Prospective Students

Welcome Prospective Students!

We are eager to tell you about our program. Our clinical science program has been continuously accredited by the American Psychological Association since March 2, 1948. Questions related to the program’s accredited status by APA should be directed to the Commission on Accreditation at 750 1st Street, NE, Washington, DC 20002; Phone: (202) 336-5979/E-mail:; Web: In February 2014, we were accepted into the Academy of Psychological Clinical Science, denoting our program officially as a clinical science program. Finally, in January 2020, we became accredited by the Psychological Clinical Science Accreditation System (PCSAS). Questions related to the program’s accredited status by PCSAS should be directed to Psychological Clinical Science Accreditation System, 1800 Massachusetts Ave NW, Suite 402, Washington, DC  20036-1218; Phone: (301) 455-8046; E-mail:

The graduate students in our clinical psychology doctoral program are the backbone of the program. The program has 25-30 active graduate students at any one time, and all students are actively involved in running the research labs, staffing the training clinic, and assisting in course instruction. The quality of our students is evidenced by their high-level of research productivity (see table below) and their success on the internship and job market, including a 100% match rate to American Psychological Association (APA) accredited APPIC internships for the past 12 years.


Information for Prospective Students

  • Message for Prospective Students

    We are delighted that you are considering applying to MSU's Clinical Psychology Doctoral Program! We are proud of our program and hope you will take some time to visit the rest of our website and the links below to obtain more information about our mentorship model, admissions process, curriculum/program requirements, and graduate life at MSU.

    If you join our program, you will join an outstanding graduate student body that is actively engaged in all aspects of clinical science. The quality of our students is evidenced by their excellent undergraduate academic records and high-level of research productivity and their success on the internship and job market. Indeed, all of our students are active in presenting at national and international conferences and publishing their research (see Research Output table).

    Our students also develop clinical excellence during their training, as evidenced by our 100% match rate to American Psychological Association (APA) accredited APPIC internships for the past 10 years. Our students have matched to highly selective and prestigious internships, including programs at the University of Washington, McLean Hospital/Harvard University Medical School, Yale University Medical School, Western Psychiatric Institute and Clinic/University of Pittsburgh Medical School and Stanford Medical School.

    Finally, our students are employed in a range of clinical science positions, including clinic director positions and postdoctoral or faculty positions in academic settings (e.g., Columbia University Medical School, DePaul University, Harvard University Medical School, McGill University, the University of Iowa, the University of Pittsburgh, and Wellesley College).

    Please consider applying if your interests and values in clinical science are a good match with our program. We look forward to considering your application.



    Jason Moser, Ph.D.

  • List of Clinical Faculty Accepting New Students for Fall 2022

    The following faculty members are accepting graduate student applications for Fall 2022: 

    Dr. Brooke Ingersoll

    Dr. Alytia Levendosky

    Dr. Jason Moser

    Dr. Katy Thakkar 

  • Admissions Interview Day
    To Be Determined.
  • Mentor Model

    Consistent with our philosophy of multi-level and cross-disciplinary work, our mentorship model is one in which students have a primary advisor within the Clinical Science Program, but are encouraged to work with a range of faculty across clinical science and related disciplines.

    Although the research training is done primarily through an apprenticeship with the primary mentor, the full clinical science faculty are actively involved in the overall student training through coursework, clinical practica, evaluation of students, and intellectual activities (e.g., colloquia series including the Clinical Science Forum and grant writing seminar). Thus, students are exposed to the multiple perspectives, training, and expertise of the full clinical science faculty. We believe that this mentorship model facilitates flexibility in methods and theory, provides the best approach for fostering positive mentor-mentee relationships, and develops research scientists who have a breadth and depth of training in the clinical science field.

    In addition to working with a primary, clinical science faculty mentor, all of our graduate students have secondary mentors or thesis committee members from outside of the clinical science area. These secondary mentors come from diverse programs including ecological/community psychology, social/personality psychology, organizational psychology, cognitive science, and neuroscience. The diversity of secondary mentors parallels the diversity of collaborations within our program (see Principles and Values). This diversity is an explicit expression of our clinical science orientation and focus on multi-level work, as our faculty recognize the need for interdisciplinary collaborations in order to conduct state-of-the-science research and remain competitive for top journals and extramural grant funding. Graduate students freely choose secondary research mentors and committee members in collaboration with their primary mentor. This selection is typically based upon fit with the graduate student’s research topic and need for additional training/expertise in diverse areas of science.

  • Curriculum and Program Requirements

    Our program is structured so that training in courses, research, and clinical work is intended to be sequential and cumulative, such that students move toward increased independence and sophistication in their work as they progress through the program. The master’s portion of the program is designed to take two years, while the doctoral program generally takes four years (including the internship). The training model is implemented through (i) core courses, (ii) practicum, (iii) a cognate, (iv) a comprehensive examination, (v) mentored research projects (i.e., master’s thesis and dissertation), and (vi) a clinical internship.

    Master's Program

    The Master’s portion of the program includes a sequence of courses that exposes students to the core components of clinical science. Students also begin fulfilling the APA discipline-specific knowledge (DSK) requirements, they are actively involved in their MA thesis research projects, and they begin practica (in the second half of their 1st year).

    Required Courses

    Required courses for the Master’s program are described below. History of psychology is distributed across all of the required courses so that students learn the history of each subfield.

    Research Methods and Statistics

    Our students are required to take Quantitative Research Design & Analysis (PSY 815) and Psychometric Theory and Test Construction (PSY 818). In addition, research methods are taught in each of the clinical courses using distributed chapters from two textbooks (Kazdin, A. E. (Ed.) (2003). Methodological Issues & Strategies in Clinical Research, 3rd ed.; Kazdin, A. E. (2003). Research Design in Clinical Psychology, 4th ed.) as well as through required attendance at the Clinical Science Forum (see Forum below).


    Our students are required to complete Behavior Disorders (PSY 853). This course emphasizes a lifespan approach to understanding psychopathology in children and adults.

    Assessment and Intervention

    Our students are required to complete one Cognitive Assessment course: Cognitive and Neuropsychological Assessment (PSY 852). This course cover cognitive and neuropsychological assessments with children and adults and include the major standardized assessment instruments. Students are taught both to administer and interpret the tests and gain expertise in writing assessment reports.  This class also involves a practicum experience in which students conduct two brief cognitive evaluations and then one longer evaluation the summer before their second year.

    Assessment training is also distributed across our Behavior Disorders (853) course as well as in Psychodynamic (PSY 952), Cognitive-Behavioral (PSY 954) and Child Therapy and Assessment (PSY 992) classes. All of these courses teach theories of human behavior and focus on evidence-based assessments.

    Intervention training is distributed across Psychodynamic (PSY 952), Cognitive-Behavioral (PSY 954) and Child Therapy and Assessment (PSY 992) classes.  These courses focus on evidence-based interventions, including research on treatment process and outcomes.  The Psychodynamic and CBT courses focus on adult treatment and assessment whereas the child course emphasizes normal and abnormal child development as part of its focus on teaching students the specialized skills needed to conduct child assessments and interventions.


    A developmental psychopathology approach undergirds our curriculum and training model. We emphasize development, including normal development, in our curriculum through our course on Child Therapy and Assessment.


    Our students are required to take our Scientific and Professional Ethics (PSY 926) course that focuses on the APA Ethical Principles and Standards. Adherence to these principles is also modeled in our Clinical Science Forum and all of our research and clinical training activities.

    Social Justice and Diversity

    Our students are required to complete Social Justice and Diversity in Psychology (PSY 992). This course examines the ways in which social justice, privilege, and diversity influence, and are influenced by our personal daily experiences, research interests, and engagement in academic and non-academic settings.  Social justice and diversity are also infused throughout all courses.  Our Diversity Committee also hosts events every semester that include research talks, experiential learning exercises, and workshops. 

    APA Discipline Specific Knowledge and Integrative Requirement

    In order to fulfill APA DSK requirements, students must (1) take 1 course that covers the other psychology disciplines (social, cognitive, biological, and affective) and (2) fulfill an advanced integrative knowledge requirement.

    (1) All students are required to take our course on Social, Cognitive, Affective Neuroscience (SCAN; PSY 930)  to gain graduate level knowledge of the broader disciplines within psychology.

    (2) This APA required training activity must integrate across at least two of the following basic DSK content areas: affective, biological, cognitive, social, or developmental aspects of behavior. The required Social Cognitive Affective Neuroscience (SCAN) course noted above fulfills this requirement. This course includes an evaluated educational experience that integrates across two or more of the DSK areas covered in this course – affective, biological, cognitive, and social aspects of behavior – to meet this APA requirement.

    Michigan Licensing Requirements

    Per our APA accreditation, CS Area graduate students must meet any additional requirements that the State of Michigan has for licensing.  Michigan licensing law requires no additional courses, but rather that the program is accredited. The CS Area Program is accredited by APA and PCSAS, so this requirement is automatically met.

    Master’s Thesis

    The Master’s thesis is designed to facilitate the development of core research skills and methods as well as an in-depth understanding of at least one topic within clinical science. During the first semester, the student and their advisor develop their thesis proposal, with an emphasis on designing a project that is of publishable quality in terms of research topic and methods. The student then defends the proposal in front of a Master’s thesis committee which consists of the thesis chair and two other faculty members. The final, completed thesis must be orally defended to the thesis committee during the student’s second year and presented to program faculty and students during a spring Clinical Science Forum.

    Clinical Science Forum

    Clinical Science Forum is held weekly and involves presentations from students, faculty, and outside speakers that foster the communication of findings in the research lab and clinic to better understand mental health problems and their amelioration. Empirical articles are frequently reviewed to enhance critical thinking and research-practice integration. Clinical Science Forum helps trainees: 1) develop and communicate research questions that can be tested with clinical and basic science hypotheses that recognize contextual factors; and 2) provide feedback to others within a clinical science framework through questions and advice that fosters professional development, cultural competency, and ethical practice.


    Practicum officially begins in the fall semester of the second year the MSU Psychological Clinic. In the clinic, students are trained to conduct assessments and psychotherapy with clients across the lifespan who present with a full range of outpatient mental health concerns. All psychotherapy clients receive a standard baseline assessment battery and standard follow-along assessments to monitor progress. All sessions are recorded for supervisors to view at a later time. Students are assigned an individual psychotherapy supervisor each year, and they meet with this supervisor once/week for at least 1 hour. Students are assigned assessment supervisors based on the type of assessments that they are conducting (e.g. trauma, learning characteristics, neuropsychological concerns).

    Students are expected to be involved in clinical training following their first year in the program throughout their residence at MSU. However, as part of their first-year cognitive assessment class, students conduct two brief cognitive evaluations in the spring and one longer evaluation in the summer before their second year. The first two years of practicum (2nd and 3rd years in the program) are expected to be conducted in the MSU Psychological Clinic. The second two years of practicum (or more, if the student is in residence beyond the 5th year of the program) are intended to be specialized and consistent with the student’s clinical competency and career goals. One of these advanced years may be an externship approved by the Clinic Director.

    Official practicum credits begin in the fall semester of the second year. However, in the spring of the first year, students are introduced to clinical work and the MSU Psychological Clinic via an orientation led by the Clinic Director and the completion of two assessment cases (one in the spring and one in the summer), supervised by the Clinic Director. This experience is intended to provide on-going learning following the fall and spring diagnostic and assessment courses. 

    Starting in the fall of the second year, students are expected to carry a case-load of 3 psychotherapy clients and to conduct 1 additional assessment that year. In the following years, students are expected to carry a case-load of 4 psychotherapy clients and to conduct a total of 6 additional assessments. Psychotherapy and assessment cases are expected to include both child and adult cases, to ensure exposure across the lifespan. In addition, cognitive, personality and diagnostic assessments are required. Students obtain group psychotherapy experiences by leading groups in our own clinic (e.g., social skills for children with ASD) or local mental health organizations (e.g., a domestic violence shelter, a Head Start school). 

    Students are assigned a primary supervisor for their psychotherapy cases with whom they meet weekly for 1-hour, individual clinical supervision. Supervision sessions typically involve an evaluation/discussion of the past week’s session(s) focusing on topics such as therapeutic process/relationship issues, treatment techniques, and application of science to practice. Psychotherapy supervisors also review and edit all of the students’ psychotherapy diagnostic assessment reports to ensure that case conceptualizations, diagnoses, and treatment plans are science-based and appropriate for the presenting problem and individual characteristics of each client. Clinical supervisors review students’ recorded sessions and give direct feedback in supervision on therapy techniques and process.

    Students also meet with assessment supervisors who are assigned based on the type of assessment in which they have expertise (e.g., adult neuropsychology, child cognitive, etc.). Assessment supervision entails guidance on selection of assessment instruments, review of scoring procedures, and test interpretation and report preparation. As with the psychotherapy supervision, this supervision focuses heavily on the development of empirically supported hypotheses and conclusions about each case. Students also are assigned a supervisor for their group psychotherapy to discuss each group session, plan for future sessions, and evaluate treatment progress. 

    Finally, we have five supervision teams now operating in our clinic, directed by clinical faculty members as well as the Clinic Director. These supervision teams incorporate didactic training on evidence-based practice and skill development into the clinical supervision model and facilitate student learning from presentation of other cases. These supervision teams include: Learning Characteristics Assessment (led by Dr. N. Moser), Trauma Assessments (led by Dr. J. Moser and Dr. Levendosky), Child CBT team (led by Dr. Ingersoll and Dr. N. Moser), Interpersonal Problems Clinic (IPC: led by Dr. Levendosky and Dr. Turchan, the Training Director at Counseling and Psychiatric Services and an adjunct faculty member in the Psychology Department) and the Gender and Sexual Minority Clinic (led by Dr. Puckett & Dr. N. Moser). Students will all have experience with at least one of these supervision teams and most will have two or more team experiences. These teams allow for supervised peer supervision. One team (IPC) provides research data for a new research lab, the Interpersonal Process and Psychotherapy Lab (led by Dr. Levendosky), that examines psychotherapy process and the therapeutic relationship. Another team, the Child CBT team, is integrated with the research program of Dr. Ingersoll, who develops and studies family-based interventions for children with autism spectrum disorder. These teams facilitate the integration of science and practice for our students.

    Doctoral Program

    Entering the doctoral program in year three after successful completion of the master’s thesis signifies the development of the student as a budding independent scholar and clinical scientist with expertise in research, clinical care, and their integration.

    Required Courses

    Most students will have completed their required core courses and will be focused on finishing the DSK courses, continuing their participation in the Clinical Science Forum (required for all years of graduate training), and taking elective courses tailored to their individual training needs. Most of our students also elect to take additional statistics courses during their doctoral program. These courses include advanced statistical training in structural equation modeling, hierarchical linear modeling, categorical data analysis, Bayesian analysis, and longitudinal data analysis.

    Cognate and Doctoral Guidance Committee

    The doctoral program begins with the identification of a “cognate” for each student and the formation of a doctoral guidance committee. The cognate is an area of expertise within clinical science that is chosen by the student based on clinical science career goals. The cognate ensures that our students not only show breadth of training in clinical psychology, but also develop scholarly depth in an area that is relevant to their own research and clinical interests. Some examples of recent cognates include: 

    • Personality
    • Behavior Genetics
    • Translational Research
    • Behavioral Neuroscience and Genetics
    • Quantitative Methods
    • Interdisciplinary Graduate Specialization in Women's and Gender Studies
    • Psychophysiology and Psychophysiological Methodology 
    • Human Development
    • Social Justice

    The doctoral guidance committee helps the student develop their cognate and an individualized doctoral plan of study. The committee must consist of at least two clinical science faculty members and frequently includes faculty from other areas/departments who have expertise related to the cognate area. The individualized doctoral training plan includes, at a minimum, a course in the chosen cognate and a focus on the cognate topic in the comprehensive examination (see below) and dissertation research. Notably, some students might choose to complete a certificate program or graduate specialization for their cognate, including the Quantitative Methods and Evaluation Science Program Certification, the Interdepartmental Graduate Specialization in Infancy and Early Childhood, the Interdepartmental Graduate Specialization in Cognitive Science, the Graduate Certificate in Community Engagementthe Interdisciplinary Graduate Specialization in Women's and Gender Studiesthe Graduate Specialization in Global Urban Studies, and the Graduate Specialization in Gender, Justice, and Environmental Change. A full list of graduate specializations can be found here.

    Comprehensive Examination

    The examination has two requirements, both of which must be completed by October 1st of the 5th year in order for the student to apply for internship in their 5th year.

    First Author Publication

    Each student is required to submit at least one first-author, empirical paper for publication. This paper can be the student’s MA thesis or an unrelated study, but ideally, the paper topic is related to their cognate area. Successful completion of this part of the comprehensive examination is not contingent upon the paper being accepted for publication; the paper merely needs to be submitted for publication for successful completion. Notably, our explicit requirement of a submitted paper is not due to a lack of publishing by our students (click here to see mean student publication information), but is instead an explicit expression of our belief that clinical scientists must be trained to be consumers and producers of empirical research.

    Comprehensive Examination Paper

    Each student is required to propose and complete an in-depth, independent review paper. The paper is a theoretical and empirical review of a research area(s) relevant to the student's cognate area (e.g., neuropsychological factors and exposure to child abuse in the development of antisocial behavior; the organizational and activational effects of gonadal hormones on developmental trajectories of eating disorder risk). The goals of this paper are to:

    • develop meaningful integration of science and practice as they relate to a specific area(s) of clinical science
    • increase the student’s breadth of understanding of the field of psychology as whole as well as their depth of understanding in the cognate area; and
    • ensure that the student has a firm grasp of the conceptual and theoretical basis for their dissertation.

    Examples of past comprehensive paper titles include:

    • “Something Doesn’t Feel Right”: Interoceptive Inference in Schizophrenia
    • Self-referential processing as a mechanism underlying the therapeutic effects of mindfulness training on internalizing disorders
    • Improving service access for families of children with ASD:  A systematic review of family empowerment interventions for caregivers of children with developmental, behavioral, mental, or chronic health issues
    • Examining the Roles of Personality and Anonymity in Digital Aggression: A Systematic Review of the Literature.
    • A critical review of resilience science: Towards a developmental psychobiological perspective
    • Applying Bayesian Probability to Betrayal Trauma Theory
    • Understanding of the Role of Parents in Offspring’s Development of Disordered Eating: Integration of Environmental Predictors and Genetic Influences
    • Continuity and change in the development of youth antisocial behavior: A systematic review.
    • Identifying Depressogenic Mechanisms in Battered Women: An Integrated Review of Patterns.
    • Clarifying the black box: A narrative review of methods for evaluating the active ingredients of psychosocial interventions.
    • A Scoping Review of Methods for Mapping Implementation Strategies to Address Barriers and Facilitators to Implementation in Organizations Providing Mental Health Services to Children.
    • Toward an Integrative Model of Acculturative Stress Among International Students: A Person-Environment Fit Approach
    • Risk Factors for Binge Eating: The Role of Ovarian Hormones and Impulsivity
    • The Interpersonal System: A Model for Integrating Traits and Processes
    • Effects of learning collaboratives on service, client, and implementation outcomes in healthcare settings: A systematic review.
    • The Effects of Bias Crimes on Sexual Minority Individuals: Minority Stress, Collective Identity, and the Physiology of Fear and Trauma.
    • Parenting as a Heritable Behavior: An Examination of the Genetic Etiology of Parenting and an Exploration of Potential Mechanisms
    • Understanding Reward System Mechanisms in Palatable Food Intake and Substance Use: Implications for Binge Eating

    Importantly, the comprehensive paper is expected to be the student’s own work. The student writes an abstract and develops a reading list of sources that is presented to the doctoral guidance committee for approval. The student’s advisor may provide input into the development of the paper topic, abstract, and reading list prior to approval by the guidance committee. However, after approval, the student works independently on the writing of the paper without further input or consultation from anyone. The final paper is then reviewed by the doctoral guidance committee and graded similar to a grant (i.e., scale of 1-5) based on the quality of the literature reviews and integration of the two research areas. The paper can be passed (grade = 1.0-2.0), failed (grade = 4.0-5.0) or given a revisions required rating (grade = 2.1-3.9). If revisions are required, the same review process occurs after the second submission. Thus far, all students have passed on either the first or second submission (for more information on the evaluation process and scoring system, see the graduate student handbook).


    Following the completion of the Comprehensive Examination, students develop and defend their dissertation proposal. The dissertation is viewed as an independent research project and is expected to reflect independent work by the student in design, analysis, and writing. The dissertation proposal is written under the supervision of the primary advisor/mentor.

    It is expected that the dissertation proposal will be written and submitted to the dissertation committee by September of Year 5. It is required that three members of the dissertation committee must be in the Department of Psychology, and it is recommended that two members be clinical science faculty members. This committee may have the same members as the doctoral guidance committee, but this is not required, particularly if the student needs particular expertise (e.g. specific statistical methods). We also encourage students to include at least one non-clinical faculty on their committee to emphasize connections with psychological science more broadly. If there is no committee member outside of Psychology, the Dean of the College of Social Science will appoint a faculty member to serve as her representative. The final dissertation is orally defended in a public meeting attended by the dissertation committee and interested parties.


    Individualized Clinical Training Plan (ICTP) with their advisor and doctoral guidance committee. The goal of the ICTP is to develop a plan for clinical training that meets the individual career goals of each student. Because these plans are very individualized, they can look quite different across students. For example, some students may choose to complete their remaining years of practicum in the MSU Psychological Clinic doing assessments and therapy, while others may choose to do externships at other sites. Examples of externship sites that have been included in recent ICTPs are:

    • VA Ann Arbor Health Care System
    • Michigan Medicine, C.S. Mott Children’s Hospital – Comprehensive Eating Disorders Program
    • Michigan Medicine, C.S. Mott Children’s Hospital – Pediatric Psychology Practicum
    • University of Michigan, Department of Psychiatry – Child Practicum
    • University of Michigan, Department of Psychiatry – Program for Risk Evaluation and Prevention (PREP) Early Psychosis Clinic
    • University of Michigan, School of Public Health, EMBRace
    • McLaren Greater Lansing Family Medicine Clinic
    • Michigan State University, Counseling and Psychiatric Services (CAPS)
    • Michigan State University, Human Development and Family Studies Department, Couple and Family Clinic

    The benefit of the ICTP is that each student tailors their experiences to their own interests/career goals. This aspect of our clinical training ensures that every student is able to fully explore their professional goals and accrue all of the necessary experience/expertise to succeed in their internship hunt and excel in their future professional career. 

    For more information on the ICTP and practicum requirements, please see the Psychology Graduate Student Handbook.

    Internship Training

    All of students must complete a 2000-hour APA or CPA accredited internship. The list of internship sites is selected by the student and must be approved by the Doctoral Guidance Committee with reference to the student's particular clinical science interests and professional objectives. Internship readiness is certified by the DCT in consultation with the advisor, clinical supervisors, the Doctoral Guidance Committee, and Clinical Science Area faculty. An approved dissertation proposal is a requirement prior to application for internship. Our students have done very well in the match process (we have a 100% match rate over the last 15 years) and have obtained internships at highly competitive and selective sites. For more information on applying for internship training, click here.


  • Admissions Standards and Guidelines

    The Council of University Directors of Clinical Psychology have established the following guidelines in order to facilitate the Graduate Admissions process.

    1. A student can expect to receive offers of admission to programs over a considerable period of time. The timing of offers to students is largely determined by the University's review schedule, which is a strictly internal matter. Regardless of when the offer is made, students are not required to respond to the offer before the decision date of April 15 (or the first Monday after April 15, if April 15 falls on a weekend), except as specified in Section 6 below.
      1. Offers are usually made in writing prior to April 1st. Between April 1st and the decision date, universities may choose to facilitate the process by making new offers to students over the phone when a position opens up. These verbal offers are official, but should be followed up by a written confirmation within 48 hours.
      2. Offers, once made, cannot be withdrawn by the university until after the decision date and then can be withdrawn only if the student fails to respond to the offer by the decision date.
      3. A program may make an offer after the April 15th decision date if it still has one or more open slots. Offers made after the decision date should clearly state how long the student has to decide on the offer. The student should be given sufficient time (at least a week) to visit a program before making a decision.
    2. Offers with funding are treated like any other offer. There should be no stipulation by the University that the offer carries funding only if the student accepts by a specific date that precedes the decision date described above.
    3. The Director of Clinical Training or the designated person in charge of graduate admissions should make every effort to inform students on the alternate list of their status as soon as possible.
      1. The procedure of designating all students who have not been offered immediate admission as alternates is inappropriate. The University Training Program should have a procedure for identifying those students who clearly will not be offered admission.
      2. A reasonable designation of the student's position on the alternate list is encouraged.
      3. Once the class has been filled, students on the alternate list should be informed that they are no longer under consideration for admission. Students who were designated "high on the alternate list" should be informed by phone.
    4. A student should not hold more offers than they are seriously considering. Holding multiple offers ties up slots, preventing programs from making offers to other students. This is a complex principle operationalized in the points below.
      1. It is legitimate for students to want to visit a program, if they have not done so already, before making decisions among top offers. Such visits should be scheduled as soon as practical after the offer of admission is received. If, after a visit to a program, the student decides that the program is rated lower than a program the student has already been offered admission to, the student should quickly inform the lower ranked program that they will be declining their offer.
      2. Whenever possible, the student applicant should inform training programs by phone of a decision, following up within 24 hours with a written confirmation of that decision.
      3. Once a student has accepted an offer of admission to a Graduate Training Program, the student should inform all programs in which they are currently under consideration that they are either declining outstanding offers of admission or no longer wish to be considered for admission. Students should contact by phone those programs that have offered admission or have the student high on the alternate list. These phone calls should be followed up within 24 hours by a written confirmation. For programs for which the student is on the alternate list but not high on the alternate list, a letter withdrawing their application mailed within 48 hours is sufficient notification.
    5. It is the responsibility of the Director of Clinical training or the designated person in charge of graduate admissions to keep students informed of changes in their status. Ideally, the student should be informed immediately by phone and with a follow-up letter. Offers of admission or offers of funding for students already offered admission should be made over the phone with a follow-up letter mailed within 24 hours.
    6. The current policy statement of the Council of Graduate Departments of Psychology allows students to resign offers they previously accepted up to the April 15th decision date by submitting the resignation in writing. The purpose of this policy is to avoid pressure on students to accept offers before they have heard from other schools. Although withdrawing an acceptance is legitimate, it is not good form. A much better approach is to accept a position only if you intend to follow through on your commitment. Students have the right to hold offers as described above if a preferable offer is still possible.
      1. As stated in 5(c), once a student has accepted an offer, the student should notify other Universities immediately that he or she has accepted another offer.
      2. Except in very unusual situations (e.g., serious illness or major personal problems), a student who accepts an offer of admission is expected to start the graduate program the following fall unless other arrangements have been made with the Director of Clinical Training. Training lines are severely limited and failing to use one after it has been offered prevents other qualified students from obtaining training.
  • Application Procedures and Information

    Application Process Status: OPEN

    OPENS: September 1st, 2020

    CLOSES: December 1st, 2020

    In order for your application to be considered by the Psychology Programs, you will need to submit your online applications to the University: Apply To MSU


    An official transcript for all previous undergraduate and graduate work must be sent by the appropriate officials of the institutions where the work was done. Your personal copies, or reproductions of your copies, will not be accepted. The official transcripts must be mailed directly to the Department of Psychology. The address is: 

    Brooke Rosek
    Psychology Building
    316 Physics Road, Room 240E 
    East Lansing, MI 48824

    Admission Procedures

    The faculty and graduate students in the various fields of concentration offered in our department are organized into Graduate Programs. Admission recommendations are made by program groups. The faculty or a faculty committee from a particular program group review the credentials of all applicants indicating a primary interest in that field of concentration. Please apply to the program that is best suited to your interests. If you are interested in interdisciplinary training across two of our programs, please contact the Graduate Director for additional information. 


    Each program has its own process for selection that relies on your application and may include personal interviews. You will be contacted by a faculty member in the program you are applying to if additional information and/or an interview is required. The interviews for the clinical program will be held on Monday, Feb. 4th, 2019.

    Program Information

    Applications are accepted only for Fall semester, which usually starts in late August. For Fall admission, applications must be submitted by DECEMBER 1 of the PREVIOUS YEAR. Applications submitted after the deadline will not be considered for admission.

    Individuals sometimes ask us to make a preliminary evaluation of their qualifications for admission. We are sorry but this is not possible. We make comparisons among all applicants each year and must have complete application files before any evaluations can be done. We believe that this web page contains sufficient information for potential applicants to decide whether or not they should apply for admission.

    The focus of our six on-campus programs is the Ph.D. A M.A. is required as part of the process, but this degree is not intended to provide an entry point for professional employment in psychology. In contrast, we do offer a separate, online terminal M.A. degree in Program Evaluation (please see Program Evaluation).

    Graduate degree programs in the Department of Psychology are offered only within the College of Social Science. Our affiliation with other colleges includes research and teaching links, but no degrees in psychology are available outside the College of Social Science. Descriptions of our programs appear in Academic Programs, a catalog published on-line by Michigan State University.

    Most successful applicants to our on-campus Ph.D. programs are admitted with some sort of financial support. (No financial support is provided for the online M.A. in Program Evaluation.) Support sources come in five main types:

    1. Teaching assistantships eligible to join the Graduate Employees Union (TA)
    2. Teaching assistantships not eligible to join the Graduate Employees Union (TE)
    3. Research assistantships (RA)
    4. MSU fellowships (e.g., University Distinguished Fellowships, University Enrichment Fellowships)
    5. External fellowships (e.g., from the National Science Foundation)


    If you are offered admission to our program, you will be told whether you will be on a fellowship or some type of assistantship. We make every effort to support our graduate students during their program.


    Transfer of Graduate Credit

    The department does not wish to slow students' progress by requiring duplication of previous graduate work. University regulations permit transfer of a maximum of 9 semester credits from other accredited institutions toward the master's degree. Graduate work may be transferred toward the doctoral degree. Credit transfer is evaluated by the student's guidance committee and is subject to the approval of the department chairperson and dean of the college. Graduate work used in fulfillment of requirements for a master's degree cannot be used toward the doctoral degree. Within these limitations graduate student credit earned elsewhere can either be transferred for credit or used to waive program requirements.


    International Graduate Students

    International graduate students with teaching assistantships must attend an orientation program which typically is held in August. The orientation program introduces students to Michigan State University, to the American university educational system, to principles of classroom teaching and policies of the university, and to local community resources available to all students, and to students from specific countries. In addition, all students will take a variety of tests designed to analyze their proficiency in the English language with respect to assignment to classroom teaching responsibilities. The SPEAK test of verbal English ability is typically offered at selected international sites in the year before arriving at MSU.

    Following receipt of your official notification of admission to graduate study you will receive detailed information about the orientation program from the Office of the Provost.

    Recent legislation has created additional reporting requirements for international students. For detailed information about SEVIS (Student and Exchange Visitor Information System), contact: 

    Office for International Students and Scholars 
    103 International Center, Michigan State University 
    East Lansing, MI 48824-1035


    Graduate Record Examination

    The Graduate Record Exam General Test is required for admission and is available by computer. The computer-based testing program has made taking the GRE General Test easier and more convenient. In addition to the General Test, the GRE Psychology subject test is also recommended.

    The GRE scores should be scheduled to be sent from ETS to the department using the Institution Code 1465 and the Department Code 2001. 

    International students may not have the option to take the General Test by computer. Should you opt to take the GRE by way of the standard pencil and paper method, it is recommended that the test be taken no later than October. 


    MSU Graduate School

    The mission of The Graduate School is to serve as an advocate for graduate education to the university and beyond and to enhance the quality of graduate education at MSU in all its diverse dimensions.

  • Department Admissions Standards

    Our department has never established minimum cut-off values on any indices. Comparisons are made among all applicants for each area of specialization and we attempt to select those persons with the most promise for superior achievement. In the final analysis, the minimum standards are those of the reviewing faculty. The following serve as general guidelines.

    Admission at the Master's level

    • A bachelor's degree from a recognized college or university.
    • A grade-point average of 3.25 or better during the last two full years of undergraduate study in courses other than military science, physical education, and skills courses (e.g., typing).
    • A major in psychology or at least 12 credit hours in psychology (semester system) with grades of B or better, including courses in experimental psychology and statistics.
    • Favorable evaluations of the applicant by at least three former instructors, preferably in the applicant's undergraduate major. If this major was not psychology, an evaluation from one or two psychology instructors who know the applicant would be highly desirable.
    • Satisfactory scores on the Graduate Record Examination.
    • A reasonably diversified background of undergraduate education in the liberal arts and sciences, including such subjects as english, history, philosophy, mathematics, foreign language, physical and biological sciences.
    • Applicants are admitted to the program only if judged to be qualified to complete the doctoral degree.
    • Minimum TOEFL score of 575 for international students.


    Admission at the doctoral level for students with a master's degree earned elsewhere

    • A graduate program, with a major in psychology, in which a thesis was required, leading to a master's degree from a recognized graduate school (or 30 semester hours) of approved graduate study.
    • A grade-point average of 3.5 or better in all previous graduate courses.
    • Graduate course work in psychology equivalent to those courses required of a candidate for a master's degree in psychology at Michigan State University.
    • Favorable evaluations of the applicant by at least three previous instructors (preferably in psychology).
    • A reasonably diversified undergraduate background in the liberal arts and sciences including such subjects as english, history, philosophy, foreign language, physical and biological sciences, and mathematics.
    • Satisfactory verbal ability and quantitative ability scores on the Aptitude Test of the Graduate Record Examination (GRE).
    • If the applicant's master's degree did not include a research thesis, admission may be offered on a provisional basis. Subsequent admission to regular status will require presentation to the faculty of an acceptable equivalent research project completed here or elsewhere.
    • If the applicant has not completed the master's degree because of unexpected circumstances by the admission date at Michigan State University, the student is given one academic year to complete the final requirements.
    • Minimum TOEFL score of 575 for international students.


    Members of Minority Groups

    The Department of Psychology at Michigan State University recognizes the value that cultural diversity plays in the educational enterprise. Our aim in graduate student selection is to identify individuals who will become outstanding psychologists.

    MSU provides support and assistance through ALANA, a graduate student organization. ALANA is an acronym for the four largest racial/ethnic groups found at most colleges and universities: African American, Latina(o)/Chicana(o), Asian/Pacific American, and Native American. For more information, contact the Office of Minority Affairs at 517-353-7745.

    Transfer from Other Graduate Programs at Michigan State University

    MSU graduate students who wish to transfer into the Department of Psychology are considered in the same way as new applicants. Students in other departments who wish to apply for admission to psychology should obtain and submit the regular application forms. They also need to request their department to either forward their file to us for copying (it will be returned immediately) or to send us a copy of the file. The deadlines and requirements mentioned above apply to students seeking admission by transfer, since their applications must be reviewed in the same way and at the same time as those of students from other universities. Applications involving a transfer between departments at Michigan State University are not processed by the Office of Admissions and Scholarships. All application materials in such cases should be submitted directly to the Department of Psychology.

  • Program Resources

    We have sufficient resources in our program to meet the needs of both faculty and students. We have a relatively low student to faculty ratio (2.5:1) that ensures highly attentive and individualized training. We also have adequate institutional support for faculty and student clinical science initiatives.

    Faculty Resources

    Start-up packages for new faculty in our department tend to be very competitive. In addition to these start-up funds, our department also provides seed money each year to gather pilot data for extramural grant applications. At the college and university level, there are six additional grant programs (i.e., Strategic Partnership Grants, Competitive Discretionary Funds Program, Seed Grants for Clinical and/or Translational Research, Creating Inclusive Excellence Grant, Families and Communities Together Coalition Grant, and the College of Social Science Faculty Initiatives Fund) that range in grant awards from ~$2,000 - $400,000. In the last five years, our faculty members have been very successful in securing these grants.

    Our department also provides critical infrastructure for faculty research. The department employs full-time computer programmers/data managers to assist faculty with computer hardware, software, and data collection needs. The department also provides a pool of full-time administrative assistants to assist faculty with research- and course-related activities including photocopying, arranging travel, etc. The department employs a full-time grants management specialist who works directly with faculty on all grant submissions. This specialist prepares grant budgets, manages college/university application approvals, and assists faculty with all aspects of the grant submission process from completion of grant forms to grant submission.  The department funds a volunteer research subject pool comprised of undergraduate students in psychology courses. Participation in the pool is required of all students in the Introductory Psychology courses (although they can opt out and complete a term paper instead) and is frequently offered as an extra credit option in other undergraduate courses as well. Over 6,000 students are typically enrolled in the subject pool each academic year. All faculty members are able to recruit research participants through this pool, free of charge.


    In addition to the volunteer research pool, faculty members have access to other relevant populations for their research. The Psychology Department houses the Michigan State University Twin Registry (MSUTR) that includes over 30,000 twins. Several core clinical faculty make use of this resource for recruiting participants for studies examining a range of psychological problems including eating disorders, conduct disorder, anxiety disorders, intimate partner violence, and personality disorders. Core faculty members also have developed collaborations with community agencies (e.g., schools, shelters for battered women, community mental health), physician offices, and campus groups (e.g., MSU Counseling Center) to recruit special populations such as individuals with autism, schizophrenia, and bipolar disorder, children/adults with behavioral difficulties, pregnant mothers, and victims of domestic violence. Finally, we include standard intake and follow-up assessments of psychopathology, personality characteristics, and treatment outcome in the MSU Psychological Clinic to facilitate faculty and student research.

    An additional resource at the University level is C-RAIND, an interdisciplinary center that brings faculty and students together with any interest in autism, intellectual disabilities, and other neurodevelopmental disorders. C-RAIND activities include a seminar series, research infrastructure support, as well as seed and micro-grants.

    The Psychology Department and university also support faculty research through various colloquia series. The Psychology Department sponsors a speaker series that features internal and external speakers presenting on topics related to clinical science (e.g., the role of gonadal hormones in shaping the adolescent brain and behavior). Several of the graduate programs within the department (i.e., Social/PersonalityCognition & Cognitive NeuroscienceOrganizational) also host a weekly brown bag featuring research talks within that topic area. As noted earlier, our Clinical Science Program hosts the Clinical Science Forum that features our own faculty and student research as well as outside speakers from within the broader clinical science field (e.g., Dr. David Barlow, Boston University; Dr. Shinobu Kitamaya, University of Michigan; Dr. Nathan Fox, University of Maryland; Dr. Thomas Widiger, University of Kentucky; Dr. Jill Hooley, Harvard University). Finally, several of our faculty and students attend weekly colloquia and grand rounds presentations in other MSU departments (e.g., Epidemiology, College of Human Medicine).

    Student Resources

    There is institutional support for students and their clinical science activities as well. Upon admission, each student is guaranteed four years of funding (i.e., a stipend, tuition reimbursement, and insurance coverage) from the department via teaching assistantships (TA) and research assistantships (RA). Although summer funding and funding after the 4th year are not guaranteed, in the past 5+ years, all of our students have been supported in the summer and beyond their 4th year. In addition, some of our students have been funded via the Academic Achievement Graduate Assistantships (AAGA) or University Fellowships (UF). These competitive, university-wide fellowships provide incoming students with 1 year (AAGA) or 2 years (UF) of full support to engage in their own independent research rather than serve as a TA or RA. As noted earlier, our program has been extremely successful in securing these fellowships.


    In terms of other support for scholarship activities, our graduate students have free access to the departmental computer support, administrative assistant support, grant support, volunteer subject pool, and research databases/recruitment pools described above. Students are encouraged to attend national and international scientific conferences to present their research, network with colleagues in the field, and learn about the state-of-the-science in their areas. The Department of Psychology and College of Social Science provide funding for these conferences. The Department provides each graduate student up to $600 per year for conference travel, while the College awards an additional $400 for international travel to a conference. Graduate students also can apply for a $300 conference travel grant from the MSU Council on Graduate Students (COGS). 

    Our program, department, and university also provide monetary support for graduate student research and activities. Each year, the Clinical Science Program awards the John and Margo Reisman Award for Exceptional Promise in Clinical Psychology and the Clinical Psychology Training Fellowship to exceptional applicants who have been offered admission to our program. The Clinical Psychology Training Fellowship is specifically awarded to students from historically under-represented backgrounds. Both sets of awards provide funds support the student and their research and training program. The Clinical Science program also awards the John Hurley Endowed Fellowship to a Clinical Science graduate student each fall. This award provides research support to the graduate student with the highest rated dissertation proposal. Finally, the Clinical Science Program awards the Jacqueline J. Oatman Graduate Fellowship in Clinical Psychology to advanced graduate students in recognition of their exceptional clinical work during graduate school.  These awards provide monetary support to the students in support of their clinical science activities. 

    Our department and university offer up to $2000 in additional research support through the department’s graduate research fund and the university’s Graduate Student Research Enhancement Award. In addition, several of our graduate students have successfully secured multi-year, individual training grants from the NIMH, National Science Foundation, Autism Speaks, and the Canadian Health Institute for Research. Finally, our students have been highly successful at obtaining other external grant support through Blue Cross/Blue Shield, the American Psychological Association (APA), the Association for Psychological Science (APS), the American Psychological Foundation (APF), and other non-profit organizations.

  • FAQ

    What is the size of the graduate program? 

    At any one time the program has about 25-30 active students. Incoming “classes” typically have about five students.

    How many classes do students typically take? 

    Students typically take three to four (3-credit) classes each semester during their first year, in addition to working on their master's thesis. In subsequent years, students take one to three courses per semester, in addition to research and clinical practicum. Generally students are able to complete required coursework by the end of their third year, although many students choose to take additional courses during their fourth or fifth years.  In the first year of our program, students take courses in cognitive and neuropsychological assessment, personality assessment, behavior disorders, diversity and social justice, cognitive behavioral theory, psychodynamic theory, and quantitative research design & analysis. The psychology department does not offer summer courses for graduate students. There are some relevant courses offered by other departments during the summer. Most students take thesis, dissertation, or practicum credits during the summer.

    How long does the graduate program take to complete? 

    The students in our program complete a curriculum that facilitates their growth as clinical scientists. The Master’s portion of the program is designed to take two years, while the doctoral program takes 4 years (including the internship).

    Will I be assigned to work with a particular professor, or will I get to choose whom to work with? 

    Our mentorship model is one in which students choose a primary advisor within the Clinical Science Program, but they are encouraged to work with a range of faculty across clinical science and related disciplines. Although the research training is done primarily through an apprenticeship with the primary mentor, the full clinical science faculty are actively involved in the overall student training through coursework, clinical practica, evaluation of students, and intellectual activities (e.g. colloquia series; see Curriculum and Resources sections). Thus, students are exposed to the multiple perspectives, training, and expertise of the full clinical science faculty. We believe that this mentorship model facilitates flexibility in methods and theory, provides the best approach for fostering positive mentor-mentee relationships, and develops research scientists who have a breadth and depth of training in the clinical science field.  

    Will I receive a teaching or research assistantship? 

    All students who are admitted to MSU's clinical program receive a teaching or research assistantship or a university fellowship. During the last decade, we have been able to provide funding for students through their fifth year in the program. If you are admitted to our program, the letter of admission will specify the number of years of funding you are guaranteed. The clinical program is a full-time program. Thus, it is not feasible for students to complete the necessary graduate work and, at the same time, hold a full- or part-time job. Therefore, MSU's clinical program only admits the number of students that can be supported through departmental or university funding.

    Are professors actively involved in research? How involved are the students in research? 

    The faculty members in MSU’s clinical program are all actively involved in research. All students actively collaborate on research projects with the faculty members. Students typically complete their own independent research projects with faculty and also serve in one or more role on faculty research projects, including serving as a project manager, recruitment coordinator, clinical interviewer, and/or data analyst. Students routinely co-author publications with their research mentor and present at national and international conferences.

    Will I be required to do an internship? 

    All students complete an APA-accredited clinical internship. The program requires that students consult with their doctoral guidance committee about what sites are appropriate. Prior to application for internship, students must have an approved dissertation proposal and they must have passed their comprehensive exams.

    Where are graduates employed?

    Graduates of MSU’s clinical Ph.D. program are employed at universities, colleges, hospitals, government agencies, consulting firms, industry, and private practices. 

    Do students attend or present research at professional conferences?  

    All students regularly attend research conferences and present their research. Students attend a range of annual conventions or conferences, including meetings of the American Psychological Association, Association for Psychological Science, Academy for Eating Disorders, Association of Women in Psychology, Society for Research in Child Development, Society for Psychophysiological Research, International Society for Traumatic Stress Studies, Society for Research in Psychopathology, Behavior Genetics Association, International Society for Research in Child and Adolescent Psychopathology, International Society for Autism Research, and the Eating Disorders Research Society. The Department of Psychology and College of Social Science provide funding for these conferences. The department provides each graduate student up to $600 per year for conference travel, while the College awards an additional $400 for international travel to a conference. Graduate students also can apply for a $300 conference travel grant from the MSU Council on Graduate Students (COGS). Examples of recent student conference presentations can be found here: Recent Graduate Student Publications

    Do students publish research in professional and scientific journals?  

    Students regularly publish research articles in top-tier scientific journals. Many of these publications result from student involvement on faculty research projects. Students also routinely author articles based on their dissertation, thesis, or class research papers. Additionally, students must submit at least one first-author publication as part of their comprehensive examination (see the Curriculum page for more information on this requirement). Student publications can be found in such journals as the International Journal of Eating Disorders, Infant Mental Health Journal, Neuropsychology, Journal of Child Psychology and Psychiatry, Journal of Abnormal Psychology, Archives of General Psychiatry, Psychology of Women Quarterly, Journal of the International Neuropsychological Society, Development and Psychopathology, Journal of Abnormal Child Psychology, and Archives of Clinical Neuropsychology. Examples of recent student publications can be found here: Recent Graduate Student Publications

    What year does clinical work begin? 

    Students begin their formal clinical practicum training during their second year in the program, with an introduction to completing brief assessments in the spring of their first year. An intensive Clinic Orientation, covering topics such as ethics and professionalism, diversity, supervision, and risk management, is provided in February of their first year. During practicum, students are expected to carry a caseload of therapy and assessment clients (for more information on specific practicum requirements by year, see handbook). Psychotherapy and assessment cases will include child and adult cases, to ensure exposure across the lifespan. In addition, cognitive, personality and diagnostic assessments are required. Students obtain group psychotherapy experiences by leading groups in our own clinic (e.g., social skills for children with ASD) or local mental health organizations (e.g., a domestic violence shelter, a Head Start school).  

    The Application and Selection Process

    When should I apply to MSU’s graduate clinical psychology program?  

    The application deadline is December 1st. Be sure to take your General GRE test early enough that the scores will be released to MSU by the deadline. Application materials and instructions can be found here: Apply for Admission

    How is my application evaluated?  

    The Admissions Committee reads all applicant folders. They take into consideration:         

    • GRE scores         
    • GPA         
    • Rigor of undergraduate program of study  
    • Applicant's fit with faculty research interests and mission of program       
    • Research experience         
    • Independent research projects (e.g., honors thesis)         
    • Relevant work experience related to mental health          
    • Letters of recommendation          
    • Personal statement 

    Strength in one area can help to balance a slight weakness in another area.  

    How many students apply to the graduate program? How many are admitted? 

    Approximately 150-200 students apply each year to MSU's clinical program. We admit 4-5 students each year. 

    Is the GRE Psychology Subject Test required? 

    No. We do recommend that you take the GRE Psychology Subject Test and submit the scores with your application, as scores on this test have been shown to be very good predictors of graduate school performance (see Kuncel, Hezlett, & Ones (2001), Psychological Bulletin, 127, 162-181). However, we do not require the test, i.e., you can apply to our program without having taken the GRE Psychology Subject Test.


    Do students live on or off MSU’s campus? What is a typical monthly rent payment in the East Lansing area?  

    There is a graduate dormitory on campus (Owen Hall) and there are also university apartments. However, almost all students choose to live off-campus. There are plenty of reasonably priced apartments and townhouses in either walking or short-driving distance from campus. One-bedroom apartments (w/o utilities) cost $500-$700 (per month); two-bedroom apartments are $650-$850.  

    When do students make living arrangements?  

    Students generally come to the East Lansing area to look for an apartment and sign a lease during the early summer. However, some students start looking as early as April, because some apartment complexes will put you on a waiting list, and will contact you when a unit comes available within the time frame that you would like to start your lease.   

    Do I need to have a car?  

    While you may decide you don't want to have a car if you live very close to campus, most of the current students do have cars. There are bookstores, restaurants, athletic facilities, and a few small stores near campus, but most of the supermarkets and many other stores and restaurants are not a reasonable walking distance. A bus line runs throughout the East Lansing area to outlying shopping areas. A car is necessary to reach the Lansing City Airport. The Detroit Airport can be reached by commuter bus or by car. Amtrak stops near the MSU campus and has routes to Chicago and elsewhere. Campus parking permits are available for purchase by students who have assistantships and fellowships. These allow graduate students to park in specific areas of campus. They cost about $120 per semester. There are other low-cost or free parking options within a short walk of campus that many students choose to utilize. 

    What is the weather like in mid-Michigan?  

    Fall is lovely. The first snowfall is usually in November, and winter weather usually lasts until mid-March. Temperatures are coldest in January and February, usually ranging from the mid-30s to the single digits. Snowfalls are not particularly heavy. We have a number of students from southern states who have successfully learned to drive in the snow! Spring can be cool and rainy, with beautiful weather in May and June, and hotter (but still beautiful) weather in July and August. 

    Will I need to take out student loans, or can I afford to live off the assistantship?  

    The assistantship stipend is designed so that one student can afford to live modestly. Whether you need a loan will depend on your lifestyle and if you have mitigating factors, such as a spouse or dependent children, high moving expenses, etc. Some current students do have loans; however, there are also a large portion of students who are managing the process loan-free.

    Do I have to pay tuition? 

    In fall and spring semesters, students with assistantships receive a tuition waiver for nine credit hours; during summer session, five credit hours of tuition are waived. Students who take more than nine credits (or five credits in the summer) are required to pay for those additional credits, but this situation is quite rare.   

    Do I receive any health care coverage?  

    All graduate students on a 9-month assistantship or fellowship receive student medical insurance coverage for a full calendar year, free of charge. Benefits include major medical coverage and sick/injury, outpatient mental health coverage, and annual medical exam visits to the campus health clinic. Many lab tests are also covered. Prescriptions have a co-pay ($5 for generic; $10 for brand-name). Dental and vision insurance is available for an additional premium. 

    What do students do for fun? 

    Students often take advantage of the many clubs, bars, and restaurants on Grand River Avenue near campus and downtown. The campus and community hold concerts, theatrical performances, and sporting events throughout the year. The area is known for jazz and folk music. Additionally, students can explore Lansing through a scavenger hunt

    The summer also brings numerous free outdoor concerts, folk festivals, plays, and street fairs to East Lansing; these often feature nationally-known performers. Some other activities include visiting the MSU Horiculture Gardens, Potter Park Zoo, and the farmer's markets in East Lansing or Meridian Township. Students can picnic by MSU's beautiful 104 Beaumont Bell Tower, which offers lunchtime recitals. Students also enjoy attneding Lansing Lugnuts minor league baseball games during the summer. 

    Detroit, Grand Rapids, and Ann Arbor are nearby cities that offer seasonal events such as the North American International Auto Show, Ann Arbor Street Art Fair, ArtPrize (an open art competition), and Detroit sports team games (Redwings, Lions, and Tigers). Detroit has one of the top 5 art museums in the country.

    Students often take advantage of the beautiful Great Lakes surrounding the state of Michigan. The beaches of Lake Michigan are gorgeous and the closest are about a two hour drive away. Students can hike at Fenner Nature Center, walk the Lansing River Trail, and bike or walk the trails in beautiful Grego Park. Additionally, students can rent a kayak or canoe at the downtown Lansing River trail or take a downriver excusion through Grego Park. 

  • Licensing and Certification Disclosure

    Federal regulations require MSU to publicly disclose, for each educational program designed to meet the educational requirements for a specific professional license or certification required for employment in an occupation (or advertised as meeting those requirements), information about whether program completion would meet those requirements in a state. These public disclosure requirements apply to all programs, regardless of their modality (i.e., on-ground, online, and hybrid programs). MSU discloses the required information for its Clinical Science Program on page 73 of the table at Licensure and Certification - Public Disclosures - Final.pdf.

    All current and prospective students are encouraged to contact the applicable professional licensure/certification boards in their respective states for additional information regarding professional licensure/certification requirements, including, without limitation, information regarding any non-educational requirements (such as post-doctoral supervision, licensing examination). 

    The information in the table should not be construed as guaranteeing that any particular professional licensure/certification authority will approve a student’s application; nor should the information in the table be read to imply that other requirements for professional licensure/certification do not exist or that other requirements for professional licensure/certification have been determined to have been met by MSU’s program/course, or that any necessary approvals for clinical or other experiential learning placements are secured by virtue of a student’s enrollment at MSU.

    State professional licensure/certification requirements are subject to change at any time.