered in another department (e.g., Educational Psychology). If you choose the latter option, you need to have the approval of your advisor and the area coordinator. It is recommended that the advanced statistics course be taken after the Master’s thesis is completed.
Social Area Research Group (SARG)
typically meets on alternating weeks for 90 minutes. Two students are elected each year by fellow students to coordinate the research group, in consultation with the social area coordinator. These students are responsible for contacting and scheduling potential presenters outside of the area and department (based on their own suggestions, as well as those generated by other students and faculty), scheduling presenters from within the social area, and scheduling any meetings that do not involve presenters (e.g., discussions of professional issues). All first-year students are required to present their initial ideas for a Master’s thesis project at a research group meeting during the Spring Semester of their first year. In addition, students are required to do a “follow-up” presentation (typically in their third or fourth year) to give the area an update on the project presented in their first year. In general, all students are strongly encouraged to present during at least one research group meeting per year. These presentations can range from very informal to formal formats, and involve feedback on research ideas and/or completed projects, practice of thesis or dissertation defenses, and practice conference presentations or job talks.
To facilitate cross-area discussion and collaboration, one of the research group meetings is typically a poster session held in the 8th Floor hallway. Faculty and students in any area of the department doing research involving social psychology are encouraged to present posters from conferences attended in the previous year or to be presented that year.
Seminars are viewed by the faculty as a major venue for scholarly exchange and as essential to graduate training. Social Area seminars are identified as falling under one of three categories: Social Thinking (Psychology 7962), Social Influence (Psychology 7963), and Social Relations (Psychology 7964). Graduate students are required to take one semester-length seminar from each of these three categories prior to completion of the Ph.D. Although only three seminars are required, it is the policy of the area to expect students to take most of the seminars offered. Thus, the number of required seminars should be considered the minimal number of seminars students need to complete. These required seminars should be supplemented with other seminars or other work within or outside the social area, in accord with the student’s educational plan as discussed and approved with his/her primary advisor.
Active participation in seminar discussions is expected, as the goal of such seminars is to allow students to develop and display in-depth conceptually oriented thinking about the topics. At this level, classwork is seen as an important foundation for developing independent research mastery. In most cases, first-year graduate students do not enroll in these seminars, so they can focus on the core courses and transition to seminar-style classes.
III. Students Entering With Prior Graduate Work
remain, she or he should propose a 1- or 2-year schedule for completing them, have the schedule signed by the supervisory committee and Graduate Committee Chair, and submit a copy of the schedule for placement in the student’s folder (see Psychology Department Graduate Handbook for full details).
The Master’s thesis requirement may be waived if the supervisory committee approves a Master’s thesis completed at another institution. The student would need to submit the thesis to the committee and undergo a defense meeting on the project. The committee should send a memo on the decision to the Graduate Committee Chair for final review and approval, and placement in the student's folder. The memo is for the student's protection, as it assures that whatever agreement is reached will be honored by the Psychology Department. If the thesis is not approved, or in conjunction with the advisor, the student decides not to waive the requirement, the student will need to complete a thesis project.
The University of Utah Graduate School rule is that all students who enter with a Master’s degree, even if that degree is not in psychology or if the prior thesis and graduate work is not accepted in our program, are entitled to a maximum of four years of tuition waivers (compared to a maximum of five years for students who enter without a Master's degree). Should a faculty member or clinical site wish to pay for a fifth year of funding for such a student, additional funding (either from a grant, clerkship site, or the students’ own resources) would be required to pay tuition. As students need to be continuously enrolled for at least 3 credit hours, the minimum resident tuition for each semester (based on Fall 2010 rates) would be approximately $1300 for 3 credits, and approximately $2900 for a full load of 12 credits.
IV. Master’s Thesis
As a way to meet this requirement, the social area has designated that the Master’s thesis defense be completed by the end of the Fall semester of the student’s third year in the program. Students are strongly encouraged to adhere to the following timeline: Form committee (typically your advisor as chair and two other faculty doing related research) no later than the end of the Spring Semester of the first year; have a preliminary proposal idea to present to the Social Area Research Group by the end of the Spring semester of the first year; hold colloquium in the Fall semester of the second year; and hold defense by the end of the Fall semester of third year.
The purpose of the Master’s project is to provide students with experience in all phases of the design, execution, analysis, interpretation, and communication of research. Thus, it is essential that projects be manageable within the time frame provided by the area. The social area faculty believes that the learning objectives of the Master’s requirement can best be met by performing a research project that is part of the advisor’s ongoing research program. It is neither necessary nor desirable to design projects that are completely independent of the advisor’s research, or that are broad in scope. The important criteria are that Master’s projects be well designed and competently executed and that they ask and answer a clearly stated question. 6
Although there may be exceptions to this format, based on the judgment of the committee, the Master’s thesis is typically written up as an empirical article, submittable to a first-tier or second- tier journal in the student’s field. The article should be 20-30 double-spaced pages (not including references), and should conform to APA format. However, the specific length of the manuscript, and whether it is written as a stand-alone manuscript or a subsection of an expanded publication by a larger research team, is at the discretion of the committee chair (see Psychology Department Graduate Handbook for more details).
V. Secondary Research Project with Faculty Member
The timetable for this work should be as follows:.
1. By the beginning of Fall semester of the student’s second year, the student should identify the second faculty member with whom they will be working. Thus, the student is expected to spend part of the first year and the summer between the first and second years meeting with different faculty members and discussing possible plans.
2. During the student’s second year, she or he is expected to complete the majority of the “collection” phase of the work (whether that means collecting new data, reanalyzing old data, exhaustively reviewing a literature, etc.).
3. As soon as possible, but no later than the end of the student’s third year, the project should result in a written product with the student as an author (preferred if the student is the first author). It is hoped and expected that this written product will be presented at a professional conference and ultimately submitted for publication.
The work on this project will be part of the data that the social area faculty take into account when they make decisions about students’ admittance into candidacy for the doctoral degree, which is made after students have completed the requirements for the Master’s degree. If students have completed the requirements for the Master’s prior to completing the written product with a second faculty member, admission to doctoral candidacy may be made contingent on the subsequent completion of secondary requirement. The faculty member serving as the advisor for this project will submit a letter to the area faculty noting whether and when this project has been satisfactorily completed and listing the reference to the written product(s). Copies of this letter will be given to the student and inserted in the student’s file. (See sample in Appendix E).
The goal of this requirement is to structure within the program the kinds of experiences that will benefit the students the most in light of current job markets. Students may petition the social area 7
faculty for any changes in the procedure or timing of this project (e.g. delay when completed due to complications in the work). The petition is due before the mid-year student evaluation meeting of the students’ third year. Changes are only likely to be approved by the area faculty when the student is in good standing and the changes still fulfill the intentions of the requirement.
VI. Social Area Comprehensive Preliminary Examination
General prelim exam: eligibility and scheduling.
For students to be eligible to take the exam, they need to have defended their Master’s thesis and be advanced to doctoral candidacy by the thesis committee and social area before or at the mid- year student evaluation meeting (typically in early December) of the students’ third year. Students who enter the program with a Master’s degree in social psychology (if the degree is formally accepted by our program) may petition the social area faculty (via the area coordinator) to take the exam in their second year. Such petitions should also be made prior to the mid-year student evaluation meeting.
Third-year students who have not defended their Master’s thesis by the mid-year student evaluation deadline, in principle, are not eligible to take the exam that year. In this case, students must petition the social area faculty regarding the timing of the exam. There are two types of petition – 1) a petition to take the exam in the third year and 2) a petition to delay the exam by one year. Students can request special permission to take the exam prior to the thesis defense and advancement to candidacy. This request is most appropriate, and usually granted, when the student is close to finishing and defending the thesis (e.g., by the end of the Spring semester of the scheduled exam or shortly thereafter). Alternatively, students can request a delay of one year in taking the exam. This request is most appropriate when the student is not close to finishing and defending the thesis before the end of the third year. Such petitions should include documentation regarding the reason for the delay in completion and the defense of the thesis (e.g., personal or familial emergency, unusual delays in data collection, pursuit of an area- approved research or professional opportunity that requires the student to be away from campus), a detailed plan for completion of the thesis, and a specific plan to take the prelims the following year, contingent on social area approval of the student’s admittance to doctoral candidacy. If granted, the delay of the General Prelim Exam would not count as a “miss” or “failure” of the exam. However, the delay in taking the exam would be considered in the evaluation of the student’s progress in the program and, depending on the documented reasons for the delay, as a 8
factor in his or her admission to doctoral candidacy once the thesis has been successfully defended.
All petitions regarding the exam are to be made prior to the mid-year student evaluation meeting in the student's third year. Among students ineligible to take the exam, failure to petition either to take the exam in the third year or to delay the exam by one year will result in a loss of good academic standing. (Students eligible to take the exam do not need to submit a petition.)
It is recommended that students meet with their advisor, the area coordinator, and other social area faculty about eligibility to take the exam, expected performance, and other general questions regarding the General Prelim Exam. In addition, it is useful to discuss with your advisor how best to maintain ongoing research and other professional activities while preparing and taking the general exam.
General Prelim Exam Reading List
The General Social Area Prelim Exam reading list is meant to be a major guide to important readings and areas of inquiry in social psychology. Additionally, questions may also be derived from the reading lists from recent social area courses (the area secretary will maintain a copy of these lists) and recent work appearing in major social psychology journals. The reading list will be provided to new graduate students during their first semester (usually during the orientation meeting with the social area coordinator). It is also available on the departmental webpage. This general reading list may be updated each year for the new incoming class. If the list has not been updated, the reading list available from the area coordinator or area secretary at the end of Spring Semester of the student's second year will be the official reading list for that student’s exam.
Procedure for Compiling the Content of the Exams
Compilation of the general component of the exam will be the responsibility of the social area coordinator. The area coordinator will ask each member of the social faculty to submit draft questions to be included in the exam. These questions will be based on the general reading list, related material covered in courses, and emerging issues in the social psychological literature.
The General Prelim Exam component will be taken around spring break of the Spring semester in the student’s third year of enrollment. The sit-down portion of the exam will be scheduled on a weekday, usually Friday, with the following week to be devoted to the take-home portion of the exam. The scheduled day for the sit-down portion of the exam will be arranged in advance by mutual arrangement of the student(s) taking the exam and the social area coordinator. The exam will be postponed only under unusual health or other circumstances. The social area faculty must approve a postponement greater than 48 hours.
If a student misses a scheduled exam (or refuses to take it) for reasons not approved by the social area faculty, the student will be considered to have failed the exam. 9
Timeline for Prelim General Exam
Session 1: on campus session 2: take-home grading: orals:.
4-hour block to answer 7 days to answer 2 of 3 Faculty have 2 weeks Within 1 week of 3 of 4 questions questions from Take-Home feedback on written completion to grade performance when written exam grading is completed
Length and Structure of Exam Sessions
During the exam, students will receive seven integrative questions regarding the field of social psychology over two sessions. Students are advised to broadly review the major areas represented on the Social Area General Prelim Exam reading list (see below) and to seek advice from their advisor, the social area coordinator, or other faculty on how best to prepare more broadly. At the first session, students will receive four of the questions and can answer any three of the four during a four-hour sit down session on campus. Students are encouraged to type their answers on a computer. Once the first session is completed, students will receive the three remaining questions, and be given seven days to answer two of the three as a take-home exam. Responses to each take-home question will be limited to 10 pages (excluding reference pages), double-spaced with 12-point font and one-inch margins. Faculty will be given two weeks to grade the prelim exam following completion of the take-home portion. It is expected that each student will orally defend his or her answers within a week of receiving feedback of a successful written performance.
Grading the Written Exam
For the exam, social area faculty will submit their grades for the written component of the examination to the social area coordinator within one week after the take-home portion is completed. Students’ responses to questions in both sessions will be graded along each of the following dimensions: overall, breadth, depth, integration, and critical analysis (1=Unacceptable, 2=Poor, 3=Acceptable, 4=Good, 5=Very good, 6=Excellent). These dimensions reflect the aspects of training and rigor that are central for a Ph.D. in social psychology and should be used as general guides for students as they construct their responses. A single dimension score will be computed for each question, averaging across faculty on each dimension. Average scores of “3” are considered a passing mark on the written portion of the exam. The area coordinator compiles 10
the grades from the individual faculty members. Faculty members should not give formal or informal feedback to students concerning their exams before all the grades have been collected and discussed by the faculty.
Once individual faculty grades are received and compiled, the social area faculty discuss the grades and decide whether a student is eligible to take the follow-up oral exam. If the written performance is viewed as satisfactory (i.e., the graduate student averages a “pass” on the “Overall” dimension for the combined questions), or area faculty decide that more information is needed to clarify uncertain evaluations of the written exam, then the oral follow-up will go forward. If, on the other hand, the exam performance is poor, and the social faculty believe that an oral follow-up is unlikely to reverse the evaluation of the student’s written performance, then the oral follow-up is canceled and the student has failed the exam.
Oral Follow-up to the Exam
An oral follow-up meeting with the social area faculty will be scheduled on a weekday within one week after the written performance grading is completed. The meeting will last no more than one hour. During the first ten minutes, the graduate student will present additions or clarifications to his or her written exam answers (this is an opportunity for the student to demonstrate his/her ability to critically evaluate his/her own work in terms of completeness, clarity, and conceptual rigor). Students may utilize notes during their 10-minute presentation. However, they may not present slides or distribute handouts to the faculty. The remaining time will be used by the social faculty to pose questions to the student concerning the student’s exam answers and to provide feedback on the written exam. Immediately following this meeting, the social area faculty will recommend a pass or fail, and any remedial activities (e.g., writing exercise, such as review paper in a substantive area, as a way to improve conceptual thinking and increase knowledge of research and theory) that may be deemed necessary for the student’s development and training. In these discussions, the written exam is the major basis of the evaluation that is then adjusted for the student’s performance in the oral examination.
For the prelim exam, in addition to immediate verbal feedback to the student provided by the advisor and area coordinator, brief written feedback is provided and inserted in the student’s file within a week of the orals (see sample in Appendix B). In addition, the area coordinator, in consultation with the student’s advisor, completes and submits the form in Appendix C to the student’s file.
A student who fails her or his first exam must request permission to reschedule a second written and oral exam. For students continuing in the program, the second exam will be taken during the following semester. Failure of the second examination usually will be grounds for termination from the graduate program.
Prelim Dissertation Reading List
The second requirement for the social area prelim is development of a Dissertation Reading List in the student’s proposed area of expertise (i.e., Ph.D. project) to be approved by the student’s dissertation committee. Once approved, the student needs to complete and submit the form in Appendix D to his or her advisor and dissertation committee for inclusion in the student’s file. 11
During the Ph.D. proposal defense, the student may be asked questions related to both the proposal and this reading list.
Once both components of the prelim are completed successfully, the student has passed the Comprehensive Preliminary Examination in social psychology.
VII. Dissertation The Ph.D. dissertation is to be done after the student completes the thesis defense and preliminary examination. In contrast to the Master’s thesis, the dissertation project reflects the student’s independent and original scientific contribution. The dissertation committee includes at least five faculty members (if more, the number of members needs to be odd). It should be formed as soon as the Master’s thesis is submitted. According to Graduate School requirements, at least one member of the committee is required to be from outside the Psychology Department. The department sets a six-year limit (beginning with entrance into the graduate program) for completion of all doctoral work requirements, though students may petition for a one-year extension (see Psychology Department Graduate Handbook for more details). Failure to complete the program within these time limits may be considered as grounds for termination.
As specified in the Psychology Department Graduate Handbook, the dissertation is typically
Additional Information about Social Area Policies Concerning Dissertation Length and Format
The departmental requirements concerning the length and format of dissertations represent a change from the traditional monograph-length dissertation. With increasing pressure on journal space, publication length limits are becoming shorter. Many faculty believe that the traditional monograph format for dissertations is too long to be professionally useful, as dissertations of traditional monograph-length (100+ pages) must be extensively revised to be submitted for publication. Accordingly, the department adopted a recommendation for dissertations to be formatted as one or two stand-alone empirical articles. The following Social Area guidelines concerning dissertation length and format are intended to clarify the options available to students and their committees for the final format for PhD thesis. It is important to note that these guidelines, especially those pertaining to the streamlined journal format specified in the Graduate 12
Handbook, do not alter the expectations of the Supervisory Committee concerning the candidate's command of the literature, the inclusion of detailed analyses, and the thoughtfulness of the discussion, but instead apply to the length and format of the final product -- the written dissertation presented to the committee for their evaluation and filed with the Graduate School.
The Social Area policy is that each individual student and his or her Supervisory Committee must agree in writing at the proposal meeting on the final format for the dissertation. Two options are recommended for consideration by the Supervisory Committee:
1. Stand-alone empirical article or articles in a format submittable to a first tier or second-tier
2. a longer introduction and literature review (length to be specified by supervisory committee),.
A third option, the traditional monograph-length dissertation with extended introduction, fully detailed method section, all or most analyses included in the main text of the results section, and extended discussion, is allowed by departmental policy, but not recommended.
All three options are acceptable to the area, provided they are agreed upon in advance by each complete Supervisory Committee. The student and advisor should discuss these options prior to the proposal meeting and present a brief rationale for their preferred option to the committee. The most important thing is that the student, advisor, and all Supervisory Committee members have the same set of expectations concerning the length and level of detail of the final written product (dissertation plus any appendices) to be evaluated by the committee in partial fulfillment of the requirements for the PhD. Area policy accordingly specifies that students and their committees must negotiate in advance which materials should be presented in the body of the dissertation and which should be presented in appendices to the dissertation. These decisions should be confirmed in writing following the proposal meeting. For example, ancillary analyses not supported by a majority of the committee need not be included in the body of the dissertation, but may be included either in the appendices or provided separately before or after the defense. These decisions may be revisited and revised as the work proceeds, providing the Supervisory Committee is informed of and approves any substantive changes. Finally, decisions concerning the final format and length of the dissertation text itself and the inclusion of particular materials in the appendices do not limit the kinds or scope of questions about the research the committee may choose to ask candidates at the final defense. Put differently, the presentation of such materials in the appendices as a more detailed literature review, extended presentation of participant characteristics, supplementary analyses, or a more detailed discussion does not mean that such materials are less important to the final defense. Instead, the goal of these area and departmental guidelines is to help students to produce more publishable final products of their thesis research while still demonstrating the same level of mastery. Finally, we recommend that students have a similar discussion with their dissertation chairs and committees about the expected length of the dissertation proposal prior to its submission to the committee. 13
VIII. Teaching Requirement
Once the class is completed, the student submits the form in Appendix F to the area coordinator and advisor for inclusion in the student’s file.
IX. Research Expectations
It is strongly recommended that students complete formal degree requirements (e.g., thesis and dissertation colloquia or defenses) during the regular school year. In addition, most faculty are on 9-month appointments and are not paid for work over the summer. They therefore also typically prioritize research-related activities for the summer. As a result, students may find it difficult to schedule summertime meetings with faculty for the formal activities of colloquia and defenses. Students are thus more likely to optimize their research profile by keeping summers as clear as possible of other requirements in order to make research-related activities (with faculty, other students, or alone) a priority.
X. Applied Research and/or Work Experience
their own and with their advisor’s and other faculty members’ advice. Before committing to specific opportunities, students should consult with their advisor and the area coordinator to insure that the experience is a worthwhile one that is compatible with their full participation and timely progress in the Social Psychology program. Work conducted outside of the Psychology Department should be regarded as a supplement to, but not a substitute for, social psychology research conducted under the direct supervision of area faculty.
In addition, students, in consultation with their advisor, are encouraged to participate in service for the area and for the department (e.g., serving as SARG coordinator, serving as student representative on the Graduate Committee). These opportunities can assist in the overall professional development of the student.
XI. Evaluations In the social program, formal evaluations of the students’ performance are conducted twice each year. A mid-year student evaluation is conducted in December, and an end-of-year evaluation is conducted in April or May. Social area faculty meetings to evaluate students’ performance are preceded by individual meetings between students and their advisors. At the beginning of each evaluation meeting, a student representative (e.g., social student rep on the Graduate Committee) is able to present general issues or concerns that social students have for the area and department. After the student rep leaves, the overall performance of each student is discussed and evaluated. Each student’s status in the program is also discussed. Formal evaluation letters are provided to each student at the end of each school year. In some cases, letters are provided to students after the mid-year evaluation.
It should be noted that these semi-annual student evaluations are based on a student’s overall performance, including teaching, research, coursework, prelim exam, and service. Productivity, skills, and potential in all of these areas are considered. Pre-Master’s students whose performance is unsatisfactory may be offered the opportunity to obtain a terminal Master’s degree. Advancement to Ph.D. candidacy is contingent on the social area faculty’s overall evaluation of a student’s productivity, skills, and potential; the simple completion of minimum requirements for the Master’s does not automatically lead to admission to doctoral candidacy.
As a result of these evaluations, the social area faculty may recommend to the full faculty that commendations be given to students who perform exceptionally well in the areas of teaching, research, and/or service. Such commendations must be approved by the full faculty. A teaching commendation is based on unusually high course evaluations, recognition by the undergraduate honorary society, Psi Chi, or the recommendation of supervising faculty. Research commendations recognize outstanding achievement in research, and reflect unusual rate and level of research excellence, especially demonstrated through completed projects and first- authored papers. Service commendations are given to students who have made exceptional contributions to area, department, or professional governance (such as serving on professional boards). In addition, the social area faculty may give a Professional Development Award, which recognizes a continuing student for her or his overall performance and growth as being exemplary for the area. This award is given to a student only once, and usually has a monetary gift included. 15
XII. Petitions Process
Xiii. appeals process.
2. The first formal level of appeals is to the Chair of the Psychology Department. This appeal needs to be filed within 40 working days of notification of the original academic action. The chair, at her or his discretion, may then ask that the Psychology Department Graduate Committee hear the appeal. It is most helpful if the student writes a petition to the Department Chair, outlining the reasons why she or he believes the recommendation/decision should be reconsidered. The role of the Graduate Committee, in this context, primarily involves insuring that the area followed proper procedures when the recommendations and/or decisions were made. Within 15 working days of the notification by the student, the chair will notify the student and faculty involved in writing of his or her decision. If either student or faculty members disagrees with the Chair’s decision, they have 15 working days to appeal to the Academic Appeals Committee (see below).
3. The next level of appeals is to the Academic Appeals Committee. Procedures for this appeal are outlined in the University of Utah Code of Student Rights and Responsibilities (see Psychology Department Graduate Handbook). 16
IVX. Professional Standards and Ethics
Authorship/Publication Credit The Psychology Department adheres to APA Ethical Principles regarding authorship (see Psychology Department Graduate Handbook). Students are encouraged to discuss authorship responsibilities early in the research process and as needed as involvement shifts across the duration of projects. Order of authorship should reflect the degree of responsibility for creating and writing a manuscript, and ongoing discussions should help clarify these roles and responsibilities. Please note that in the Ethical Principles is stated, “a student is usually listed as principal author on any multiple-authored article that is substantially based on the student's dissertation." This may apply to a student’s thesis, as well. Authorship order, however, may sometimes need to be changed as authors assume more or less responsibility on revisions of manuscripts (see article by Fine and Kurdek in American Psychologist, November 1993, and “Get the Credit you Deserve” in gradPSYCH January 2006).
Confidentiality The APA Ethical Principles states that psychologists have a primary obligation to respect the confidentiality of information obtained from persons in the course of their work as psychologists. The principle of confidentiality applies to information gained in clinical or consulting relationships, in departmental committee work, and in research settings. With regard to research, students should establish a means of maintaining confidentiality in storing and disposing of data (with IRB approval) and in reporting research results. Confidential information (including lists of research participants, or participants and their code numbers) should not be stored on a computer available to others, including unauthorized use by others (e.g., “hackers”).
Plagiarism Plagiarism consists of any attempt to present as one's own the ideas or work of another. The Psychology Department considers such behavior unethical and unprofessional. Evidence of plagiarism should be reported to the Psychology Department's Graduate Committee and/or the University Student Behavior Committee. In many cases, however, it is perfectly acceptable for students to form study groups or work together in preparing for exams. Students should consult with the course instructor if they are uncertain about the acceptability of such study groups. 17
Sexual Harassment/Dual-role Relationships
Issues pertaining to sexual harassment, multiple relationships, and exploitation are covered in Section 3 of the APA Ethical Principles.
3.02 Sexual Harassment. Psychologists do not engage in sexual harassment. Sexual
3.05 Multiple Relations: A psychologist refrains from entering into a multiple relationship if the multiple relationship could reasonably be expected to impair the psychologist’s objectivity, competence, or effectiveness in performing his or her functions as a psychologist, or otherwise risks exploitation or harm to the person with whom the professional relationship exists.
3.08 Exploitation. Psychologists do not exploit persons over whom they have supervisory, evaluative, or other authority such as clients/patients, students, supervisees, research participants and employees.
The Psychology Department endorses these principles and considers that they apply to faculty, graduate students, and undergraduates in positions of responsibility over others in the department.
The University policy prohibiting sexual harassment states:
Sexual harassment is an unlawful employment practice, and is contrary to the.
Unwelcomed sexual advances, requests for sexual favors, or other sexually degrading verbal or physical conduct constitutes sexual harassment. Courteous, mutually respectful, non-coercive interaction between two people that is acceptable to both parties is not considered to be sexual harassment. University policy requires that all employees and students share the responsibility for assuring that sexual harassment does not take place, and that the working and educational environment of the University is not sexually intimidating, hostile, or offensive to individuals on campus. 18
Anyone who feels that there has been a violation of this policy has the right, and is encouraged, to discuss their complaint with the Office of Equal Opportunity and Affirmative Action. That office can also provide additional information about what types of behavior constitute sexual harassment.
Social Media/Networking Use
University of utah’s general statement regarding social media.
Many students use various forms of social media, including but not limited to wikis, blogs, listserves, fora, websites, and social networking sites. Facebook, MySpace, and Twitter are specific and frequently used examples of these media. When using social media, students are expected to act with courtesy and respect toward others.
Regardless of where or when they make use of these media, students are responsible for the content they post or promote. Students may be subject to action by the University for posting or promoting content that substantially disrupts or materially interferes with University activities or that might lead University authorities to reasonably foresee substantial disruption or material interference with University activities. This action may be taken based on behavioral misconduct, academic performance, academic misconduct, or professional misconduct, and may range from a reprimand or failing grade to dismissal from a program or the University.
Prior to taking any action against a student, please consult with the University’s Office of General Counsel.
University of Utah’s Guidelines for Use of Social Media
Use of social media is prevalent among students. Students should be aware that unwise or inappropriate use of social media can negatively impact educational and career opportunities. To avoid these negative impacts, students should consider the following:
Post content that reflects positively on you and the University. Be aware not only of the content that you post, but of any content that you host (e.g., comments posted by others on your site). Content you host can have the same effect as content you post.
Though you may only intend a small group to see what you post, a much larger group may actually see your post. Be aware that your statements may be offensive to others, including classmates or faculty members who may read what you post.
Employers and others may use social media to evaluate applicants. Choosing to post distasteful, immature, or offensive content may eliminate job or other opportunities.
Once you have posted something via social media, it is out of your control. Others may see it, repost it, save it, forward it to others, etc. Retracting content after you have posted it is practically impossible. 19
If you post content concerning the University, make it clear that you do not represent the University and that the content you are posting does not represent the views of the University.
Make sure the content you post is in harmony with the ethical or other codes of your program and field. In certain circumstances, your program may have made these codes binding on you, and violations may result in action against you.
If you are in a program that involves confidential information, do not disclose this information. The University may take action against you for disclosures of confidential information.
Realize that you may be subject to action by the University for posting or promoting content that substantially disrupts or materially interferes with University activities or that might lead University authorities to reasonably foresee substantial disruption or material interference with University activities. This action may be taken based on behavioral misconduct, academic performance, academic misconduct, or professional misconduct, and may range from a reprimand or failing grade to dismissal from a program or the University. 20
Appendix A: Sample Timeline for Master’s & Ph.D. in Social Psychology
Year Fall Spring Summer
Research/Degree: Research/Degree: Propose Dissertation (Year 4); Collecting Dissertation continue other lab work data (Year 4); Defend Dissertation (Year 5); continue other lab work 21
Appendix B: Sample General Prelim Exam Feedback Form
To: Student's name Date:
From: x (advisor) and x (area coordinator), re: feedback on general portion of prelim exam.
This is to provide a written record of the feedback you received on the general social psychology portion of the prelim exam. To remind you, prelims are not completed until a student has successfully passed both portions of prelims: the General Social Psychology Exam of the Prelim and the student's Dissertation Reading List.
Overall, the social psychology faculty decided that you had [failed/ marginally passed/ passed] the exam portion of the prelim. Faculty noted as positive aspects of your performance [fill in]. They identified your relative weaknesses as being [fill in].
For the future, the faculty recommend [fill in].
If you have any questions about this feedback or want additional feedback, please feel free to discuss this with your advisor and/or the social area coordinator.
Cc: Student's file
Appendix C: Social Psychology Preliminary Examination: Written and Oral Social General Exam
Student Information: Name Phone
Date of Written Examination:
Student's performance on the written examination was: passed_____ failed_____, date of oral examination:, student's performance on the oral examination was: passed_____ failed_____, student's overall performance on the examination was:, passed with distinction____ passed_____ passed with contingency ____ failed_____.
Area Coordinator: Name signature date
Advisor: Name signature date
Appendix D: Social Psychology Preliminary Examination: Reading List Approval Form for Dissertation Project
STUDENT INSTRUCTIONS: This form is to be typed by the student and submitted to the committee for reading list approval by signature. Copies of the signed form should be distributed to your advisor and the area coordinator, with an additional copy placed in your student folder in the main office.
COMMITTEE INSTRUCTIONS: Committee members should sign the form in the space provided. By signing, each member indicates that he/she has read and received a copy of the student’s reading list, and that he/she feels the reading list, given the nature of the degree, is an adequate review of the literature in the relevant topic area.
Note: Completion of this form allows the student indicated below to pass the last component of the preliminary exam. It does not, however, indicate completion of the necessary reading for the research project. Committee members may suggest/require other readings as necessary for the successful completion of the project.
E-mail signature date
Committee Information: Member name signature date
Member name signature date
Appendix E: Sample Letter Conveying Feedback about Completion of Secondary Research Project with Faculty Member
To: x [area coordinator] Date:
From: [faculty member serving as advisor for research project], re: completion of secondary research project.
This is to let you know that [STUDENT’S NAME] has successfully completed a research project with me on [TOPIC OF RESEARCH PROJECT]. This project has resulted in one/several written product(s) with [STUDENT’S NAME] as an author. The reference(s) for this/these written product(s) is/are as follows:
Cc: Student’s file
Appendix F: Social Psychology Doctoral Requirement: Independent Teaching of Introduction to Social Psychology
STUDENT INSTRUCTIONS: This form is to be typed by the student and submitted to the area coordinator and your advisor for approval by signature after you have taught Social Psychology. Copies of the signed form should be distributed to your advisor and the area coordinator, with an additional copy placed in your student folder in the main office.
FACULTY INSTRUCTIONS: You should sign the form in the space provided. By signing, you indicate that the student served as the graduate instructor for Social Psychology.
Course Information: Title & Number # of students Term taught
Appendix G: Sample Petition Memos To: x [area coordinator] Date:
From: x [student]
Re: Taking Prelim General Exam Early
I am requesting permission from the social area faculty to take the General Exam component of the social prelim next Spring semester, even though I may not have defended my Master’s by exam time. The project is close to being completed (data collected and undergoing analysis). My advisor and I believe that the thesis will be finished before the end of the Spring semester, and I would prefer not to delay my prelim.
Cc: Student’s file, Student’s advisor
To: x [area coordinator] & x [student’s advisor] date:, re: advanced statistics requirement.
I am requesting permission from the social area faculty to have the course I took on Structural Equation Modeling at Arizona State University count as for my advanced statistics course requirement in the social program. Attached is the syllabus from the course. I received an “A” in the class. Counting this course would allow me to have more time for another social seminar or other related course.
- Graduate School
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